Read / Literary Indicator / Informational Indicator / Ongoing-Other
Indicator/s
Writing Workshop / Big Book Suggestions
Shared Reading / Clarification
of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Centers
First Grade – Third Nine Weeks – Row 1 (approximately three weeks) / First Grade – Third Nine Weeks – Row 1
First Grade Grade – Third Nine Weeks / 1-3.6 Use structural analysis to determine the meaning of compound words and contractions.
1-3.19 Use known words to spell new words. / 1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
1-1.7 Use relevant details in summarizing stories read aloud. / 1-2.2 Analyze informational texts to draw conclusions and make inferences during classroom discussions.
1-6.1 Generate how and why questions about a topic of interest.
Social Studies
1-4.3 Recall the contributions made by historic and political figures to democracy in the United States, including George Washington, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Martin Luther King Jr., and Rosa Parks.
Science Unit
(for the nine weeks)
Sun and Moon / 1-1.11 Read independently for extended periods of time for pleasure.
1-2.9 Read independently for extended periods of time to gain information.
1-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
1-3.4 Recognize high-frequency words encountered in texts.
1-3.7 Use appropriate rate, word automaticity, phrasing, intonation, and expression to read fluently.
1-3.8 Use appropriate voice level and intonation when speaking and reading aloud.
1-3.17 Use blending to read.
1-3.20 Use pictures and words to construct meaning.
1-6.6 Follow one and two step oral directions.
Writing Workshop
January
How to Books / Wright Group
- The Dancing Fly
- The Predator
- When Robins Sing
- Our Tree House
- A Beaver Tale
Social Studies
Newbridge
- Remember George Washington
Newbridge
- Light and Shadows
- Sun and Earth
- Circling the Sun
- Energy from the Sun
- Earth and Moon
- Earth in Space
Demonstrate an understanding of facts or ideas by organizing and comparing.
Generate: Demonstrate an understanding of the identification of the characters and setting. Remember the details from the story in sequential order.
Analyze:
Make inferences and find support for your thinking. / Retell
- Use a familiar fairy tale or read aloud to write a five-finger retell.See The Next Step in Guided Reading,Richardson, pgs. 122, 171-172.
- Use a familiar fairy tale or read aloud to write the beginning, middle, and end. See The Next Step in Guided Reading,Richardson, pg. 122. Use a familiar fairy tale or read aloud to write a Somebody- Wanted- But- So-.See The Next Step in Guided Reading,Richardson, pg. 122.
- After shared reading, select a few words from which to generate synonyms and antonyms.
- During interactive writing, draw students’ attention to homonyms as they occur in the text and create an anchor chart that you add to throughout the year.
- Continue to add to your anchor charts for compound words and contractions as words appear shared reading or interactive writing.
- Continue to use the analogy strategy during interactive writing to use known words to spell new words. See The Next Step in Guided Reading,Richardson, pg. 121, and Appendix G, pg. 280.
- Demonstrate how to draw conclusions from an informational text by using an “If-then” statement. For example, “If bats are nocturnal, then bats sleep during the day.”
- Poems about George Washington and Abraham Lincoln,
- Poems about Martin Luther King, Jr.,
- Poems and Raps about President’s Day,
- Rosa Parks poem
- On the Moon,And Then There Were Eight – Poems about Space, Salas (Capstone Press)
- Sun and Moon: A Poem for Two Voices (Climb Inside a Poem by Georgia Heard)
- Bear Feels Sick, Karma Wilson
- The Story of Martin Luther King Jr., Johnny Ray Moore
- My Brother, Martin, Christine King Farris
- A Picture Book of Benjamin Franklin, Adler
- The Many Lives of Benjamin Franklin, Aliki
- Martin’s Big Words, Rappaport
- The Other Side, Woodson
- A Sweet Smell of Roses, Johnson
- If a Bus could Talk, Ringgold
- A Picture Book of Rosa Parks, Adler
- Why is the Sun so Hot?, Patricia J. Murphy
- Why Does the Moon Change Its Shape? , Patricia J. Murphy
Literacy Work Stations:Making Centers Work, Diller, Poetry Work Station, Chapter Eight, pg. 91
Place fact and opinion cards about historical figures in a center for partners to sort and classify.
Students can also play a game called Guess Who? One Partner reads facts about a historical figure and their partner tries to figure out who the figure is based on the facts.
Learning to
Read / Literary Indicator / Informational Indicator / Ongoing-Other
Indicator/s
Writing Workshop / Big Book Suggestions
Shared Reading / Clarification
of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Centers
First Grade – Third Nine Weeks – Row 2 (approximately three weeks) / First Grade – Third Nine Weeks – Row 2
First Grade Grade – Third Nine Weeks
Nine Weeks / 1-3.19 Use known words to spell new words.
1-3.15 Identify beginning, middle, and ending sounds in single-syllable words. / 1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussions. / 1-2.1 Summarize the central idea and supporting evidence in an informational text during classroom discussion.
1-2.6 Use graphic features (for example, illustrations, graphs, charts, and maps) as sources of information.
Social Studies
1-2.1 Identify a familiar area or neighborhood on a simple map, using the basic map symbols and the cardinal directions.
Science Unit
(for the nine weeks)
Sun and Moon / 1-1.11 Read independently for extended periods of time for pleasure.
1-2.9 Read independently for extended periods of time to gain information.
1-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
1-3.4 Recognize high-frequency words encountered in texts.
1-3.7 Use appropriate rate, word automaticity, phrasing, intonation, and expression to read fluently.
1-3.8 Use appropriate voice level and intonation when speaking and reading aloud.
1-3.17 Use blending to read.
1-3.20 Use pictures and words to construct meaning.
1-6.6 Follow one and two step oral directions.
Writing Workshop
February
All About Books / Wright Group
- Super Smile Shop
- Mud Walk
- The Terrible Tiger
Social Studies
Newbridge
- It’s On the Map
- Reading Maps
- Map It
- The Moon
- Watching the Night Sky
Demonstrate an understanding of the facts by organizing.
What is the main idea?
How would you summarize?
Tell me about this in your own words. /
- After a read aloud or shared reading, discuss the main idea of the book and supporting details.
- Use big books with headings to show students how to summarize the central idea and supporting evidence. The main idea sentence should include words from the heading and the supporting details are often found in the illustrations.
I’m the Map
Mud
If You Know Where You Are Clap Your Hands / Social Studies
- Me on the Map, Joan Sweeney
- There’s a Map on My Lap, Tish Rabe
- My Map Book, Sara Fanelli
- Mapping
Penny’s World, Loreen Leedy - Are We There Yet, Daddy? Virginia Walters
- Directions, Gonzales
- As the Crow Flies, Hartmar
- If Maps Could Talk, Gonzales
- What Makes Day and Night?, Franklyn Branley
- The Sun: Our Nearest Star, Franklyn Branley
- The Sun is Always Shining, Fowler
(How To Books)
- Apples, Gail Gibbons
- Apples and Pumpkins, Anne Rockwell
- Bugs, Bugs, Bugs, Jennifer Dussling
- Ladybugs, Claire Llewellyn
Other Work Stations:
Computer Station Bookmark science websites that correlate with science indicators.
For children to record information they find on the Internet, see Good Choice, Stead, pg. 178 and Appendix O, pg. 212.
Provide students with a basket of different types of maps in a social studies center where they can record facts they find (written and visual). Good Choice, Stead, pg, 64
Students can draw a map of their classroom, school, body, etc. Refer to Good Choice, Stead,
Page 180.
Learning to
Read / Literary Indicator / Informational Indicator / Ongoing-Other
Indicator/s
Writing Workshop / Big Book Suggestions
Shared Reading / Clarification
of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Centers
First Grade – Third Nine Weeks – Row 3 (approximately three weeks) / First Grade – Third Nine Weeks – Row 3
First Grade Grade – Third Nine Weeks / 1-3.19 Use known words to spell new words.
1-3.12 Use onsets and rimes to decode and generate words. / 1-1.10 Explain cause and effect relationships presented in literary text. / 1-2.8 Explain cause and effect relationships presented in informational texts.
1-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
1-6.2 Use print sources of information (for example, books, newspapers, pictures, charts, and graphs) and non-print sources to access information.
Social Studies
1-6.3 Identify ways that families and communities cooperate and compromise in order to meet their needs and wants.
Science Unit
(for the nine weeks)
Sun and Moon / 1-1.11 Read independently for extended periods of time for pleasure.
1-2.9 Read independently for extended periods of time to gain information.
1-3.4 Recognize high-frequency words encountered in texts.
1-3.7 Use appropriate rate, word automaticity, phrasing, intonation, and expression to read fluently.
1-3.8 Use appropriate voice level and intonation when speaking and reading aloud.
1-3.17 Use blending to read.
1-3.20 Use pictures and words to construct meaning.
1-6.6 Follow one and two step oral directions.
Writing Workshop
March
Persuasive Letters / Wright Group
- Baby Bumblebee
- When Barney Went to the Vet
Breakfast
Social Studies
Newbridge
- Wants and Needs
- Shipping Goods
Newbridge
- Gravity
- Out in Space
- Suggested format for Barney: Barney goes to the Vet and something happens. Show page 2 and have students give the details of the page. Then turn to page 12 and 14 and have students notice what has changed in the Vet's office. Direct students to pages 12 & 14 and let them know this is the effect. Have them make predictions or draw conclusions about the cause. Then read the book.
- During a read aloud, stop at an appropriate time and have students ask a “What caused…” question using an event from the story. Students turn to their partner and share their questions. Teachers will still need to guide students during this process. SeeThe Next Step in Guided Reading, Richardson, pg. 225 for further information on cause and effect strategies.
- Read a page from an informational big book and invite students to share a “why” question with their partner and have their partner come up with possible answers which would be their inference. See The Next Step in Guided Reading, Richardson, pg. 12.
BeginningStageCauseEffect
Print Sources of Information
- Bring in newspapers (mini page) and magazines (Highlights, Time for Kids, Kids National Geographic, Ranger Rick, Big Backyard, etc…) and have students look through the print sources for something to share with their partners. Make sure the articles have been screened and are appropriate for your students.
- Poems about interdependence, and wants and needs,Where theSidewalk Ends, Shel Silverstein, Helping, Bang-Klang, Ourchestra, Pancakes?, Hector the Collector, Point of View, Poor Angus, Afraid of the Dark
The Sun and
Moon / Social Studies
- Sheep in a Shop, Nancy Shaw
- Click, Clack, Moo Cows That Type, Doreen Cronin
- Apple Picking Time, Michele Benoit Slawson
- The Berenstain Bears Get the Gimmes, Stan and Jan Berenstain
- If You Give a Mouse a Cookie, Numeroff
- If You Give a Cat a Cupcake, Numeroff
- Kiss Good Night, Hest
- Bear Wants More, Wilson
- What Baby Wants, Root
- Fancy Nancy and the Post Puppy, O’Connors
- The Day Jimmy’s Boat Ate the Wash, Noble
- I Wanna Iguanna, Kauffman
- Sun up, Sun Down, Gail Gibbons
- The Sun: Our Very Own Star,Jeanne Be
- The Moon Book, Gail Gibbons
Literacy Work Stations: Making Centers Work, Diller, Poetry Work Station,
Chapter Eight, pg. 91
Use the print sources from the mini-lesson to create a research station. This could be included in the All About Books (text features) for Writer’s Workshop.
Provide magazines and pictures in a social studies center for children to find pictures to sort and classify as wants and needs.