GOSHEN CREEK ELEMENTARY 1st GRADE
Monday Week 20 / Materials / ActivityREADING
Unit ~ Lesson
TEKS: / Student Holiday
PHONICS
Unit ~ Lesson
TEKS: / Student Holiday
WRITING
Unit ~ Lesson
TEKS: / Student Holiday
MATH
Unit ~ Lesson
TEKS: / Student Holiday
SCIENCE
Unit ~ Lesson
TEKS: / Student Holiday
SOCIAL
STUDIES
Unit ~ Lesson
TEKS: / Student Holiday
GOSHEN CREEK ELEMENTARY 1st GRADE
Tuesday Week 20 / Materials / ActivityREADING
Unit 4~Lesson 1:
TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24 / Collection of grade-appropriate fictional texts, expository texts, and procedural texts
Chart paper (if applicable) / ***Vocabulary***
topic, purpose, procedural text, question, fact, detail, retell
1. Display the selected fictional story and expository text. Ask: Why did the author write these books? Why would a reader read these books? Discuss responses.
2. Review the two purposes learned previously (to entertain and to inform).
3. Display the procedural text. Ask: Why did the author write this? Why would a reader read this? Discuss responses including that it was written to tell how to do something. This is called procedural text.
4. Ask: What are the topics of each of the 3 texts? How do you know? Discuss responses and model locating information in the text to support ideas.
5. Write the three different purposes (to inform, to entertain, and to tell how to do something) on a chart.
6. Display another selected text and read the title. Ask: What do you think the purpose of this text is? Why do you think that? What is the topic? Instruct students to Think, Turn, Talk.
7. Repeat with 3-5 more selected texts. Be sure to show all three types of texts (fictional, expository, and procedural).
PHONICS
Unit 4 ~ Lesson 1
TEKS ~ 1.3 D, 1.22 A, B / Dry erase board (1 per student), Dry erase marker (1 per student), Dry erase eraser (1 per student), Chart paper (if applicable)
Sight Words: two, more, write, go, see / **Vocabulary~ word pattern, decoding, blending, word wall, high-frequency word, spelling pattern, syllable patterns, open syllable, closed syllable, vowel-consonant-silent e syllable **
1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routines.
2. Display the words hop and hope.
3. Model reading the displayed words and review the vowel-consonant-silent e syllable pattern.
4. Remind students to use these patterns when writing and spelling.
5. Read one of the CVC words from the created list of words. Think Aloud to explain why the vowel is short. Model writing the word.
6. Read one of the CVCe words from the created list of words. Think Aloud to explain why the vowel is long (or “saying its name”). Model writing the word with a silent e.
7. Distribute dry erase boards, markers, and erasers.
8. Read a word from the prepared list. Students listen for the vowel sound and determine if it is short or long.
9. Students write the word on their dry erase board, adding a silent –e if the word fits the vowel-consonant-silent e pattern.
10. Write the word on a chart. Students check their words.
11. Repeat steps 2-4 with additional words.
12. Ask: How does recognizing word patterns help you as a reader and a writer?
WRITING
Unit 4~Lesson 1:
TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24 / Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable)
Optional Writing:
Martin Luther King
*was
*had
*wanted / ***Vocabulary***
topic, audience, purpose, plan, draft, composition, adverb
1. Inform students that they will be writing about a topic they know a lot about to give information to an audience.
2. In the Teacher Writer’s Notebook, model brainstorming a list of possible topics that could be made into an informational piece of writing. Generate ideas that students will be able to relate to.
3. Students think of topics they know about and are of personal interest. Students share ideas with in partners or small groups.
4. Students list their ideas in the Writer’s Notebook.
5. Confer with students to provide targeted instruction and support
MATH
Unit 10 ~ Lesson 1
TEKS: 1.8B; 1.11A; 1.12B / Graphing/ Charting paper
3 socks: one ice pack inside, heat pack, and nothing in the 3rd one.
*Sock Recording Sheet / ***Vocabulary*** Hot/ cold, Temperature, comparative language, estimate
1. TTW lead the class in all calendar activities continuing on previous routines including count, attendance, patterns, clock/ time, etc..
2. TSW explores the attribute of temperature by comparing the relative temperature of three objects.
3. TTW lead the discussion about how the class has been using a clock to measure time and now we look at ways to measure hot or cold (temperature)
4. TTW have three socks for the class to touch/ feel (1 with an ice pack, 1 with a rice bag, bean bag, or heat bag, and 1 with nothing inside) TTW pass the bag around from student to student asking them to identify rather and justify rather the sock is hot, cold, or room temperature.
5. TCW graph and practice using their oral communication skills by stating which sock is hotter, cooler, or equal then the other. TSW then independently chart their information on their Sock Recording Sheet.
6. TTW close the lesson by asking which bag was the hottest, coldest, etc…and has the class affirmed the ways we are able to tell temperature.
SCIENCE
Unit 6 ~ Lesson 1
TEKS: 1.2A, B, D, E, 1.3B, C, 1.4A, 1.8A-D / Weather Graph
Science Notebooks
Book about Precipitation / **Vocabulary ~ weather, sun, sunny, cloud, cloudy, wind, windy, hot, cold, warm, cool, thermometer, windsock, rain, rainy, ice, snow, overcast, rain gauge, temperature, meteorologist, predict, prediction, forecast, air, calm, breezy, clear**
1. In the classroom science notebook, write the word precipitation.
2. Read a book about precipitation. Make sure there is information on rain and snow.
3. Ask:
•What do you think “precipitation” means?
•What are the different types of precipitation you heard about in the book?
4.In the classroom science notebook, record the words: rain, snow, sleet, hail
5. Discuss the four different types of precipitation.
•Rain – drops of water that fall to Earth. The tool used to measure rain is called a rain gauge.
•Hail – large pieces (or pellets) of ice. Hail forms in strong thunderstorms.
•Snow – made of ice crystals that fall to the Earth in soft white flakes
•Sleet – frozen rain during cold weather
6. Explain that when the weather is cold, frozen precipitation can cause the outdoors to become icy. Allow students to share their ideas about what icy is; the discussion is not limited to, but can include what icy conditions look like and how to measure this condition.
7. Make a 4 part chart in student science notebooks. In each box, write the words rain, hail, sleet, and snow. Have students draw a picture to represent each type of precipitation.
8. Add to class weather graph.
SOCIAL
STUDIES
Unit 7 ~ Lesson 2
TEKS: 1.4, 1.4A, 1.5, 1.5A, 1.5B, 1.6, 1.6A, 1.6B, 1.17, 1.17B, 1.18, 1.18A, 1.18B / Handout: Maps and Globes Cloze Activity / **Vocabulary ~physical characteristics, continent, ocean, landforms, mountain, hill, plain, valley, desert, coast, bodies of water, lake, river, pond**
1. Display a picture of the solar system.
The solar system is made up of planets. Identify Earth as our home planet. If we were in outer space looking at the planets Earth would be shaped like a round ball. Why doesn’t it look like a round ball in the picture?
2. The picture is two dimensional. Display a piece of paper shaped like a circle. This circle is two dimensional. Our Earth is round like a ball. It is three dimensional. Display a ball. The ball is three dimensional.
3. Display a globe. This globe is three dimensional. It is a model of the Earth. This is a model of what the Earth looks like in space.
4. Make observations about the globe
What do the blue parts represent? (water)
What do the other parts, the green and brown parts, represent? (land)
What are the masses of land called? (continents)
How many continents are there? Count them. (seven)
What are between most of the continents? (oceans)
Which one is the continent we live on? Point to North America.
Point to the United States, Texas, and your local community.
5. Display a map of the Earth Facilitate a discussion to discern the differences between the map and globe, 2D and 3D.
6. Draw a very simple Venn Diagram. Label the two sides with the words “map” and “globe” and complete it whole group.
7. Complete Handout: Maps and Globes Cloze Activity.
GOSHEN CREEK ELEMENTARY 1st GRADE
Wednesday Week 20 / Materials / ActivityREADING
Unit 4~Lesson 1:
TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24 / ***Advance Prep***
Create a three-column chart. Title the first column “What we know...”, the second column “What we want to know…” and the third column “What we learned…”.
Collection of grade-appropriate fictional texts, expository texts, and procedural texts / 1. Display the selected expository text. Ask: What do you think the topic of the text is going to be? Discuss responses. Ask: What is the purpose for reading this text? Discuss and clarify responses.
2. Display the prepared three-column chart. Write the topic at the top of chart.
3. Ask: What do you already know about this topic? Discuss and record responses in the first column of the chart.
4. Explain that good readers ask questions to help them focus their reading. Model asking 1-2 questions and record in the second column of the chart.
5. Remind students that good readers think while they read. Inform students that a reader’s mind should always be asking questions about what they are reading.
PHONICS
Unit 4 ~ Lesson 1
TEKS ~ 1.3 A, 1.22 B, C / White card stock (2-3 sheets) or large note card (4-6), Chart paper (if applicable) / 1. Follow Teacher Resource: Word Wall Routines and introduce 4-6 new words including high-frequency words and words that reflect spelling patterns recently introduced.
2. Review the vowel-consonant-e pattern using the following steps: Teacher says the word. Students echo. Together say the phonemes in the word. Students write the word. Students read the word.
3. Pair students. Partner A chooses a sight-word, high-frequency word, or vowel-consonant-silent e word from the Word Wall and provides clues to Partner B.
4. Partner B writes their guess on their dry erase board. For example: I’m thinking of word that has 4 letters and begins with the letter h.
5. Once the correct word is guessed, students reverse roles.
6. Ask: How does recognizing high-frequency words help you as a reader and writer?
WRITING
Unit 4~Lesson 1:
TEKS: 1.3, 1.4, 1.5, 1.6, 1.13, 1.14, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24 / Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Chart paper (if applicable) / 1. In the Teacher Notebook, reread the list of topics that were generated in Daily Lesson 1. Choose one of the topics to write about. Think Aloud about who the audience of the informational piece will be.
2. Display the concept web graphic organizer in the Teacher Writer’s Notebook.
3. Record the selected topic in the middle circle.
4. Think Aloud about important facts and details the audience will need to know. Record the information in the outer circles by either writing key words or drawing sketches with labels.
5. Students reread the ideas generated in the Writer’s Notebooks in Daily Lesson 1. Students select a topic to write about and think about the audience for their informational piece.
6. Students draw a concept web graphic organizer in the Writer’s Notebooks and record their topic in the center circle.
7. Students brainstorm important information and details about their topic and record the ideas in the outer circles. Students record their ideas by writing key words or by drawing simple sketches with labels.
8. Students share their concept web graphic organizers with a partner
MATH
Unit 10 ~ Lesson 1
TEKS: : 1.8B; 1.11A; 1.12B / More/ less spinner
Real life time activity cards in bags per group/ partner / 1. TTW lead the class through all appropriate calendar activities including reflecting on time, patterns, important events, attendance, and so forth.
2. TTW lead the class in reviewing telling/identifying time in real life situations using comparative language and more/ less spinner cards.
3. TTW lead the class through a review the tools used to measure the temperature bags and the comparative language used to describe it.
4. TTW distribute more/less time spinners to groups/partners along with real life time cards in bags, allowing groups/partners to take turns displaying times, explaining, and use their comparative language to explain which activity has more or less time.
5. TTW call the groups/partners back together to share information as well as compare answers.
6. TTW chart answers on a graph or chart to compare and visualize the results from group to group and give the students more experiences to use their comparative language.
SCIENCE
Unit 6 ~ Lesson 1
TEKS: 1.2A, B, D, E, 1.3B, C, 1.4A, 1.8A-D / Weather Graph
Performance Indicator ~ Weather Forecast / **Add today’s weather to the weather graph.**
1. Discuss meteorologists.
2. View the websites below to check out the different components of a weather forecast.
http://www.theweatherchannelkids.com/weather-center/forecast-center/
www.weather.com
3. Handout: Performance Indicator ~ Weather Forecast. Students will use our class weather graph to determine and describe today’s weather, as well as draw and label their predictions on what the weather will be for the next two days.
SOCIAL
STUDIES
Unit 7 ~ Lesson 2
TEKS: 1.4, 1.4A, 1.5, 1.5A, 1.5B, 1.6, 1.6A, 1.6B, 1.17, 1.17B, 1.18, 1.18A, 1.18B / · Map of Northern Hemisphere / 1. Display a map of the Northern Hemisphere that shows a compass rose, landforms, and bodies of water.
2. Point to the Northern Hemisphere and name it and other features of the globe.
3. Identify the United States, Texas and Springtown on the map.
4. Examine the map closely and look for physical characteristics: landforms and bodies of waters. Ask questions to draw attention to the details on the map.
Are there mountains or valleys?
Do you see the coastline, where the water meets the land?
Where are there deserts or plains?
Where is there a river?
Are there streams?
Do you see a lake?
5. Locate the Map Key and discuss the symbols and why it is useful.
1. In class Science Notebooks, create a new page for Our Earth Words.
2. Suggested vocabulary for Our Earth Words:
· map
· globe
· landforms
· ocean
· continent
· atlas
· map key
The student will choose several words to add to the notebooks and add brief definitions or pictures.
GOSHEN CREEK ELEMENTARY 1st GRADE