PROJECT GLAD
WashoeCountySchool DistrictNV
By Key Trainers Jeana Milligan and Jennifer Clements
Home Sweet Home, a Houghton Mifflin Theme
(Level 1) IDEA PAGES
I .UNIT THEME: Include multicultural/self-concept theme
- People and animals live in different homes and none of the homes are exactly the same.
- People and animals move from one place to another.
- Geographic features impact the homes people and animals live in.
- Where are we on the map or in the world?
- Some animals and people are homeless.
II. FOCUS/MOTIVATION
- Big Book - Shared Reading
- Observation Charts
- Launching the Theme T16
- Inquiry Charts
- Super Scientist Awards
III. CLOSURE
- Personal Exploration – Students will make a model of their homes and write three sentences to describe it. Sentences should include size, shape, color, and geographic location.
- Team Exploration – Teams will work to design an animal’s home and will use a diorama, mobile, or drawing to display it.
- Class Project – Class can decide how they would like to help homeless children, pets, or adults. Class Action Plan Example: Class can raise money for Habitat for Humanity
- Process charts
- Inquiry Chart
- Class/teamParagraph: How homes are different and the same.
IV.CONCEPTS – 1st Grade
PHYSICAL SCIENCE
Senses
*Recognize and describe objects qualitatively in terms of texture.
*Sort and classify objects according to observable properties (e.g., size, shape, color).
EARTH SCIENCE
Nature of Changes
12.2.1Investigate and describe how changes happen to many things (e.g., weather).
13.1.2Observe and record seasonal changes. Investigate and describe how weather changes from day to day and throughout the year.
13.2.1Investigate and describe how the sun warms the land, air, and water.
*Describe simple landforms (e.g. lake, mountain, river).
BASIC & INTEGRATED SCIENCE PROCESS SKILLS
Daily Science Skills
*Investigate & describe directions on a map.
18.2.1Explain that everybody can invent things and ideas.
18.3.3Recognize that science engages men and women of all ages and backgrounds.
20.1.1Use toy models (e.g. miniature cars, toy animals) to explain the things they represent.
21.1.1Make observations and give descriptions.
22.1.2Draw pictures that describe observations.
22.1.3Respect ideas and contributions of others.
22.2.2Follow verbal instructions accurately.
23.1.5Make predictions based on observed patterns.
24.1.4Record observations including date and time.
24.3.1Use equipment properly and safely in all science activities
24.3.3Identify and gather tools and materials needed in an investigation.
Social Studies
Geography
Content Standard 1.0: The World in Spatial Terms: Students use maps, globes, and other geographic tools and technologies to locate and derive information about people, places, and environments.
1.1.1Locate places on a simple picture map.
1.1.2Recognize that maps and globes are representations of the Earth’s surface.
1.1.8 Recognize the shape of Nevada.
Content Standard 2.0: Places and Regions:Students understand the physical and human features and cultural characteristics of places and use this information to define and study regions and their patterns of change.
Content Standard 4.0: Human Systems: Students understand how economic, political, and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation.
4.1.3Identify ways in which people or things move from one place to another.
4.1.4Identify the geographic setting of a picture or story.
Content Standard 7.0:Geographic Skills: Students ask and answer geographic questions by acquiring, organizing, and analyzing geographic information.
7.1.1Ask questions about their neighborhood and other places.
7.1.2Recall geographic facts from a story.
7.1.3 Sort and group pictures that display similar geographic places.
7.1.5Recall personal geographic facts, such as home address and phone number.
V.English/Language Arts 1st Grade
Reading:
Content Standard 1.0: Students know and use word analysis skills and strategies to comprehend new words encountered in text.
1.1.1Use knowledge of high-frequency words to begin reading aloud with fluency, accuracy, and expression.
1.1.2Use phonics and knowledge of word families to decode words in context by blending sound units.
1.1.3Use knowledge of common prefixes, suffixes, and abbreviated words to identify words in context.
1.1.4Use knowledge of simple spelling patterns (e.g., CVC=cat,CVCe=cake, CVVC=boat), blends, and digraphs when reading; apply basic knowledge of alphabetical order.
1.1.5Identify synonyms and antonyms in context.
1.1.6Develop and apply newly acquired vocabulary by using prior knowledge and context clues.
Content Standard 2.0: Students use reading process skills and strategies to build comprehension.
2.1.1Use, with teacher assistance, pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, and setting a purpose.
2.1.2Use, with teacher assistance, the three cueing systems (contextual, structural and visual clues), self-monitoring, cross-checking and self-correcting strategies such as rereading, substituting (replacing a known word), and reading on.
2.1.3Demonstrate reading skills that contribute to comprehension including recalling details of the text while reading, drawing conclusions and distinguishing between realism and fantasy.
2.1.4Retell details of text including central ideas.
2.1.5Demonstrate directionality by tracking print from left to right, knowing concept of word and using return sweep.
Content Standard 3.0: Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.
3.1.1Identify characters, setting, and sequence of events.
3.1.2Identify simple character traits and predict story outcomes.
3.1.3 Listen to and read stories from different cultures and eras.
3.1.5Identify rhythm, rhyme, and alliteration.
3.1.7Read and identify poetry and prose.
Content Standard 4.0: Students read to comprehend, interpret, and evaluate informational texts for specific purposes.
4.1.1Locate and use title, pictures, charts, graphs, and names of author and illustrator to obtain information.
4.1.2Identify cause and effect and main idea.
4.1.3Use text, pictures, and graphs to answer questions.
4.1.6Read and follow a simple direction to perform a task.
Writing:
Content Standard 5.0: Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.
5.1.1Use a source to write a simple informative paper with teacher assistance.
5.1.3Write simple stories.
5.1.4Write, with teacher assistance, responses to literature.
Content Standard 6.0: Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.
6.1.1Generate and select, with teacher assistance, ideas for writing from a variety of sources.
6.1.2Organize and sequence ideas, with teacher assistance, through activities such as drawing and discussing.
6.1.3Write across the curriculum, with teacher assistance, stories and/or other compositions such as personal narratives, journal entries, friendly letters and poems.
6.1.4Revise writing, with teacher assistance, to include details.
6.1.5Edit, with teacher assistance, for correct word usage and conventions.
6.1.6Identify, with teacher assistance, an audience for writing.
6.1.7Read and share writing with others; respond, with teacher assistance, to the writing of others.
Content Standard 7.0: Students write using standard English grammar, usage, punctuation, capitalization, and spelling.
7.1.1Use nouns, verbs, and pronouns in writing.
7.1.2Write complete sentences.
7.1.3Use end punctuation; identify contractions and singular possessives.
7.1.4Capitalize names, months, days of the week, and words at the beginning of sentences.
7.1.5Use correct spelling of CVC words and frequently used words (e.g., the, is, my).
7.1.6Print legibly using left-to-right, top-to-bottom directionality and correct spacing between letters and words.
Listening and Speaking:
Content Standard 8.0: Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
8.1.1Identify purposes for listening such as to obtain information, to solve problems, or for enjoyment.
8.1.2Attend and respond to presentations.
8.1.3Recognize that different dialects exist.
8.1.4Follow simple spoken directions to complete a task.
Content Standard 9.0: Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.
9.1.1Use varied vocabulary to communicate ideas.
9.1.2Speak clearly at an understandable pace.
9.1.3Present ideas and ask questions in small and large groups.
9.1.4Recount experiences and retell stories in sequence.
9.1.5Give clear directions to complete a simple task.
Content Standard 10.0: Students participate in discussions to offer information, clarify ideas, and support a position.
10.1.1Demonstrate turn-taking in conversations and group discussions.
10.1.2Ask and answer questions to gather and provide information.
10.1.3Share ideas and information in small groups.
Research:
Content Standard 11.0: Formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.
11.1.1Formulate questions, with teacher assistance, to explore areas of interest.
11.1.2Locate and use, with teacher assistance, reference materials and technology to develop study skills.
11.1.5Share research findings, with teacher assistance, using various media.
- CONTENTVOCABULARY
Habitatshomehivenestdencaveburrowlair
Roostpenstyshelterprotectionweather
Predatorsmaterialsenvironmentfoodfood supply
Preycolonieswebsspidershermit crabshell
Buildundergroundtreestwigsgrass
Mudapartmentpropertiessizeshape
Colortextureneighborhoodplacelocation
- HM Spelling
Diagraph sh, ch, wh, tch, th
Consonant Blends: nd, ng, nk
Spelling patterns: ____ash, ___ush, ___ate, __ake, __ame, __ite, __ide
High frequency words: right, small, these, long, light, more, room, grow, other, could, house, how, over, own, so, world, fly, give, good, her, little, our, try, was
Story words: heavy, rough, fancy, plain, wait, inside, hide, ball, country, countries, Earth, giant, special, street, streets, town, towns, anywhere, beautiful, convinced, easy, news, perfect, raining, weather
VIII. RESOURCES AND MATERIALS
Fiction
The Mitten by Jan Brett
“The Button” by Arnold Lobel
The Hat by Jan Brett
Non-Fiction
Houghton/Mifflin
See Theme 5 Leveled Bibliography pg. T6-T7
PROJECT GLAD
WashoeCountySchool District
By Key Trainers Jeana Milligan and Jennifer Clements
Home Sweet Home, a Houghton Mifflin Theme
(Level 1)
UNIT PLANNING PAGES
I.FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Big Book: Use the frame The good news is… The bad news is… from “The Kite”
• Observation Charts: Pictures of a variety of homes in different places
• Inquiry charts: What do you know about homes and what do you want to know about homes?
• Teacher Read Aloud: “The Two Japanese Frogs” T30
• Read aloud different story book about animal homes
• Personal Interaction: What kind of home would you like to live in and why?
II. INPUT
• Comparative Pictorial Input: two homes-a house and an apartment
• Narrative Input: “Moving Day” T46
• 10/2 with primary language
-Learning Log /sketch
• Read Aloud from fiction and nonfiction sources
III.GUIDED ORAL PRACTICE
• T-graph for Social Skills
• Team points
• Picture file cards
• Process Grid
• Team Tasks
• Poetry
• Mind maps
IV. READING/WRITING
• Total Class Modeling
• Interactive Writing
• Group frame- teacher uses information from students to model appropriate frame
- Frame Format
There are many different types of homes.
Reading/Writing Skills
-mechanics
- paragraphing, periods, capitalization
- fiction versus fact
- decoding/sight words
• Small Group
- Team Tasks
- Big Book
- Pocket Poetry
- Poetry Frame
- Story Map
- Strip Book
• Flexible Group Reading - leveled guided reading
• Individual Activities
- Reading/Writing Choice Time
- retelling Narrative Input
- authentic reading events
- zoo, note pad, memo pad, gift store
- checks, subscriptions, cash register
- Journals
- Learning Logs
- personal exploration - expository or narrative
- Strip Book
V.EXTENDED ACTIVITIES
• Videos – animal homes
• Teacher resources T5
VI.DAILY ACTIVITIES
• Read Aloud
• Silent sustained reading/book sharing
- or reading/writing choice time
• Silent sustained writing
- or reading/writing choice time
• Listening activities
• Oral language activities
• Personal interaction
• Poetry
VII. CLOSURE
• Process Inquiry Charts
• Sketch and label
• Big book
• Team dioramas
-animal homes
• Action plan
-letters to people
• Letter to parents
PROJECT GLAD
WashoeCountySchool District
By Key Trainers Jeana Milligan and Jennifer Clements
Home Sweet Home, a Houghton Mifflin Theme
(Level 1)
SAMPLE WEEKLY LESSON PLAN
WEEK 1:
FOCUS/MOTIVATION
- Cognitive Content Dictionary with Signal Word
- Observation Charts - variety of human and animal homes
- Inquiry Chart –What do you know about where people and animals live? What do you want to know about where people and animals live?
- Grammar: Asking or telling sentences
- Read Aloud: Big Book
- Super Scientist Awards
- different homes
INPUT
- Narrative Input: “Moving Day”
- Day 1 read aloud
- Day 2 read aloud, review with word cards
- Comprehension Skill: compare/contrast
- Strategy: question
- Day 3 read aloud with speech bubbles
- Day 4 teacher orally retells; story map
- Personal Interaction
- Learning Log
- ESL/L1 review
- Read aloud from a variety of fiction and nonfiction about homes
- “The Button”, by Arnold Lobel
- Comprehension Skill: compare/contrast
- Strategy: question
GUIDED ORAL PRACTICE
•T-graph
- Caring(or any other social skill students need to practice or know)
- Team points
• Picture file card activity
- Modeled writing - Exploration Report
• Chanting/Poetry – Perfect Match
READING/WRITING
- Expert Groups 1,2,3
- Reading the Walls
- Guided Reading – leveled readers
- Interactive Writing: Grammar = complete sentences
OR
Alternate ending to the story “Moving Day” or describe the hermit crab’s new home using texture, color, size, etc. Grammar = complete sentences
- Reading/Writing Workshop – T94 Personal Narrative (begin process)
CLOSURE
- Process Inquiry Chart
- Review charts, poems, chants,
- Home/School Connection
WEEK 2:
FOCUS/MOTIVATION
- Cognitive Content Dictionary with Signal Word
- Home/School Connection
- Poetry
-Highlighting
-Sketching
-Skills
INPUT
- Comparative Pictorial Input (Days 2-5 review with word cards)
-Learning Log
-ESL/Primary language review
- Teacher Read Aloud from H/M
“The City Mouse and the Country Mouse”
-making generalizations
-summarizing
-Read Aloud: The Mitten, Jan Brett
- Read Aloud – variety of fiction and nonfiction about homes
- making generalizations
- summarizing
GUIDED ORAL PRACTICE
- Walking the Process Grid – orally creating sentences
- Shared Reading/Poetry/Chants – “A Place to Stay”
- Highlighting
- Sketching
- Skills
- Process GridGame
READING/WRITING
- Total Class reading “Me on the Map”
- making generalizations
- summarizing
- Guided Reading – leveled reading groups
- ELD Group Frame – retell narrative input “Moving Day”
- Team Tasks
- Expert Group 4
- Interactive writing: Comparative paragraph utilizing facts from comparative input chart OR write a letter to city mouse from country mouse T127
- Grammar – asking and telling sentences
- Reading/Writing Workshop – T94 Personal Narrative (continue process)
CLOSURE
- Home/School Connection
- Review charts, poems, chants
WEEK 3:
FOCUS/MOTIVATION
- Cognitive Content Dictionary with Signal Word
- Home/School Connection
- Listen and Sketch/HM Teacher Read Aloud: “The Mouse’s House”
INPUT
- Read Alouds:
The Mitten, Jan Brett
-cause and effect
-monitor/clarify
GUIDED ORAL PRACTICE
- Walking the Process Grid – orally creating sentences
- Shared Reading/Poetry/Chants – Who Lives in a Den of Rock?
- Highlighting
- Sketching
- Skills
READING/WRITING
- Total Class: “The Kite” T206
-cause and effect
-monitor/clarify
- Flexible Reading Groups
- Continue ELD Group Frame retell the Narrative, “Moving Day”
- Interactive Writing: Whole Group Frame, teacher provides topic sentence and class generates supporting detail sentences from input charts and process grid; Suggestion for topic sentence “There are many different types of homes.”
-Type then provide a copy to teach child for independent reading
- Reading/Writing Workshop – T94 Personal Narrative (final draft)
- Using “I” or “me” in sentences
CLOSURE
- Home/School Connection
- Review charts, poems, chants,
1st Grade Weekly Lesson Plan Grid
GLAD Component / Week 1 / Week 2 / Week 3Focusing/Motivation /
- Cognitive Content Dictionary (CCD) daily
- Super Scientist Awards
- Observation Charts (Different human and animal homes)
- Inquiry chart: What do you know about where people and animals live? What do you want to know about where people and animals live? (grammar-asking and telling sentences)
- Launching the Theme T16 –T17
- Teacher Read Aloud “The Two Japanese Frogs” T30
- Teacher-made Big Book
--Super Scientist Awards—
- Introduce Golden Pen Awards
- Teacher Read Aloud “The City Mouse and the Country Mouse” T118
--Super Scientist Awards—
- Introduce house-shaped booklets (use dye cuts)
- Teacher Read Aloud “The Mouse’s House” can do Listen and Sketch here
Input /
- Narrative Input “Moving Day” - Personal Interaction
- Read Aloud from a variety of sources – Comprehension Skill: compare/contrast Strategy: question
- Comparative Pictorial Input web vs. beehive
- Read Aloud from a variety of sources – Comprehension Skill: make generalizations Strategy: summarize
- Read Aloud from a variety of sources – Comprehension Skill: cause & effect, Strategy: Monitor/Clarify
Guided Oral Practice /
- T-Graph for Social Skills – caring
- Team Points for T-Graph
- Shared reading “Perfect Match” – focus on diagraphs sh, th, tch, rhymes, sketch and add picture file cards, highlight vocabulary – interesting words, links, etc.
- Review Narrative Input with word cards, speech bubbles, and story map. Also, focus on comprehension skill: compare/contrast and Strategy: question
- Shared Reading “”A Place to Stay” – focus on long a words, sketch and add picture file cards, highlight vocabulary – interesting words, links, etc.
- Review comparative input with word cards and practice walking the grid while pointing and saying sentences.
- Process grid game
- Shared Reading: “Who Lives in a Den of Rock?” Focus on asking and telling sentences, sketch and add picture file cards, highlight vocabulary – interesting words, links, etc.
Reading / Whole Group
- “Moving Day” (Narrative Input)
- Guided reading/leveled readers
- Expert Groups 1, 2, 3
- “Me on the Map”
- Guided reading/leveled readers
- Expert Group 4
- ELD Group Frame – retell the narrative
- “The Kite”
- Guided reading/leveled readers
Writing / Whole Group
- IAW: Alternate ending to the story “Moving Day” or describe the hermit crab’s new home using texture, color, size, etc. – focus on grammar, complete sentences
- Team Tasks: story map for “Moving Day” with illustrations, sequence “Perfect Match” chant, using magazines make a different homes collage
- Learning Logs
- Reading/Writing Workshop-Personal Narrative T94 (begin prewriting and drafting)
- IAW: comparative paragraph utilizing facts from the comparative or write a letter to city mouse from country mouse T127
- Team Tasks: comparative pictorial input, 3 compare/contrast sentences using comparative pictorial, country or city webs T115, map the classroom T115, picture dictionary
- Learning Logs
- 3 compare/contrast sentences using comparative pictorial input
- Reading/Writing Workshop-Personal Narrative T94 (revising and proofreading)
- IAW: from process grid complete whole group frame, read, revise, and edit
- Team exploration: Teams will work to design an animal’s home and will use a diorama, mobile, drawing, etc to display it.
- Students will make a model of their homes and write three sentences to describe it. Sentences should include size, shape, texture, color, and location.
- Reading/Writing Workshop-Personal Narrative T94 (publishing)
Closure/Assessment /
- Process inquiry chart
- Process Inquiry chart
- Review all songs and chants
- Process Inquiry chart
- Review all songs and chants
- Class Action Plan: Class can decide ways to help homeless pets, children, or adults and work to make a difference.
Super Scientist awards (just add pictures)