First Grade - Pacing Chart Week 6-4

Test Vocab
belongs / Phonics-Spelling
haul claw cause paw saw dawn / HFW
eyes enough air learn across wild
saw draw / A Bear Cub / Storm Vocabulary
straightened spied imitated
caught led straight crooked curved
Day
1 / PA/Phonics / Decodable Reader / HFW / Comprehension
Routine / Repeated Reading / Comprehension
Routine

Give examples over the week.

Which word belongs with this?

/ 243A --- P.A.
243A/BPhonics
Teachers, I would not push for mastery of this sound and spellings - there are only a few words that are highly usable. Better to spend any review time on other sounds. Child should think: “oh, that’s like ‘saw’ if they come across a new word that’s similar, such as paw or claw. If they learn to spell suggested HFW, it will serve them better. / 243D
Use the method we are did with ANTS --
as students look at picture and you discuss, put in the words and phrases you know could give trouble when reading.
p.22 dog is helping - I bet it needs to be trained
p.23 need to learn - need to study - what do you study?
p24. discuss ‘pause’, ‘haul’
p.25 how can the dog get the child’s attention? ...
p.26 I wonder why this man needs help? Discuss ‘living on your own’. / These are
Read Only.
Optional, but suggested to spell:
because,
caught
taught
I would definitely add for spelling:
saw
draw
Are ‘was’ and ‘saw’ confused in their writing??
Try to use ‘enough’ as often as possible during week to establish meaning, if needed. / 244/245
This has opportunities to build background knowledge for Progress Monitoring. Do this page on Day 4 also. Discuss the following and ask partners to use in sentences:
• deep in the woods
• air crisp and clean
• smells like spring
• leaves sprouting
• wild animals
• in the wild
• paws, claws
• stream
• hive
• enough
• fill bellies (also poem)
• stay near, stay close (Daisy)
• hive (bee hive) / Still Watching by Deb Bartolazzi
Old Santa Claus once asked his deer,
To haul some presents far and near,
Because he saw some girls and boys,
Who tried to do what they were taught--
And being good, they had been caught.
And so those dear deer did not pause
To help old Santa with this cause.
1.  Teacher reads poem.
2.  Unknown words? Listen for the word ___ wants to know about. See if you can figure out the meaning this time. Teacher reads poem again. How did you figure out the meaning? Explain word, if needed. A ‘cause’ is when you want to accomplish something, usually something to help others. Refer to the Decodable: Paws for a Cause.
3.  What does ‘far and near’ mean? We usually say ‘near and far’ -- why did Miss B. put ‘far and near’?
4.  What does ‘dear deer’ mean?
5.  Choral read. / Introduce Storm Vocabulary
Do Like a Duck Does
by Judy Hindley
Building on previous activity,
What might they say?
Show a picture (for example, p.15 or 31). Tell your partner what the fox might have said. Teacher can write 1-2 responses to review quotation marks.
The fox said, “_____ .”
Then ask students to write one of these as on-demand to see if quotation marks are used correctly.
Test Vocab
belongs / Phonics-Spelling
haul claw cause paw saw dawn / HFW
eyes enough air learn across wild
saw draw / A Tiger Cub Grows Up / Storm Vocabulary
straightened spied imitated
caught led straight crooked curved
Day
2 / Phonemic
Awareness
Phonics / HFW / Comprehension Routine / Repeated Reading
Class should be gathered close to poetry charts. / Comprehension
Routine
/ / Chart chant
blends, digraphs, as needed
245F
Phonemic Awareness
245F
Phonics / HFW card chant 5 min
Vanishing Letters 10 min / Skip 245 I. Skip Treasures Guide and graphic organizer.
Emphasis Common Core Standards
Assess: Ask students to write whether this is fiction or non-fiction. (Let them spell the best they can -- you should be able to tell what they meant.)
Preview selection by looking at pictures and headings. Tell your partner what you think the main idea of this selection is. (baby tiger growing, things a tiger cub can do, taking care of a tiger cub, etc.)
After reading about page, ask if anyone needs to have a word explained -- they should say: What does ___ mean? (1.RI.4)
After each page, ask partners to reread the page, and think of a question to ask: What.... ? or When...? Partners ask each other, then find answer (Point to Prove).
(1.RI.1)
Read pp 248-261. For the First Read, if needed, you can read to them or ‘snap’ read some pages.
Continue tomorrow. / Still Watching by Deb Bartolazzi
1.  Choral read.
2.  Read with your partner and count with your fingers all the words with the ‘aw’ sound. Random Call.
3.  Choral read. / 30 second practice
Word Wall activity:
Which word belongs with ___ . Partners find a word on the word wall and give reason.
Do Like a Duck Does
by Judy Hindley
Guide the story map. Continue tomorrow.
Test Vocab
belongs / Phonics-Spelling
haul claw cause paw saw dawn / HFW
eyes enough air learn across wild
saw draw / Storm Vocabulary
straightened spied imitated
caught led straight crooked curved
Day
3 / Phonemic
Awareness
Phonics / HFW / Comprehension
Routine / Repeated Reading
Class should be gathered close to poetry charts. / Comprehension
Routine
/ / Chart chant
blends, digraphs, as needed
271 F
Phonemic Awareness
271 F/G
Phonics
271 H
Use Teaching Chart 162. Model and guide how to figure out the meaning of unknown words using ‘base’ word and ending - and other words in the sentence.
Stress ‘base’ word since this is in AZELLA. / HFW card chant 5 min
Partner Sentences / Main Selection
Continue with the next sections: pp 262-269.
Optional: use partner questions for some pages.
p267
What does the author say that Tara does (on this page)?
(climbs, follows, creeps, pounces)
Does anyone want to clarify the meaning of any of these words - then ask: What does __ mean?
Now, which actions did the illustrator (photographer) show in the photos?
So what do the words tell us? What do the photos show us?
1.RI.6
(You can imagine/visualize the other actions not shown in the photos.) / The Progress Monitoring uses the phrase, ‘draw animals out’. Build some background for this idea:
Refer to main selection. Pretend that Tara is hiding one day. What can Lynn do to ‘draw her out’ -- this means what can Lynn do to make her want to come near Lynn. Tell your partner what you think. Random Call. (any reasonable answer).
Sometimes animals are scared and hide and we can ‘draw them out’ with food.
Sometimes people are shy and we can ‘draw them out’ by being friendly.
Add any examples you can think of. Ex: I have a bird feeder. When I put out some seed, one bird will call and draw the other out from the trees to get the food. / Not the Furniture! by Deb Bartolazzi
My cat was scratching with her claws.
I caught her and said, “You need to pause,
And if you do, you’ll hear applause,
Because you need to have soft paws.”
I took her outside on the lawn.
She crawled away and gave a yawn,
And did not scratch until the dawn,
When I awoke to hear her claws,
And saw her scratching without pause!
1.  Teacher shows p.256 (claws) and 265 -- cats sharpen their claws on trees. This can cause a problem when they use furniture like trees. Read title.
2.  Partners try to read. What words were tricky? Were you able to figure it out? How?
3.  Unknown words? What are ‘soft paws’? What is ‘dawn’ -- does ‘I awoke’ help you to figure out what ‘dawn’ means?
4.  Choral read. / 30 second practice
Word Wall activity:
synonyms: give a word and partners find a synonym on the word wall
Do Like a Duck Does
by Judy Hindley
Guide the story map.
Test Vocab
belongs / Phonics-Spelling
haul claw cause paw saw dawn / HFW
eyes enough air learn across wild
saw draw / Storm Vocabulary
straightened spied imitated
caught led straight crooked curved
Day
4 / Phonemic
Awareness
Phonics / HFW / Comp. / Comprehension
Routine / Repeated Reading
Class should be gathered close to poetry charts. / Comprehension
Routine
/ / Chart chant
blends, digraphs, as needed
271 O
Phonemic Awareness
271 P/Q top
Phonics
15 min. / HFW card chant 5 min
Partner Challenge
Partners have one dry erase board and take turns being the ‘teacher’. Partner A says one of the words from the list**, and Partner B spells it on the board using good letter formation (without looking at the list).
Partner A may give one hint:
-The beginning needs to be different.
-The vowel needs to be different.
-One letter needs to be different.
Partner B attempts to correct. If the word is still incorrect, Partner B must correct it and spell it out loud. To correct the word he/she may look at the list, or Partner A may spell it as Partner B writes.
**List = new + tricky words / 244/245
A Bear Cub
(as on Day 1)
as you think best--
Skip
245A/B
Optional
pp 272-273
poem / Optional
271 S
272/273 / Not the Furniture! by Deb Bartolazzi
1.  Choral read. Snap read -- this means that when you snap, someone else reads -- this can be you and the class, or two groups in the class.
2.  Read with partner and count on fingers the number of words with the ‘aw’ sound. Random Call.
3.  Choral read. Snap read.
4.  Who crawled away? Who awoke? / 30 second practice
Word Wall activity:
Ask partners to create an oral sentence with words not yet cemented according to 30 second practice.
Do Like a Duck Does
by Judy Hindley
Use the story map for partner retell and random call. Emphasize ‘saying it in your own words’.
Test Vocab
belongs / Phonics-Spelling
haul claw cause paw saw dawn / HFW
eyes enough air learn across wild
saw draw / Storm Vocabulary
straightened spied imitated
caught led straight crooked curved
Day
5 / Phonemic
Awareness
Phonics / HFW / Formative / Repeated Reading / Comprehension
Routine
/ Chart chant
blends, digraphs, as needed
275B
Phonemic Awareness
275B
Phonics
Spelling
Test
✓
Understand. 10 min
(dry erase)
Write ‘saw’
Change to
claw
law
lawn
dawn
claw
Write ‘haul’
Change to
hauled
hauling
Write ‘cause’
Change to
because / HFW card chant 5 min
Assess: Dictate sentences:
We saw her draw a forest.
She caught the ball. Her brother taught her4448
.
Add a sentence with words you know have been difficult in the past.
Review student booklets later to see needs. Note these in next week’s pacing chart. / Not the Furniture!
by Deb Bartolazzi
1.  Choral read. Snap read.
2.  Tell your partner what these marks are called (quotation marks) and why they are used here. Random Call. Who is talking inside the quotation marks?
3.  Tell your partner the contraction and the two words that it comes from. Random Call.
4.  Reread with the two words. Read with contraction.
5.  Some words in English sound exactly the same, but they are spelled differently. Look in each of this week’s poems - which words sound exactly the same. Write these in your notebook under the title Homophones. / 30 second practice
Word Wall activity:
your choice
Assess: Storm vocabulary.
Do Like a Duck Does by Judy Hindley
Use past vocabulary words to create partner sentences related to this story. You choose:
clever
naughty
tricky
sticky
scratchy
young
careful
stranger
ducklings
detective
creeping/crept
followed
decided
prove
watched
stayed close
noticed
Note: Model and encourage compound sentences using ‘but‘. Ex:
The fox was tricky, but the Mama Duck was clever.
The ducklings floated, but the fox sank.
The fox tried to trick the Mama Duck, but she was careful.
The fox attempted to look like a duck, but he couldn’t do it.
Maybe give the first part of the sentence, and have them finish it.
In-Class Support
1.)  Centers – independent practice of current or previously learned skills - Introduce 1-2 at a time, as you think appropriate. Big 5 +
2.)  In Class Support Groups – teacher led small group instruction targeting specific students and skills -- ONE TARGET at a time.
·  Teacher-led small group (3 – 5 students) instruction using assessment information to form groups
·  Targeted students pulled during whole class independent practice (centers)
·  Groups meet for 5-10 minutes to practice or re-teach deficit skills
Centers must be independent.
Day 1 -- Students -- Target / Day 2 -- Students -- Target / Day 3 -- Students -- Target / Day 4 -- Students -- Target / Day 5 -- Students -- Target
One day on a farm, ... / a fox wanted to eat some ducklings. / First,
defended
pretended
noticed
Next,
demanded
imitated / Then,
defended
tried to convince / In the end,
gave up
sly and foxy