Unit 2: Lesson 8FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Daily Language/Vocabulary / Phonemic Awareness
Segment Phonemes
Middle Sounds
Fluency
Phrasing
Vocabulary
Oral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Oral Vocabulary:
faraway
village
crisp
smudge
peeked
edges / Weekly Plan T194-T195
Day 1
T200-T201 DL
Segment Phonemes
Day 2
T212-T213 DL
Middle Sounds
Day 3
T232-T233 DL
Middle Sounds
Day 4
T242-T243 DL
Segment Phonemes
Day 5
T252-T253
Identify Middle Sounds
AL:segment, phonemes
Read Aloud: Introduce Oral Vocabulary
“The Neighbors”
T202-T203
CLLG: p.55
Instructional Routine 16
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. /
- I will speak single-syllable words.
TRS: p. 181-183
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words /
- I will tell the beginning (initial) sound in a spoken single-syllable word.
- I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word.
- I will tell the final sound in a spoken single-syllable word
Medial
Final sounds
Single-syllable / TRS: Chapter 5
WJ
WTW
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). /
- I will segment one- syllable words into their individual sounds.
Syllable
Individual / TRS: Chapter 5
TRS: Chapter 6 and Chapter 7
CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CC. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. /
- I will sort words into concept categories.
Category /
CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). /
- I will make real-life connections between words and their use.
CC.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). /
- I will use words and phrases I have learned.
- I will use conjunctions to show simple relationships.
Conjunctions
Simple relationships / GR
AL
Phonemic Awareness & Word Work/Phonics / Phonics
Words with Short o
Clusters with l
Phonogram –ock
High Frequency Words to Know
Word Cards:
her, she, now, today, our, would / Weekly Plan T194-T195
Day 1
Words to Know
T204-T205
- Vocabulary in Context
today, our, would
- Instructional Routine 15
PA/Phonics
- T206-T207 Words with Short o and Clusters with l
PB: Vol. 1, p. 98
- T208 Write Words with Short o and Clusters with l
AL: clusters, phonogram
Decodable Reader
“Our Flag”
T209
Day 2
PA/Phonics
- T214 Words with Short o & Clusters with l
PB: Vol. 1, p. 99
Decodable Reader
“The Plan”
T215
Words to Know
T216-T217
Develop Background
Day 3
PA/Phonics
- T234-T235 Words with Short o & Clusters with l
Instructional Routine 6
PB:Vol. 1, p. 103
Fluency
- T236 Phrasing: Natural Pauses
Decodable Reader
“Our Sled Club”
T237
Day 4
PA/Phonics
- T244 Review Short o, Clusters with l, & Short i
“The Pet Club”
T245
Day 5
- T254 Independent Reading
T260
8.13-8.15
8.7-8.9
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC. RF.1.3b Decode regularly spelled one-syllable words. /
- I will decode one-syllable words.
TRS: p. 179
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words. /
- I will recognize irregularly spelled words.
- I will read irregularly spelled words.
Irregularly / TRS: Chapter 6
TRS: Chapter 7
Comprehension / Comprehension
Skill:
Sequence of Events
Strategy:
Analyze/ Evaluate
Genre:
Realistic Fiction/ Informational: Social Studies
Essential Question:
Why is the order of story events important? / Main Selection
“A Musical Day”
T220-T229;SB: p. 70-85
Genre: Realistic Fiction
CLLG: p. 54
Day 2
Introduce Comprehension
T218-T219
Sequence of Events
- Projectable 8.2 (Sequence of Events)AL: event, sequence of events, infer
T222-229
- Projectable 8.3a, 8.3b,8.3c (Flow Chart)
T229
Day 3
Deepen Comprehension
T238-T239
Sequence of Events
- Projectable 8.7
AL: event, sequence of events, infer
Day 4
Vocabulary Strategies T248-T249
Classify and Categorize Time Words
- Projectable 8.10 (Classify & Categorize Time Words)
“Drums”
T246-T247
Genre: Informational Text:
- MC: T247
- CLLG: p.55
- Connect to Science
T261
8.2-8.6
8.10-8.12
CC. RL.1.1 Ask and answer questions about key details in a text. /
- I will ask questions about key details in a text.
- I will answer questions about key details in a text.
Text / STW: p. 17-18, p. 110-122, p. 177
IRAK-1: p. 5
CT: lesson 8-11
CC. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. /
- I will retell a story with key details.
- I will demonstrate understanding of the central message or lesson of a story.
Demonstrate
Understanding
Central message
Lesson / STW: p. 181-182, p. 198
CT: lessons 16-17
CC. RL.1.3 Describe characters, settings, and major events in a story, using key details. /
- I will describe characters in a story.
- I will describe settings in a story.
- *I will describe major events in a story using key details.
Setting
Major events
Key details / IRAK-1: p. 99-118
TRS: p. 636-641
CC. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. /
- I will explain the differences between story books and informational texts.
Differences
Story books
Informational
Fiction
Nonfiction / IRAK-1: p. 95-98
CC. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. /
- I will read prose and poetry for grade 1.
Poetry / PTTP (poetry)
Reading Standards for Informational Text
CC. RI.1.7 Use the illustrations and details in a text to describe its key ideas. /
- I will use the illustrations and details in a text.
Key ideas
Details / RWM:p. 91-92
NRP
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. /
- I will read informational text.
RWM
STW2
CC.RF.1. 4 Read with sufficient accuracy and fluency to
support comprehension.
CC.RF.1.4a Read on-level text with purpose and understanding. /
- I will read grade-level text.
TDC
STW2
AL
GR
CC.RF.1. 4 Read with sufficient accuracy and fluency to
support comprehension.
CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. /
- I will read grade level text correctly.
- I will read grade level text fluently.
- I will read grade level text with expression.
Fluently
Expression / TRS: Chapter 10
Speaking and Listening Standards
CC. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CC. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). /
- I will participate in conversations with peers and adults about grade one topics.
- I will participate in conversations with peers and adults about grade one text.
- I will follow our class rules when we are talking.
Topic Conversations
Peers
Rules /
CC.SL.1.1 Read with sufficient accuracy and fluency to support comprehension.
CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. /
- I will ask questions when I do not understand the topic or text.
Text /
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. /
- I will ask and answer questions about key details in a text read aloud to me.
- I will ask and answer questions about key details from information presented.
Text /
CC. SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. /
- I will ask and answer to gather or clarify information from a speaker.
Answer
Gather /
CC. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. /
- I will describe people with relevant (important) details.
- I will describe places with relevant (important) details.
- I will describe things with relevant (important)) details.
- I will describe events with relevant (important) details.
- I will express ideas clearly.
- I will express feelings clearly.
Events
Relevant
Details
Express
Ideas /
CC. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. /
- I will use drawings or other visual displays to clarify my ideas, thoughts, and feelings.
displays
Clarify / PPW: p. 60-66
STW2: p. 31
CC.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) /
- I will speak in complete sentences.
- I will write in complete sentences.
sentences / PPW: p. 67-71
Spelling / Spelling
Words with short o
Spelling Words:
(Basic) on, got, fox, hop, pop, not,
(Challenge) block, clock / Weekly Plan T194-T195
Day 1
T210 Pretest
Day 2
T230 Word Sort
Day 3
T240 Segment Sounds/Build Words
Day 4
T250 Connect to Writing
PB: Vol. 1, 108
Day 5
T256 Spelling Assessment / Weekly Tests
T256
Spelling Assessment
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.1.1a Print all upper-and lowercase letters. /
- I will print all uppercase letters.
- I will print all lowercase letters.
Lowercase / MI
PPW: p. 44-50
IW: p. 98-107
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. /
- I will use correct spelling for words with common spelling patterns.
WJ
WTW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / 0BJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / Grammar
Statements / Weekly Plan T194-T195
Day 1
T210 Introduce Statements
Day 2
T230 What is a Statement?
Projectable 8.4
PB: Vol. 1, p. 101
Day 3
T240 Writing Statements
Projectable 8.8
Day 4
T250 Spiral Review:
Action Verbs
PB: Vol. 1, p. 109
Day 5
T256-T257 Weekly
Review: Statements
PB: Vol. 1, p. 110
AL: statements / Optional Weekly Tests
T261
Observation Checklist, Assessment p. OC5
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. /
- I will produce simple declarative sentences in response to prompts.
- I will produce simple interrogative sentences in response to prompts.
- I will produce simple imperative sentences in response to prompts.
- I will produce simple exclamatory sentences in responses to prompts.
Interrogative
Imperative
Exclamatory
Simple sentences / MI Is That a Fact?
IW
Appendix C
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.L.1.2b Use end punctuation for sentence. /
- I will write end punctuation for sentences.
CC.RF.1.1 Demonstrate understanding of the organization and basic features of print.
CC.RF.1.1a Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation). /
- I will recognize the parts of a sentence.
Punctuation / TRS: Chapter 3
Writing / Writing
Write to Describe: Thank you note
Focus Trait:
Word choice / Weekly Plan T194-T195
Day 1
T211 Introduce the Model:
Write to Inform
Projectable 8.1 (Writing
Model)
Day 2
T231Introduce the Focus
Trait: Word Choice
Using Exact Adjectives
Projectable 8.5
PB: Vol. 1, p. 102
Day 3
T241 Prewriting: Choosing
a Topic
Projectable 8.9 (Planning
My Thank-You Note)
PB: Vol. 1, p. 107
Day 4
T251 Drafting: Voice
Projectable 8.11
Day 5
T258-T259 Revising and
Proofreading
Projectable 8.12 (Revising
Beth’s Draft)
AL: thank you note / Optional Daily Writing Prompts
T194-T195
Find a sentence in “A Musical Day” that tells how the characters feel about music. Draw a picture and write a sentence to tell what you found.
(reference Journeys Open Response/Writing Rubric on Lesson 8 Overview [cardboard page before Focus Wall])
CC.W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. /
- I will write facts about a topic.
- I will write a conclusion.
Explain
Conclusion / Is That a Fact?
NW: PR
CC.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. /
- I will focus on a topic.
- I will respond to questions from peers.
- I will respond to suggestions from peers.
- I will add details to improve my writing
Topic
Respond
Peers
Suggestions
Details
Improve / AL: p. 69-71
PPW:p 130-136
CR
SYW:62-65
Launching the WW:p.109-114
WR: TSS p. 79-103
CC. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question /
- I will recall information from experiences to answer a question.
- I will gather information from sources to answer a question.
Gather / IW:Chapter 11
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.L.1.2a Capitalize dates and names of people. /
- I will capitalize dates.
- I will capitalize names of people..
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. /
- I will spell words by using the sounds I hear.
WJ
WTW
SMALLGROUPSTANDARDS
Reading Standards: Foundational Skills
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
CC.RF.1.4a Read on-level text with purpose and understanding.
CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENTAREASTANDARDSLESSONS
SOCIAL STUDIES
SOCIAL STUDIES STANDARDS
DIES STANDARDS: / FOCUS / MATERIALS & LINKS TO LESSONS / NOTEBOOK PROMPTS
SCIENCE
SCIENCESTANDARDS: / FOCUS/ESSENTIALQUESTIONS / MATERIALS / NOTEBOOKPROMPTS
October 14, 2012Quarter 2—p. 1
Unit 2: Lesson 9FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Daily Language/Vocabulary / Phonemic Awareness
Segment Phonemes
Middle Sound
Fluency
Accuracy
Vocabulary
Oral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Oral Vocabulary:
yanking
awake
trip
try
twice
wonder / Weekly Plan T288-T289
Day 1
T294-T295 DL
Segment Phonemes
Day 2
T306-T308 DL
Segment Phonemes
Day 3
T326-T327 DL
Middle Sound
Day 4
T336-T337 DL
Middle Sounds
Day 5
T346-T347 DL
Segment Phonemes; Middle Sound
AL: segment, phonemes
Read Aloud: Introduce Oral Vocabulary
“The Little Red Hen”
T296-T297
CLLG: p.57
Instructional Routine 16
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words /
- I will tell the beginning (initial) sound in a spoken single-syllable word.
- I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word.
- I will tell the final sound in a spoken single-syllable word
Medial
Final sounds
Single-syllable / TRS: Chapter 5
WJ
WTW
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). /
- I will segment one- syllable words into their individual sounds.
Syllable
Individual / TRS: Chapter 5
TRS: Chapter 6 and Chapter 7
CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). /
- I will make real-life connections between words and their use.
CC.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). /
- I will use words and phrases I have learned.
- I will use conjunctions to show simple relationships.
Conjunctions
Simple relationships / GR
AL
Phonemic Awareness & Word Work/Phonics / Phonics
Review Words with Short e
Clusters with s
High Frequency Words to Know
Word Cards:
after, read, draw, was, pictures, write / Weekly Plan T288-T289
Day 1
Words to Know
T298-T299
- Vocabulary in Context
- Instructional Routine 15
PA/Phonics
- T300-T301 Words with Short e and Clusters with s
PB: Vol. 1, p. 112
- T302 Write Words with Short e & Clusters with s
Decodable Reader
“Step Up!”
T303
Day 2
PA/Phonics
- T308 Words with Short e & Clusters with s
PB: Vol. 1, p. 113
Decodable Reader
“Splat! Splat!”
T309
Words to Know
T310-T311
Develop Background
Day 3
PA/Phonics
- T328-T329 Words with
Instructional Routine 3
Instructional Routine 6