hold ctrl & click on each lesson to be taken directly to

1st Grade Curriculum Map: Literacy & Integrated Content

SUW=Step Up to Writing D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG=HMH Literacy & Language Guide TE=Teacher’s Edition SB=Student Book EXT=Teacher Support Booklet: Extending the Common Core (From Journeys 2011) BB: Big Book CAFÉ= The Café Book TCM=Teacher Created Materials Social Studies

LRSD Elementary Literacy and Social Studies Departments 1st Grade Curriculum: Literacy & Integrated Content Revised 2018

1 .Hold Ctrl & click on each lesson to be taken directly to that specific week.

10/15- off Monday (PD) Lesson 9

10/22 Lesson 10

10/29 Review Week

11/5 Lesson 11

11/12 Lesson 12

11/26 Lesson 13

12/3 Lesson 14

12/10 Review Week

12/17-Holiday begins Thursday Review Week

READING WORKSHOP: COMPREHENSION & CONTENT LEARNING Unit 2 Lesson 9

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

1RL1 Ask & answer questions about key details in a text. 1RL9 Compare & contrast the adventures & experiences of characters in stories. 1RI2 Identify the main topic & retell key details of a text. 1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & info. provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas. 1RI8 Identify the reasons an author gives to support points in a text. 1RI9 Identify basic similarities in & differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 1RF4 Read with sufficient accuracy & fluency to support comprehension.

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Question Genre: Biography/Poetry Fluency: Accuracy

Anchor Lesson Text & Graphic Features LLG p.202 Dr. Seuss, Read aloud from HMH Lesson 9, Student pp.108-126, TE pp. T316-T327, T334-T337 Fluency: The Little Red Hen, LLG p.203 TE pp. T308-T309, T345, Projectable 9.5 Poetry: Let’s Laugh, TE pp. T356-T357 Text to World, T357 Use the activities from Social Studies to teach text & graphic features found on maps & how they provide information. Examine the text & graphic features on the different zoo maps they have been using during this unit. If I Ran the Zoo by Dr. Seuss—Economics & Literature Lesson Read this book aloud to students. Ask students to think about animals they would include if they ran a children’s zoo. Segments of this lesson can be used to show students how to use a decision-making grid to decide on animals for their own zoo. Using the decision-making model, they can decide what animal to include in the children’s zoo.

http://www.econedlink.org/teacher-lesson/209/If-I-Ran-Zoo-Economics-Literature





2 SOCIAL STUDIES

(Use with Unit 2 Lesson 9)


G8.1.1 Use map keys, legends, symbols, compass rose, & directional words to show a relationship between places G.8.1.2 Use maps, globes, & photographs to describe the physical and human characteristics of a familiar place

Unit: Maps Lesson: Maps of Familiar Places Essential Questions: How do maps help me every day? What stories do maps & globe tell me? Supporting Question(s): How does a grid help you find places on a map? Can you read & follow a map of a familiar place? How does a map grid help locate places on a map? What kind of clues & important features do I need to include on a map?

Zoo Mapping Lesson National Geographic Lesson: Using a Grid with a Zoo Map ---Includes handouts & maps used in the lesson. BEFORE READING: Have students share about any visit to a zoo they have made. Ask: How did you find your way around? What animals did you see? Tell students that they will be using a zoo map from a famous zoo in Chicago, Illinois—the Lincoln Park Zoo. Find Chicago, Illinois on a map in lesson. Ask students what animals they would want to see at the zoo. How would you find these animals? DURING READING: Project a copy of the Lincoln Park Zoo from the lesson. Ask student how they would find the bears. Explain that instead of reading the words on the map, they could use the grid. The grid helps you locate places on the map. Follow the lesson to demonstrate how to use the grid. Use the map of Chicago to demonstrate using a grid with a map of a city. AFTER READING: (Continue with content lesson from last week)) Students will continue planning a trip to the Little Rock Zoo by deciding what they want to see at the zoo. Share the map of the Little Rock Zoo. Ask students questions about the key, the specific features of the map, how they will find special areas to visit. (“If I were at the elephant barn, which direction will I need to go to get to the big cats?”, “Which way would I go to find the concession stand?” Model these instructions with the students. Give each student a set of instructions & a copy of the zoo map. (You may want to have students work in groups of 2 or 3) to complete the activity “A Trip to

Student choose 3-5 animals that they would like to visit at the Little Rock, Zoo. They need to locate them on the map. If an animal they chose is not at the zoo, have them make another chose. Pair students & have them show their partner the location of the animals they have chosen.

http://education.nationalgeographic.com/education/activity/using-grid-zoo-map/?ar_a=1

http://education.nationalgeographic.com/education/activity/using-grid-zoo-map/?ar_a=1




3 the Zoo” Map of the Little Rock Zoo Little Rock Zoo Activity Map of the Little Rock Zoo Little Rock Zoo Activity Additional Lesson If I Ran the Zoo by Dr. Seuss—Economics & Literature Lesson

WORD STUDY Unit 2 Lesson 9


1L1c Use singular & plural nouns with matching verbs in basic sentences. 1L1f Use frequently occurring adjectives. 1L5a Sort words into categories to gain a sense of the concepts the categories represent

STRATEGY: Antonyms ACADEMIC: graphic features, illustrations, captions SOCIAL STUDIES: map key, direction, cardinal directions CATEGORIES: Teacher choice

HMH U2L9 TE: p. T358-359 Intro. Antonyms Projectable 9.7 Vocabulary in Context TE pp. T314-T315, SM pp. 106-107 Daily Vocabulary Boost TE pp. T307, T331, T341, T353, T363

1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. 1RF3b Decode regularly spelled 1-syllable words. 1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Review words with short e Blends with l

See First Grade Phonological Awareness and Phonics Addendum 2018-19

WRITING WORKSHOP Unit 2 Lesson 9


GRAMMAR 1L1c Use singular & plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 1L1f Use frequently occurring adjectives. 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

SKILL Singular & Plural Nouns

U2L9 TE: p. T328 Intro. singular/plural nouns U2L9 TE: p. T338 singular/plural nouns U2L9 TE: p.350 U2L9 TE: pp. T366-367 singular/plural nouns & verbs Spiral Review: Complete Sentences TE p. T360 Projectable 9.7

https://drive.google.com/open?id=0B2OxYfyPmeqgdUo2Z2VkQjBianM

https://drive.google.com/open?id=0B2OxYfyPmeqgdUo2Z2VkQjBianM






4

PROCESS WRITING 1L1a Print all upper- & lowercase letters. 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers & add details to strengthen writing as needed.

WRITING TYPE Expository/Informational (Descriptive)

SUW LESSONS & TOOLS 4th Edition B4-3 Thinking of Key/Star Ideas Tool B 4-3a, Tool B4-4b pp. 293-294 B4-4 The Organization Game, Tool B4-4a, Tool B4-2b, Tool B4-4c, pp. 295-296 B4-5 Planning Informative/Explanatory Writing with an Informal Outline, B4-5a, Tool B4-5b, pp. 297-299 B4-6 Informal Outlines of Various Lengths for Informative/Explanatory Writing, Tool B4-6a, Tool B4-6b, pp. 300-302 3rd Edition 4-9 Determining Key/Star Ideas with the Thinking Game, Tool 4-9a, pp. 161-163 4-10 The Organization Game Tool 4-10a, Tool 4-10b, Tool 4-10c, pp. 163-165 4-7 Planning with an Informal Outline, Tool 4-5c, Tool 4-7a, pp. 154-158 4-11 Informal Outlines of Various Lengths, Tool 4-9a, Tool 4-11a, Tool 4-11b, Tool 4-11c

Social Studies Prompt: What animal do you thing should be in the zoo? Read about this animal & write about it. (Descriptive)




5 READING WORKSHOP: COMPREHENSION & CONTENT LEARNING

Unit 2 Lesson 10


1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story, using key details. 1RL5 Explain major differences between books that tell stories & books that give information, drawing on a wide reading of a range of text types. 1RL9 Compare & contrast adventures & experiences of characters in stories. 1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI8 Identify the reasons an author gives to support points in a text.

Skill: Story Structure Strategy: Visualize Genre: Fantasy/Poetry Fluency: Stress

Anchor Lesson: Story Structure LLG p. 204 A Cupcake Party, Read aloud from HMH Lesson 10 Student book pp. 140-161 TE pp. T414-425 TE pp. T432-T433 Fluency: Chipper Chips In, LLG p. 205 TE pp. T406-T407, T443, Projectable 10.5 Poetry: Happy Times, LLG p. 205 TE pp. T454-T455 Text to Text TE p. T455 Café p. 167 Ready Reference form Read a story about a family with a clear problem & solution & identify the story structure i.e. A Chair for My Mother by Vera Williams, The Relatives Came by Cynthia Rylant, My Rotten Redheaded Older Brother by Patricia Polacco TCM - Primary Source Reader: What Makes a Family

Lesson: (pp. 49-58) Before Reading, During Reading, & After Reading Activities (p.50-52)

SOCIAL STUDIES (Use with Unit 2 Lesson 10)


H.12.1.1 Explain ways families & school have changed using chronological terms H.12.1.3 Compare present day families, objects & events with those in the past using visual representations, news stories & artifacts H13.1.3 Draw conclusions about family or school life in the past using historical

Unit: Families Lesson: Family Differences Essential Question: How does having different kinds of families make the world & our classroom a richer kind of place? Supporting Questions:

TCM - Primary Source Reader: What Makes a Family Lesson: (pp. 49-58) Before Reading Activity (p. 50) “Branching Out” (p. 54) Primary Source Activity (p. 53) Postcard image “My Postcard” (p. 57)

TCM What Makes a Family Quiz p. 58

https://drive.google.com/open?id=0BygUCc8vNmjcc0ZRMjRWMFI0N2M

https://drive.google.com/open?id=0BygUCc8vNmjcTUFsQjU2Y1otSkU







https://drive.google.com/open?id=0BygUCc8vNmjcS3Ixb2FBVDJtS0k

https://drive.google.com/open?id=0BygUCc8vNmjcMThBZmwzcmsyTEk

https://drive.google.com/open?id=0BygUCc8vNmjcMThBZmwzcmsyTEk

https://drive.google.com/open?id=0BygUCc8vNmjca19wcnc5QXV3aEE

https://drive.google.com/open?id=0BygUCc8vNmjca19wcnc5QXV3aEE




6 records & artifacts (e.g., photos, diaries, oral history)

What makes a family? How are all families the same? How are some families different?

TCM - Exploring Social Studies: Arkansas Edition Student Handbook “Looking at Families” (p. 47)



1L1i Use frequently occurring prepositions 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships

STRATEGY: Synonyms ACADEMIC: plot, setting, characters, events SOCIAL STUDIES: celebration, culture, heirloom, holidays, responsibilities, traditions

HMH U2L10 Vocabulary Strategies TE pp. T456-T457, Projectable 10.7 Daily Vocabulary Boost TE pp. T405, T429, T439, T451, T461 TCM - Primary Source Reader: What Makes a Family

Lesson: (pp. 49-58) Before & After Reading Vocabulary Activities (pp. 50, 52): p. T456-457 introduce synonyms

1RF2b Orally produce single-syllable words by blending sounds, including consonant blends. 1RF2c Isolate & pronounce initial, medial vowel, & final sounds in spoken single-syllable words. 1RF3b Decode regularly spelled 1-syllable words.

SPELLING/ENCODING Review words with short u Final Blends

See First Grade Phonological Awareness and

Phonics Addendum 2018-19



GRAMMAR 1.L.1..H Use determiners (e.g., articles, demonstratives).

SKILL Articles

HMH U2L10 TE: pp. T426 U2L10 TE: pp. T436, T448, T464 Spiral Review: Commas in a Series HMH U2L10 TE: p. T458 Projectable 10.2, 10.6

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure.


SUW LESSONS & TOOLS 4th Edition B2-11 Neat Paper Rules pp.137, Tool 2-11a p.137 Use Tool 2-11a modified for first grade.

Social Studies Prompt: SUW B4-34 Informative/Explanatory Writing Scoring Guide pp. 372-375 Use Tools B4-34

https://drive.google.com/open?id=0BygUCc8vNmjcdXNqbE5QU2lfV2M%22HYPERLINK%20%22http://www.hilliardschools.org/elem/pdf/Activities_K-2.pdf

https://drive.google.com/open?id=0BygUCc8vNmjcdXNqbE5QU2lfV2M%22HYPERLINK%20%22http://www.hilliardschools.org/elem/pdf/Activities_K-2.pdf





http://www.corestandards.org/ELA-Literacy/L/1/1/h/




7

1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.

B4-6 Informal Outlines of Various Lengths for Informative/Explanatory Writing pp. 300-302 Tools B4-5b, B4-6c B4-7 Accordion Paragraphs pp. 303-306 Tool B4-7c B4-11 Organization with Paragraph Frames pp. 311-312 Tools B4-11c, B4-11d, B4-11e 3rd Edition 4-11 Informal Outlines of Various Lengths, Tool 4-9a, Tool 4-11a, Tool 4-11b, Tool 4-11c 4-8 Accordion Paragraphs, Tool 4-8a, pp. 158-161 4-14 Organization with Framed Paragraphs, Tool 4-15a, Tool 4-15b, pp. 169-170 TCM - Primary Source Reader: What Makes a Family Lesson: Writing Activity (p. 51) “Many Moments” (p. 55)

READING WORKSHOP: COMPREHENSION & CONTENT LEARNING REVIEW SKILLS & STRATEGIES WEEK








8 STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story, using key details. 1RL5 Explain major differences between books that tell stories & books that give information, drawing on a wide reading of a range of text types. 1RL9 Compare & contrast the adventures & experiences of characters in stories. 1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI8 Identify the reasons an author gives to support points in a text.

Skill: Story Structure Strategy: Visualize Fluency: Stress

Review Literacy Skills - Continue lesson from last week. Story Structure LLG p. 204 A Cupcake Party, Read aloud from HMH Lesson 10 Student book pp. 140-161 TE pp. T414-425 TE pp. T432-T433 Fluency: Chipper Chips In, LLG p. 205 TE pp. T406-T407, T443, Projectable 10.5 Poetry: Happy Times, LLG p. 205 TE pp. T454-T455, Text to Text TE p. T455 TCM - Primary Source Reader: What Makes a Family Interactiv-eBook TCM – My Big Family reader (Time for Kids) TFK Lesson pp. 81-88 TCM - Primary Source Reader: What Makes a Family Lesson: Your Turn! Activity (p. 52) TCM – My Big Family reader (Time for Kids) TFK “Who Is in My Family?” p. 88

SOCIAL STUDIES


H.13.1.5 Formulate questions that relate to a family member, family event, or family tradition

Unit: Families Lesson: Family Differences Essential Question: How does having different kinds of families make the world & our classroom a richer kind of place? Supporting Questions: What makes a family? How are all families the same? How are some families different?

Review Social Studies Skills from last week or Every Family is the Same Every Family is Different Lesson Ctrl + Click the link above for more detailed lesson plans. BEFORE READING: With a partner, students will identify one trait that is the same & one trait that is different. Allow students time to share. Use question cards from the linked lesson to ask different partners & report back using a tally chart. Go back to seats & discuss your answers. DURING READING: Read “Two Families” from the linked lesson stopping to discuss character traits.

We are the same. We are different. Graphic Organizer Using graph(s) in detailed lesson plan, students will compare & contrast their family to another student's using a language frame (can be broken up into two days) Compare: Both ___ & ___ have _____. Contrast: ____ & ____ are different because _____.



https://drive.google.com/open?id=0BygUCc8vNmjcOXNJcUU5UFNBVjQ




http://www.tolerance.org/lesson/every-family-same-every-family-different

http://www.tolerance.org/lesson/every-family-same-every-family-different

https://drive.google.com/file/d/0B2OxYfyPmeqgSy1oNWZ5M2t5cnc/view

https://drive.google.com/file/d/0B2OxYfyPmeqgSy1oNWZ5M2t5cnc/view




9 AFTER READING: Answer questions whole group.

TCM Primary Sources Family Traditions Then & Now Family Traditions Lesson (pp. 8-15) Part A: Family Traditions, Photograph Card Part B: The Recipe, The Facsimile

TCM Primary Sources My Family Then & Now Document-Based Assessment “Celebrating Holidays” (p. 72) TCM - Exploring Social Studies: Arkansas Edition Student Handbook “A Family Tradition”

WORD STUDY REVIEW SKILLS & STRATEGIES WEEK


1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships

STRATEGY: Review Skills SOCIAL STUDIES: custom, different, diversity, family, same, unique TARGETED CATEGORIES: Teacher determined

HMH U2L10 Vocabulary Strategies TE pp. T456-T457, Projectable 10.7 Daily Vocabulary Boost TE pp. T405, T429, T439, T451, T461 TCM – My Big Family reader (Time for Kids) TFK Lesson: Word Work, p. 82 TCM - Primary Source Reader: What Makes a Family Lesson: Your Turn! Activity (p. 52) TCM – My Big Family reader (Time for Kids) TFK “Who Is in My Family?” p. 88

1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. 1RF3b Decode regularly spelled one-syllable words.

SPELLING/ENCODING Review words with short u Final Blends

See First Grade Phonological Awareness

and Phonics Addendum 2018-19

WRITING WORKSHOP REVIEW SKILLS & STRATEGIES WEEK

GRAMMAR 1.L.1.H Use determiners (e.g., articles, demonstratives).

SKILL Articles

HMH U2L10 TE: pp. T426 U2L10 TE: pp. T436, T448, T464 Spiral Review: Commas in a Series HMH U2L10

https://drive.google.com/open?id=0BygUCc8vNmjcVU1jUDd0VHBwY1E

https://drive.google.com/open?id=0BygUCc8vNmjca3FYdElfaEFvU3M

https://drive.google.com/open?id=0BygUCc8vNmjcdHEwR3B5QXVaLXc

https://drive.google.com/open?id=0BygUCc8vNmjcUEp2bnE1b3pENTg


https://drive.google.com/open?id=0BygUCc8vNmjcdXNqbE5QU2lfV2M







http://www.corestandards.org/ELA-Literacy/L/1/1/h/




10



1RI1 Ask & answer questions about key details in a text.

Skill: Author's Purpose Strategy: Analyze/Evaluate

Anchor Lesson: Author's Purpose, LLG p. 206

TE: p.T458 Projectable 10.2, 10.6

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure.


SUW LESSONS & TOOLS 4th Edition B2-11 Neat Paper Rules pp.137, Tool 2-11a p.137 Use Tool 2-11a modified for first grade. B4-6 Informal Outlines of Various Lengths for Informative/Explanatory Writing pp. 300-302 Tools B4-5b, B4-6c B4-7 Accordion Paragraphs pp. 303-306 Tool B4-7c B4-11 Organization with Paragraph Frames pp. 311-312 Tools B4-11c, B4-11d, B4-11e 3rd Edition 10-1 Neat Paper Rules, T001 4-10a, 414-415 4-11 Informal Outlines of Various Lengths, Tool 4-9a, Tool 4-11a, Tool 4-11b, Tool 4-11c 4-8 Accordion Paragraphs, Tool 4-8a, pp. 158-161 4-14 Organization with Framed Paragraphs, Tool 4-15a, Tool 4-15b, pp. 169-170

Social Studies Prompt: Choose to write about a family tradition or special event from TCM Writing Activity. Describe the one you choose to write about. SUW B4-34 Informative/Explanatory Writing Scoring Guide pp. 372-375 Use Tools B4-34 B2-11 Neat Paper Rules, pp.137, Tool 2-11a p.137 Use modified for 1st grade.




11 1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 1RI8 Identify the reasons an author gives to support points in a text. 1RL3 Describe characters settings & major events in a story using key details. 1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses

Genre: Informational Text Fluency: Phrasing

At Home in the Ocean, Read Aloud form HMH Lesson 11, TE pp, T22-T33, T40-T41 Student book pp. 12-30 TE pp. T24-40 Connect to Informational Text: Water LLG p. 207 TE pp. T62-T63, Compare Texts: Text to Text Fluency: The Piano Lessons, LLG p. 207 TE pp. T14-T15, Phrasing TE: p. T51, Projectable 11.5 TCM Primary Sources Family Traditions Then & Now Cultural Heritage Lesson (pp. 40-47) Part A: Cultural Heritage, Photograph Card Facsimile p.166 Ready Reference Form



H.13.1.5 Formulate questions that relate to a family member, family event, or family tradition

Unit: Families Lesson: Accepting Family Differences Essential Question: How can someone who looks different be the same as me? Supporting Questions: How do you feel when you visit a family that is different from yours? What does it mean to accept someone’s differences? How can I be more accepting of someone who is different from me?

My Family Rocks - Teaching Tolerance Lesson Click the link above for more detailed lesson plans. myOn: We All Have Different Families (preview book BEFORE reading with students) or Families Around the World BEFORE READING: Ask students "What does family mean to you?" Allow students to complete sentence starter: A family is _____. DURING READING: Have discussions using Text to Self-Connections AFTER READING: Distribute “Family Scavenger Hunt” handout from linked lesson & try to find someone who matches each family description.

Create a family portrait that shows the uniqueness of a student's family with a sentence that matches. One possible sentence starter could be: My unique family rocks because _____. (See linked lesson for more details – #12-13)




https://drive.google.com/open?id=0BygUCc8vNmjcVElKaTh0Mndab0U

http://www.tolerance.org/lesson/my-family-rocks




12 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 1L5b Define words by category & by 1 or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat w stripes) 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

STRATEGY: Categorize ACADEMIC: author's message, author's purpose, details SOCIAL STUDIES: custom, different, diversity, family, same, unique, guardian TARGETED CLUSTERS/CATEGORIES: Teacher determined

HMH U3L11 TE: pp. T64-T65 Classify & Organize Projectable 11.8 Daily Vocabulary Boost TE pp. T13, T37, T47, T59, T69

1RF2a Distinguish long from short vowel sounds in spoken single-syllable words. 1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. 1RF3b Decode regularly spelled one-syllable words. 1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Diagraph th Base Words and –s, -es, -ed, -ing endings

See First Grade Phonological Awareness and Phonics 2018-19


GRAMMAR 1L1b Use common, proper, & possessive nouns. 1L2c Use commas in dates & to separate single words in a series. 1L2a Capitalize dates & names of people. 1RF1 Demonstrate understanding of the organization & basic features of print.

SKILL Proper Nouns

HMH U3L11 Intro proper nouns TE pp. T34, T44, T56, T72 Projectable 11.3, 11.6 HMH U3L11, TE pp. T72-73 Proper nouns Reader’s Notebook Vol. 1 pp. 154, 160, 164 (use as needed) 4th Edition SUW B2-21 Using Nouns, Tool B2-21a, p.159

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some

WRITING TYPE (Use with Unit 3, Lesson 11) Expository/ Informational (Descriptive)

SUW LESSONS & TOOLS 4th Edition




13 facts about the topic, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. 1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

B4-10 Train of Thought pp.309-310 Use Tools B4-10a, B4-10b, B4-10c B4-22 Introducing Transition Words pp. 338-340 Tools B4-22a, B4-22b B4-23 Transition Sets pp. 341-343 Tools B4-23a B4-24 Identifying Transitions pp. 343-344, Tool B4-24a B4-26 Playing with Transitions pp. 347-349 Tools B4-26a, B4-26b U3L11 TE: T57 Write to Inform U3 EXT C10-11 Write a Conclusion 3rd Edition 4-13 Train of Thought Tool 4-13a, Tool 4-13b, Tool 4-13c p. 168-169 4-22 Definition/Function of Transitions 4-22a, Tool 4-22b p.184 4-23 Transition Sets, Tool 4-23a, pp. 185-186 4-24 Playing with Transitions, Tool 4-24a, Tool 4-24b. p. 187






1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story, using key details. 1SL1c Ask questions to clear up any confusions about the topics & texts under discussion. 1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Skill: Sequence of Events Strategy: Question Genre: Folktale/Informational Text Fluency: Rate

Anchor Lesson: Sequence of Events LLG p. 208 How Leopard Got Spots, Read aloud from HMH Lesson 12, Student Book pp. 44-67 TE pp. T120-T133, T140-T143 Fluency: Turtle, Frog, and Rat TE pp. T112-T113, T151, Projectable 12.5 Informational Text: The Rain Forest TE pp. T162-T163, SB pp. 68-71 Text to Text, TE p. T63, SB p. 71 Café p.164 Ready Reference Form



H 13.1.5 Formulate questions that relate to a family member, family event, or family tradition

Unit: Families Lesson: My Family Essential Question: How can families be the same & different? Supporting Questions: Who am I in my family? What does my family look like?

“How Can Families Be the Same & Different? This week they will be exploring the question “What does my family look like?” as they examine their own families & compare & contrast them to other families. Read the myON Book- What is a Family? BEFORE READING: Ask students- What is a family? Create an anchor chart with students based on their responses. Use Staging the Compelling Question on page 3 of the inquiry to have students brainstorm answers to the question “Who am I in my family?” The teacher will share pictures or videos of their family with students. DURING READING: Emphasize the parts of a family that are mentioned in the book What is a Family? (myON) AFTER READING: Share the four videos showing the diversity of family structures (Featured Source B) from Question 1 on pages 7-8 of the inquiry. Create a class graph that shows the makeup of a family (ex. A class graph showing who has siblings,

https://drive.google.com/open?id=0B2OxYfyPmeqgMmVraDlLYUFfVU0




15 who does not have siblings; or who lives with mom & dad, or mom only or dad only or grandparents). Optional Extension: Create graphs throughout the week that reflect other aspects of students’ families (have pets, different housing, languages spoken at home).



1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

STRATEGY: Homophones ACADEMIC: event, sequence of events, story lesson SOCIAL STUDIES: family, culture, role, diversity, unique CATEGORIES: Teacher determined

HMH U3L12 TE: pp.T164-165 Projectable 12.8 Daily Vocabulary Boost TE pp. T111, T137, T147, T159, T169

1RF3c Know final -e & common vowel team conventions for representing long vowel sounds

SPELLING/ENCODING Digraphs ch, tch Possessives with ‘s



GRAMMAR 1L1b Use common, proper & possessive nouns. 1L2a Capitalize dates & names of people.

SKILL Possessive & Proper Nouns

HMH U3L12 TE: pp. T144-T145 & pp.T154-T155 Possessives HMH U3L12 TE: p.T150 & pp.T166-T167 HMH Proper Nouns HMH U3 EXT C8-C9 Possessive Nouns Use C12. U3L12 TE:p.T137 Concepts of Print: Capital

PROCESS WRITING 1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, & provide some sense of closure.

WRITING TYPE Narrative: Imaginative

SUW LESSONS & TOOLS B6-3 Prewriting: Alphabet Soup & Other Ideas pp. 453-454, Tools B6-3a, B6-3b B6-8 Creating Characters pp. 462- 463, Tool B6-8a B6-9 Planning & Developing Characters pp. 464-465 Tool B6-9a B6-14 Showing Not Telling pp. 475-476 Tools B6-14a, B6-14b or B6-14c 3rd Edition 6-5 Alphabet Soup and Other Ideas, Tool 6-5a, pp. 263-266




16 6-9 Creating Characters, Tool 6-9a, p. 272 6-10 Planning and Developing Characters, Tool 6-10a, p. 273 6-11 Showing Not Telling, Tool 6-11a, pp.273-274




17 READING WORKSHOP: COMPREHENSION & CONTENT LEARNING

Unit 3 Lesson 13


1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & information provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas expressing ideas & feelings clearly. 1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RL3 Describe characters settings & major events in a story using key details

Strategy: Cause/Effect Skills: Visualize Genre: Informational Text Fluency: Accuracy: Word Recognition

Anchor Lesson: Cause & Effect LLG p. 210 Seasons, Read aloud from HMH Lesson 13, Student book pp. 78-100 TE pp. T220-T233, T240-T243 Fluency: The Prickly Pride of Texas TE pp. T212-T213, T251, Projectable 13.5 Connect to Informational Text:, Four Seasons for Animals TE pp. T262-T267, SB pp. 104-111 Text to Text, TE p. T267, SB p. 1151 ReadWorks: Readings found in the inquiry “How Can Families Be the Same & Different? Direct links included below: A Trip to the Store Happy Birthday Celebrations Our House Rules In the reading Our House Rules Annie’s brother did not want to share his toys (cause). The family decided that rules were needed (effect). Which rule was the effect of Annie’s brother not sharing his toys. Share with students the cause & effect of this part of the story. Have students decide on possible causes for the other rules this family has now. Café p. 166 Ready Reference Form



https://drive.google.com/open?id=0B2OxYfyPmeqgN1lUSTM2NWxLS1E

https://drive.google.com/open?id=0B2OxYfyPmeqgWl85MnZ0ZWJodHM

https://drive.google.com/open?id=0B2OxYfyPmeqgLVl5dHVEV0tadE0









18 SOCIAL STUDIES

(Use with Unit 3 Lesson 13)


H 13.1.5 Formulate questions that relate to a family member, family event, or family tradition

Unit: Families Lesson: Family Special Events Essential Question: How can families be the same & different? Supporting Questions: What do families do? What special things do families do together? What are the differences between “needs” & “wants”?

This week students will continue to work on the inquiry they started last week “How Can Families Be the Same & Different? They will focus on the second question “What do families do?” BEFORE READING: Turn & Talk- What are some things you & your family like to do together? Create a chart as students share. DURING READING: myON - Families Around the World--Read & point out a few similarities in the book that are also on the chart. What are some of the things families in the book do together? AFTER READING: After reading the book, Families Around the World, add more activities that families do together based on the book or other student ideas. Use the A Trip to the Store reading to discuss the economic terms needs & wants. Have students discuss needs & wants of their families. Additional Resources: Bookflix CALS, Go to Family & Community tab, then tab pp. 33-36, the paired texts are Leo the Late Bloomer & We Are Alike & We Are Different

Students will write a sentence and/or draw a picture telling about their roles in their families & at school. As an extension, you may also include their roles in their communities.

TCM Primary Sources Family Traditions Then & Now Family Recreation Lesson (pp. 64-71) Part A: Family Recreation, Photograph Card Part B: Amusement Park Map, The Facsimile

TCM Primary Sources Family Traditions Then & Now Document-Based Assessment “Families Having Fun” (p. 75)

WORD STUDY



https://drive.google.com/open?id=0B2OxYfyPmeqgN1lUSTM2NWxLS1E

http://www.cals.org/


https://drive.google.com/open?id=0BygUCc8vNmjcZE8yMFBJMlVueGs

https://drive.google.com/open?id=0BygUCc8vNmjcLVgzRVhiZm1ja00

https://drive.google.com/open?id=0BygUCc8vNmjcQTMwRUVZSVUtQ0E

https://drive.google.com/open?id=0BygUCc8vNmjcQTMwRUVZSVUtQ0E




19

Unit 3 Lesson 13


1L4c Identify frequently occurring root words & their inflectional forms. 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships.

STRATEGY: Words ending in –ed & –ing, & -s ACADEMIC: cause, effect SOCIAL STUDIES: family, culture, role, tradition, wants, needs CATEGORIES: Teacher determined

HMH U3L13 TE: T254-T255 Word Endings pp. T268-269, Projectable 13.8 HMH U3L13 TE: Daily Vocabulary Boost pp.T211, T237, T247, T259, T273

1RF3c Know final -e & common vowel team conventions for representing long vowel sounds. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words

SPELLING/ENCODING Diagraphs sh, wh, ph Contractions with ‘s, n’t



GRAMMAR 1L1c Use singular & plural nouns with matching verbs in basic sentences

SKILL Subjects & Verbs

HMH U3L13 TE: pp. T234, T244, T256, T276 Spiral Review: Statements TE p. T270 Projectable 13.3, 13.6 Reader’s Notebook pp. 184, 190, 194

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

WRITING TYPE Narrative: Imaginative

SUW LESSONS & TOOLS 4th Edition B6-4 Prewrite w/Story Map pp. 455-456 Tool 6-4a pp. 455-456 B6-5 Quick Sketch & Quick Note Planning pp. 456-458 Tools B6-5c or B6-5e, pp. 456-458 B6-8 Creating Characters pp. 462-463 Tool B6-8a, pp. 462-463 3rd Edition 6-4 Prewrite w/a Story Map, Tool 6-4a, pp. 262-263 6-7 Quick Sketch and Quick Note Planning, Tool 6-7a, Tool 6-7b, Tool 6-7c. pp. 268-271 6-9 Creating Characters, Tool 6-9a, pp. 272

Social Studies Prompt: Write an imaginative narrative trip to an amusement park or other activity that they do to have fun together.




20



1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & information provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas expressing ideas & feelings clearly. 1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RL3 Describe characters settings & major events in a story using key details

Strategy: Conclusions Skill: Infer/Predict Genre: Fantasy/Informational text Fluency: Expression

Anchor Lesson: Conclusions LLG p. 66 The Big Race, Read aloud from HMH Lesson 14, Student book pp. 122-143 TE: pp. T324-T337, T344-T347 Fluency: The Tortoise and the Hare TE pp. T316-T317, T355, Projectable 14.5 Connect to Informational Text: Rules and Laws TE pp. T366-T369, SB pp. 148-155 Text to Text TE pp. T369, SB p. 155 myON: Use the book Home Life Through the Year or other books that provide information about what happened in the past. What clues can you find from the text & pictures to help decide what was past & present.

SOCIAL STUDIES


H13.1.3 Draw conclusions about family or school life in the past using historical records & artifacts (e.g., photos, diaries, oral history) H12.1.2 Create timelines to sequence family or school events using chorological terms (e.g. first, next, last, before, after, now, long ago)

Unit: Families Lesson: Families in the Past Essential Questions: What do family stories tell us about the past? Supporting Questions: Do all families have stories? What artifacts could one use to tell a family story? How do families change over time/

Inquiry—What Do Family Stories Tell Us About the Past? By answering the essential question What do family stories tell us about the past? Students learn about change over time. Through the use of family artifacts (e.g., photographs, marriage licenses, family trees, keepsakes), students learn that such items can reveal information about how life in the past differs from life in the present & how their families have changed over time. PowerPoint—A Look at Families BEFORE READING: The first Supporting Question in the inquiry, “Do all families have stories?”, helps students understand families have stories & students can learn about themselves & others through those

List three ways that the daily lives of families change over time. Draw a then-and-now picture to illustrate one of the ways.

https://drive.google.com/open?id=0B2OxYfyPmeqgZXpPdU9fR1lqWFU

https://drive.google.com/open?id=0B2OxYfyPmeqgZXpPdU9fR1lqWFU

https://drive.google.com/open?id=0B2OxYfyPmeqgMnUySlBaS0g3M1E

https://drive.google.com/open?id=0B2OxYfyPmeqgMnUySlBaS0g3M1E




21 stories. Students will listen to two stories. They will share a family story & draw a picture to represent their story. The teacher should tell one to model. For Supporting Question 2, “What artifacts could someone use to tell a family story?”, students think about how family artifacts, such as family trees, scrapbooks, & photographs, can be used to tell a family story. After reviewing & discussing featured sources (a sample family tree & images of families & family artifacts), the formative performance task asks students to brainstorm other kinds of artifacts that might be used to tell their family stories. DURING READING: myON- Use book Home Life Through the Year to explore how pictures & photographs provide clues about how things changed over time. AFTER READING: By answering the 3rd Supporting Question, “How do families change over time?”, students build general understanding of past & present & how families change in particular. Thus, they assess the means by which changes occur. Pictures Long Ago & Today Share photographs w/students from now & long ago. Ask them if they know what the object was used for. Ask them what object we use today & how they differ. Share picture of an object we might use today Optional Resources: HMH Unit 1 Lesson 3 "School Long Ago" Student Book pp. 74-77 TE pp. 240-241

TCM Primary Sources Family Traditions Then & Now Family History Lesson (pp. 32-39) Part A: Family History Photograph Card Part B: Family Story, The Facsimile


https://drive.google.com/open?id=0B2OxYfyPmeqgeENETElZUzY3WDg

https://drive.google.com/open?id=0B2OxYfyPmeqgeENETElZUzY3WDg


https://drive.google.com/open?id=0BygUCc8vNmjcaVRMT05YUVYxbGs

https://drive.google.com/open?id=0BygUCc8vNmjcdmowZlRMbG9UQ0E




22

READING WORKSHOP: COMPREHENSION & CONTENT LEARNING REVIEW SKILLS & STRATEGIES WEEK


1L5a Sort words into categories to gain a sense of the concepts the categories represent. 1L5b Define words by category & by one or more key attributes. 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships

STRATEGY: Classify & Categorize ACADEMIC: conclusion, categorize, Classify SOCIAL STUDIES: past, present, artifacts TARGETED CATEGORIES: Teacher directed

HMH U3L14 TE: T370-T371 Vocabulary Strategies HMH U3L14 TE: Daily Vocabulary Boost TE pp. T315, T341, T351, T363, T375

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

SPELLING/ENCODING Long A (vce) Soft c, g -dge



GRAMMAR 1L1c Use singular & plural nouns with matching verbs in basic sentences. 1L1e Use verbs to convey a sense of past, present, & future.

SKILL Verbs & Time

HMH U3L14 TE: p. T338 Introduce verbs & time HMH U3L14 TE: p.T348, p.T360, T378 HMH U3L14 TE: p.T352 Spiral Review: Nouns

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

WRITING TYPE Expository/Opinion

SUW LESSONS & TOOLS B1-8 Agree/Disagree Responses pp. 22-23 Use Tools B1-8a B1-8b or B1-8c B9-5 Reading & Responding to Prompts pp. 619-621 Tool B9-5b 1-6 Agree/Disagree Responses, p. 11

Social Studies Prompt: My family is unique & special. Support your opinion with 2-3 facts.





1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & info. provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas expressing ideas & feelings clearly. 1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RL3 Describe characters settings & major events in a story using key details

Strategy: Conclusions Skill: Infer/Predict Fluency: Expression

Anchor Lesson: Conclusions LLG p. 66 The Big Race, Read aloud from HMH Lesson 14, Student book pp. 122-143 TE: pp.T324-T337, T344-T347 Fluency: The Tortoise and the Hare TE pp. T316-T317, T355, Projectable 14.5 Connect to Informational Text: Rules and Laws TE pp. T366-T369, SB pp. 148-155 Text to Text TE pp. T369, SB p. 155 myON: Use the book Home Life Through the Year or other books that provide information about what happened in the past. What clues can you find from the text & pictures to help decide what was past & present.

SOCIAL STUDIES


H 13.1.5 Formulate questions that related to a family member, family event, or family tradition

Unit: Families Lesson: Families in the Past Essential Question: How can families be the same & different? Supporting Questions: How does my family celebrate? How do families around the world celebrate?

Continue from last week What Do Family Stories Tell Us about the Past? Inquiry Use images from featured sources in inquiry & TCM Primary Source Kit.

Use the Narrative Writing Scoring Guide, SUW tool B6-26D to score

TCM Primary Sources Family Traditions Then & Now Holiday Celebrations Lesson (pp. 25-31) Part A: Holidays & Celebrations Photograph Card Part B: Thank You Letter, The Facsimile

TCM Primary Sources Family Traditions Then & Now Document-Based Assessment “Celebrating Holidays” (p.72)

WORD STUDY REVIEW SKILLS & STRATEGIES WEEK

https://drive.google.com/file/d/0B2OxYfyPmeqgZXpPdU9fR1lqWFU/view

https://drive.google.com/file/d/0B2OxYfyPmeqgZXpPdU9fR1lqWFU/view


https://drive.google.com/open?id=0BygUCc8vNmjcU1A4T2FlcGdFOFE

https://drive.google.com/open?id=0BygUCc8vNmjcZlFhazJwRHVXNGc







1L5a Sort words into categories to gain a sense of the concepts the categories represent. 1L5b Define words by category & by one or more key attributes. 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships

STRATEGY: Classify & Categorize ACADEMIC: conclusion, categorize, Classify SOCIAL STUDIES: past, present, artifacts TARGETED CATEGORIES: Teacher directed

HMH U3L14 TE: T350-T351 Vocabulary Strategies HMH U3L14 TE: Daily Vocabulary Boost TE pp. T315, T341, T351, T363. T375

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

SPELLING/ENCODING Long A (vce) Soft c, g -dge


WRITING WORKSHOP REVIEW SKILLS & STRATEGIES WEEK

GRAMMAR (Review) 1L1c Use singular & plural nouns with matching verbs in basic sentences 1L1e Use verbs to convey a sense of past, present, & future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

SKILL Verbs & Time

HMH U3L14 TE: p. T310 Introduce verbs & time HMH U3L14 TE: p. T332, p.T342, pp.T358-T359 Telling Time with Verbs HMH U3L14 TE: p.T352 Spiral Review: Nouns U3L14 TE: p.T256 Spiral Review: Statements

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

WRITING TYPE Expository/Opinion

SUW LESSONS & TOOLS 4th Edition B1-8 Agree/Disagree Responses pp. 22-23 Use Tools B1-8a B1-8b or B1-8c B9-5 Reading & Responding to Prompts pp. 619-621 Tool B9-5b 3rd Edition 1-6 Agree/Disagree Responses, p. 11

Social Studies Prompt: My family is unique & special. Support your opinion with 2-3 facts.

hold ctrl & click on each lesson to be taken directly to

Documents