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ENGLISH LANGUAGE ARTS CURRICULUM MAP 2012-13

First Grade

FIRST GRADE ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT 2012 – 2013 Curriculum Mapping Purpose Canyons School District’s language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using Scott Foresman Reading Street ©2011. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there. Curriculum Maps are a tool for: • ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments • COMMUNICATION: Articulates expectations and learning goals for students • PLANNING: Focuses instruction and targets critical information • COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best practices pertaining to sequencing, unit emphasis and length, integration, and review strategies

Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning

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These maps were collaboratively developed and refined by teacher committees using feedback from classroom teachers, achievement coaches, building administrators, and the office of Evidence-Based Learning. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD. Specific individuals that have assisted in the writing and editing of this document include: Tana Leigh Paige Rachel Carolyn Melissa Tiffany Natasha Madaline Shelly Stephanie Tami Leighann Lori Casey Sierra Sheri Alana Connie Patricia Beth Julie

Allred Anstadt Attridge Bingham Brooks Brown Bruett Buckner Chilcutt Christensen Cobabe Dautel Dohanos Dragoo Draper Eastmond Ebert Farber Farr Fenton Ferguson Fielding

Joni LaNae Jana Laura Sue Lori Hawley Susan Barbara Alisa Sue KLynn Natalie Stacie Susan Jill Michele Casandra Tina Libby Senja Karen

Gallacher Goates Gold Grzymkowski Harris Hatton Hawkins Henrie Hopkins Hyer Johnson Johnson Johnson King LaDuke Landes-Lee Law Mackris Mahon-Reynolds McShinsky Merrill Millenbach

Monica Mary Jo Katie Jenny Rachel Rachelle Brooke Piper Amber Valinda Ann Marie Tiffany Ellen Amy Kina Deb Cindy Sallianne Karrie Julie Libby

Milovich Murray Norris Olsen Ostvig Pease Peters Riddle Roderick-Landward Rose Sherman Smith Stone Szymanski Tua VanGorder Wagstaff Wakley Wilbur Winfree Woodworth


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TABLE OF CONTENTS CSD RtI Framework to Promote Student Achievement

page 1

Evidence-Based Instructional Priorities

page 2

K-12 ELA Common Core Overview

page 3

Key Points in the ELA Common Core

pages 4-5

First Grade ELA Core Standards Overview

page 6

First Grade Literacy Block

pages 7-8

First Grade Five-Day Plan for Instruction

pages 9-14

First Grade ELA Year at a Glance

page 15

First Grade ELA Map

pages 16–20

First Grade Assessment Continuum

page 21

First Grade Instructional Tune Ups

page 22

Four Square Writing

pages 23-25

First Grade Instructional Sort

pages 26-29

First Grade Science and Social Studies Text Support

pages 30-41

The K-2 ELA Core Standards

pages 42-56


Canyons School District Response to Intervention (RtI) Framework to Promote Student Achievement RtI: Multi-Tiered System of Supports for Academics and Behavior RtI

CSD Student Achievement Principles

!"#providing high quality core instruction (and intervention) matched to students’ needs

• • • •

ALL CSD students and educators are part of ONE proactive educational system. Evidence-based instruction and interventions are aligned with rigorous content standards.

(2) using data over time (i.e. rate of learning, level of performance, fidelity of implementation)

Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources. • CSD educators use instructionally relevant assessments that are reliable and valid. Quality professional development supports effective instruction for ALL students. Leadership at all levels is vital. •

(3) to make important educational decisions.

•

CSD educators problem solve collaboratively to meet student needs.

Core Expectations for ALL students in the General Education Classrooms and Common Areas

Curriculum Evidence-Based (Standards and Materials) Instructional Priorities • Big ideas, bodies of ! • Explicit instruction (I, We, knowledge Ya’ll, You) • Content standards and • expectations aligned with • Maximizing opportunities to respond the Utah Core and • Common Core State • Feedback Standards •

•

• •

World-Class Instructional • Design and Assessment • (WIDA) Schoolwide Positive • Behavioral Interventions and Supports • Prioritized Curriculum Maps Scientific, researchbased programs

Vocabulary

•

Differentiated instruction & grouping structures Acquisition, automaticity, then application

•

Classroom Positive Behavioral Interventions • and Supports

Time Allocation Daily maximization of instructional time

Data Collection and Use •

• English Language Development (ELD) time Building Leadership Team (BLT) meetings

•

Protected time for grade • level and/or department team learning & planning • Establish rules, routines, • and arrangements to increase efficiency for adults and students • Working smarter, not harder •

Fidelity of Implementation

Consistent evaluation of • Core instruction Districtwide screening of key academic and behavior skills Benchmark assessments • Progress monitoring Formative assessment practices (CFAs) Summative assessment practices Early warning system for identification of risk (academic, social, and performance)

•

Data-based Decision Making Monitoring and Use problem solving protocol evaluating effectiveness to: of implementation using • Evaluate the formalized protocols (e.g. effectiveness of Core/ Walk-Throughs, fidelity Initial instruction (>80% checks) proficiency) for all subgroups and maintain Instructional and Peer or adjust Coaching supports • Analyze trends to inform Products to demonstrate decisions evidence of • Evaluate and adjust implementation CSIP •

Determine needs for supplemental instruction

Timely and consistent review of relevant data

On-going, targeted professional development December 2011 V.2.0

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! Evidence-Based Instructional Priorities Applied to Literacy Instruction

Explicit Instruction I Do - We Do - Y’all Do - You Do Model - Guide Practice – Partner - Independent Systematic ! Focused on critical content ! Skills, strategies, and concepts are sequenced ! ! ! ! !

logically Break down complex skills Lessons are organized and focused Instructional routines are used Examples and non-examples Step-by-step demonstrations

Relentless !

! ! !

Increasing Opportunities to Respond

!

!

!

!

Model: All students track as the teacher reads the passage. Teacher emphasizes reading in phrases with expression. “My turn to model. Everyone tracking.” - Choose this strategy when text contains dialogue, advanced punctuation or other content that makes it more difficult for students. Echo Reading: The teacher reads a sentence fluently and immediately the students read it back to the teacher. Keep the time between the model and test very short. All students must track as the teacher or peer reads. “My turn. Echo read. Everyone tracking.” (Model) “Tracking back. Your turn, read.” Choral: Students and teacher read together aloud as all students are tracking. This should be only on short sentences and title. Teacher sets pace. “Everyone…choral read.” - Choose this strategy with text that all students can read. Cloze: Teacher reads and pauses at a word (focused vocabulary words) and students read the word. Continue for a paragraph or so. “My turn. Everyone tracking. Cloze read….” Partner: Partner A reads a sentence and Partner B reads a sentence. Students must track as their partners read.

Feedback ! ! !

Corrective and Affirmative Timely and Frequent Specific and Reinforcing

! ! ! !

Increasing Opportunities to Respond Feedback Instructional Grouping Classroom PBIS

Explicit Vocabulary Instruction

Group Reading Strategies !

Engaging

Adequate initial practice: ELA Literacy Block NOTE: Students who struggle may require 10-30 more times as many practice opportunities than their peers. Distributed practice--frequent exposure to content/skill over time: Literacy Practice Stations Cumulative review: Skill Reviews, Monitor Progress Teach to mastery: Skill-Based Instruction, Unit Tests

Instructional Grouping ! Whole group, Small groups, Partners ! Fluid and flexible ! Skill-Based Small Group Instruction

! Introduce the word • Teacher says the word • All students repeat the word • Teacher gives a child-friendly definition • All students repeat the definition (with teacher guidance) • Repeat above steps as necessary ! Demonstrate • Provide an example • Provide a non-example • Repeat above steps as necessary ! Apply • Students turn to a partner and use the word in a sentence • Teacher shares a sentence using the word

Acquire – Auto – Apply ! ! !

Learn (acquire) the skill Build the skill to automaticity Apply the skill

Classroom PBIS ! ! ! !

Forming clear behavior expectations Explicitly teaching expectations to students Reinforcing expectations with students Correcting of problem behaviors in a systematic manner

!

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Common Core Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards (found in each of the strands below)

READING Grade Specific Standards

WRITING Grade Specific Standards

SPEAKING & LISTENING Grade Specific Standards

LANGUAGE Grade Specific Standards

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading & Level of Text Complexity

Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge

Comprehension and Collaboration Presentation of Knowledge and Ideas

Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

Range of Writing

Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Reading and Writing standards for content area subjects Foundational Skills

Appendices A: Research behind the standards and glossary of the terms B: Text exemplars illustrating complexity, quality and range of reading appropriate and sample performance tasks for various grade levels

,

Grades K-5 Print Concepts Phonological Awareness Phonics and Word Recognition Fluency

C: Annotated samples of students, writing at various grades

Access the ELA Core Standards at corestandards.org

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Key Points in English Language Arts Core Standards Reading •

The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

•

Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

•

The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools. Writing

•

The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

•

Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

•

Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades. Speaking and Listening

•

The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

•

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems. Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

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Key Points in English Language Arts Core Standards (cont.) Language •

The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

•

The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

•

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology •

Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

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First Grade ELA Core Standards Overview ! Using phonemic awareness skills, phonics (matching letters and sounds), and word analysis skills to decode words when reading and writing ! Reading grade-level text with understanding and fluency ! Learning from, enjoying, and getting facts from books he or she reads and listens to ! Describing characters, settings, and major events in a story, using key details ! Getting facts and information from different writings (texts) ! Writing about a topic, supplying some facts, and providing some sense of opening and closing ! Participating in shared research and writing projects ! Taking part in conversations about topics and texts being studied by responding to the comments of others and asking questions to clear up any confusion ! Describing people, places, things, and events with relevant details, expressing ideas and feelings clearly and with complete sentences ! Producing and expanding complete simple and compound statements, questions, commands, and exclamations ! Identifying the correct meaning for a word with multiple meanings, based on the sentence or paragraph in which the word is used ! Learning to think about finer distinctions in the meanings of near-synonyms (e.g., marching, prancing, strutting, strolling, walking)

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CSD First Grade Literacy Block: Fall Literacy Component

Reading

Language Arts

Range of Time

Class Configuration

45-60 minutes

Whole Group Cooperative Groups & Partners

30-45 minutes


Focus of Instruction • • • • •

Build Background Oral Vocabulary Phonemic Awareness Phonics Word Study

• • • •

PALS (Initial 20 weeks of instruction) Comprehension Grammar Writing Teach and Model Practice Stations

45-60 minutes 10-15 minutes per group

Focus of Instruction

Small Groups Group 1

• •

Blending fluency at the word level Accuracy and fluency in connected text

• • • • • •

Group 2

•

Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

• •

Building automaticity with phoneme segmenting and blending Decoding Sound by sound blending towards recoding and unitization

Group 3

•

• • • • • • • • • • • • • • • •

FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

FALL:

Skill-Based Instruction Additional skill-based instruction in small group setting with teacher. Other students engage in Practice Stations that review, reinforce, or extend.

FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency

• • •

• • Group 4 FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency

Content Integration • • •

Science core Social Studies core English Language Development

20-30 minutes

Instructional Materials

Whole Group Content Reading Groups

• • •

Identifying initial, final, and vowel phonemes Phoneme segmentation Phoneme blending Decoding and encoding regular 1syllable words (VC & CVC with short vowels) Consonant Diagraphs Decoding and encoding consonant blends (CVCC & CCVC) Decoding regular 1-syllable words (VC & CVC with short vowels) Consonant Diagraphs Decoding and encoding consonant blends (CVCC & CCVC)

• • • • • •

PALS Reading Street decodable texts Reading Street Leveled Readers Literary and Informational Text Reading Street Small Group: Advanced Level lessons (AL) Writing Notebooks PALS Reading Street decodable texts Elkonin boxes with discs or pushing up sounds with fingers Elkonin boxes with letter tiles Phoneme segmentation activities My Sidewalks materials Reading Street Small Group: On-Level lessons (OL) Reading Street Ready, Set, Read Unit materials (Unit R) PALS Reading Street decodable texts Elkonin boxes with discs or pushing up sounds with fingers Elkonin boxes with letter tiles Phoneme segmentation activities My Sidewalks materials Reading Street Small Group: Strategic Intervention lessons (SI) Reading Street Ready, Set, Read Unit materials (Unit R)

PALS Reading Street decodable texts Elkonin boxes with letter tiles My Sidewalks materials Reading Street Small Group: Strategic Intervention lessons (SI) Reading Street Ready, Set, Read Unit materials (Unit R)

Research and Inquiry • • •

Accessing informational and literary text in content areas Writing in the content areas (application of reading) Making meaning in the content areas (comprehension of concepts)

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CSD First Grade Literacy Block: Winter/Spring Literacy Component

Reading

Language Arts

Range of Time

Class Configuration

45-60 minutes


30-45 minutes


Focus of Instruction • • • • •

Build Background Oral Vocabulary Phonemic Awareness Phonics Word Study

• • • •

PALS (Initial 20 weeks of instruction) Comprehension Grammar Writing Teach and Model Practice Stations

45-60 minutes 10-15 minutes per group

Skill-Based Instruction Additional skill-based instruction in small group setting with teacher. Other students engage in Practice Stations that review, reinforce, or extend.

Small Groups

Focus of Instruction

Group 1 WINTER/SPRING: Accurate & Fluent Reader Met benchmark on R-CBM with at least 95% accuracy

•

Group 2 WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy

• •

Group 3 WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy

•

• •

•

• • • •

•

Group 4 WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on R-CBM with less than 95% accuracy

• •

• •

Content Integration • • •

Science core Social Studies core English Language Development

20-30 minutes

Whole Group Content Reading Groups

Instructional Materials

Maintaining accuracy and fluency with connected text Comprehension Writing

• • • • •

PALS Reading Street Decodable Readers Reading Street Leveled Readers Literary and Informational Text Reading Street Small Group: Advanced Level lessons (AL)

Fluency Automaticity with high frequency words Recoding and unitization

• • • • • •

PALS Reading Street Decodable Readers Reading Street Leveled Readers Literary and Informational Text Reading Street fluency passages Reading Street Small Group: On-Level lessons (OL)

Missing phonemic awareness skills Missing decoding skills Missing high frequency words Applying skills to connected text at instructional level Building fluency at independent level Substantial practice applying phonics to new text and writing

• • •

PALS Reading Street Decodable Readers Elkonin boxes with discs or pushing up sounds with fingers Elkonin boxes with letter tiles Phoneme segmentation activities My Sidewalks materials Reading Street Small Group: Strategic Intervention lessons (SI) Reading Street Ready, Set, Read Unit materials (Unit R) PALS Reading Street Decodable Readers Reading Street Leveled Readers Reading Street Small Group: Strategic Intervention lessons (SI)

Explicit modeling of accurate reading Self-monitoring—table tap when student makes and error. This will help the student slow down and read more accurately. Challenge student to read a portion of the text with 2 or less errors Teach student to adjust rate of reading to type of text and purpose for reading

• • • • • • • • •

Research and Inquiry • • •

Accessing informational and literary text in content areas Writing in the content areas (application of reading) Making meaning in the content areas (comprehension of concepts)

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Grade 1: Five-Day Plan for Reading Street

! Literacy Block Component

Reading 45-60 minutes *Instructional Tune Up

(SE) = Student Edition (SR) = Student Reader

Day 1

Day 2

Day 3

Day 4

Build Background Concept Talk • Big Question Video (beginning of each Unit) OR Concept Talk Video (Digital) • Question of the Week • Routine: Activate Prior Knowledge Anchored Talk • Let’s Talk About (SE) • Concept Map • Writing on Demand • ELL Poster Oral Vocabulary Amazing Words • Sing With Me Big Book • Routine: Oral Vocabulary Phonemic Awareness Phonemic Awareness Lesson • Let’s Listen For (SE) • Interactive Sound-Spelling Cards (Digital) Phonics Teach/Model Routine: Blending Strategy • Use Sound-Spelling Cards* • Sound-by-Sound Blending* Build Fluency • Envision It! (SE) • Blend and Read • Monitor Progress: Check Word Reading Decodable Practice Reader (SR) • Decodable Practice Reader* • Reread for Fluency Routine: Oral Rereading Word Study Spelling • Spelling Dictation* • Let’s Practice It! High-Frequency Words • Routine: Non-decodable Words • Reader’s & Writer’s Notebook • High-Frequency Words (SE)

Build Background Concept Talk • Concept Talk Video • Question of the Week • Sing With Me Big Book • Big Book Read Aloud Anchored Talk • Concept Map • ELL Poster Oral Vocabulary Amazing Words • Routine: Oral Vocabulary Phonemic/Phonological Awareness Phonemic Awareness Lesson • Let’s Listen For (SE) • Interactive Sound-Spelling Cards (Digital) Phonics Teach/Model Routine: Blending Strategy • Use Sound-Spelling Cards* • Sound-by-Sound Blending* Build Fluency • Envision It! (SE) • Blend and Read • Monitor Progress: Check Word Reading Decodable Practice Reader • Decodable Practice Reader* • Reread for Fluency Routine: Paired Reading Phonics Review Word Study Spelling • Spelling lesson • Reader’s & Writer’s Notebook High-Frequency Words • I Can Read (SE) • Let’s Practice It!

Build Background Concept Talk • Question of the Week • Sing With Me Big Book • Big Book Read Aloud Anchored Talk • Concept Map • ELL Poster Oral Vocabulary Amazing Words • Routine: Oral Vocabulary Phonemic/Phonological Awareness Phonemic Awareness Lesson • Let’s Listen For (SE) • Interactive SoundSpelling Cards (Digital) Phonics Teach/Model • Use SoundSpelling Cards* • Sound-by-Sound Blending* • Build Words • Fluent Word Reading • Blend and Read Word Study Spelling • Spelling lesson • Reader’s & Writer’s Notebook High-Frequency and Story Words • Monitor Progress: Check HighFrequency Words

Build Background Concept Talk • Question of the Week • Sing With Me Animations (digital) • Story from the “Read Aloud Anthology” Anchored Talk • Concept Map • ELL Poster Oral Vocabulary Amazing Words • Routine: Oral Vocabulary Phonemic/Phonological Awareness Phonemic Awareness Lesson • Interactive SoundSpelling Cards (Digital) Phonics Review • Use Sound-Spelling Cards* • Sound-by-Sound Blending* • Let’s Practice It Decodable Practice Reader • Decodable Practice Reader* • Reread for Fluency Routine: Oral Rereading Fluent Word Reading Word Study Spelling • Spelling lesson • Reader’s & Writer’s Notebook

Day 5 Application Day Build Background Concept Wrap Up • Question of the Week • Story from the “Read Aloud Anthology” • Concept Map • ELL Poster Oral Vocabulary Amazing Ideas/Words • Monitor Progress: Check Oral Vocabulary Phonemic/Phonological Awareness • Blend and Segment Syllables Phonics • Target Phonics Skills Word Study Spelling High Frequency Words • Spelling Dictation*

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!

Literacy Block Component

Language Arts 30-45 minutes (SE) = Student Edition (SR) = Student Reader

Day 1

Day 2

Day 3

Day 4

Listening Comprehension • Envision It! (SE) • Envision It! Animations (Digital) • Read Aloud • Graphic Organizer Flip Chart • Reader’s & Writer’s Notebook Grammar Conventions lesson • Grammar Transparency (digital) • Grammar Jammer (digital) • Daily Fix It (digital) Writing Writing lesson • Mini-lesson • Reader’s & Writer’s Notebook (Digital) • Routine: Quick Write for Fluency Writing Process (Customize Writing) • Plan & Prewrite • Draft • Revise • Edit • Publish & Present Writing Strategy • Four-Square Writing

Vocabulary Story Words • Vocabulary Transparency (digital) Vocabulary • Graphic Organizer Flip Chart Build Background • Background Building Audio • Graphic Organizer Flip Chart • Connect to Selection (SE) Main Selection First Read • Envision It! (SE) • Guide Comprehension Comprehension • Comprehension Check • Genre or Literary Text Grammar Conventions lesson • Reader’s & Writer’s Notebook • Grammar Transparency (digital) • Daily Fix It (digital) Writing Writing lesson • Mini-lesson • Reader’s and Writer’s Notebook • Routine: Quick Write for Fluency Writing Process (Customize Writing)

Main Selection Second Read • Extend Thinking (see Day 2 for “Double Day Read” in TE) Comprehension Retelling • Envision It! (SE) • Monitor Progress: Check Retelling • Retell Cards • Story Sort (digital) Think Critically Model Fluency • Reread for Fluency Routine: Choral Reading Grammar Conventions lesson • Grammar Jammer (Digital) • Reader’s & Writer’s Notebook • Daily Fix It (digital) Writing Let’s Write It • Let’s Write It! (SE) Writing lesson • Mini-lesson • Routine: Quick Write for Fluency Writing Process (Customize Writing)

Comprehension Genre lesson • Read Together (SE) • Guide Comprehension Fluency • Routine: Paired Reading • Monitor Progress: Check Fluency WCPM Grammar Conventions lesson • Reader’s & Writer’s Notebook • Grammar Jammer (digital) • Daily Fix It (digital) Writing Writing lesson • Mini-lesson • Routine: Quick Write for Fluency Writing Process (Customize Writing) • Plan & Prewrite • Draft • Revise • Edit • Publish & Present Writing Strategy Four-Square Writing

• • • • •

Plan & Prewrite Draft Revise Edit Publish & Present

Writing Strategy Four-Square Writing Handwriting Model, Practice, and Monitor within Word Study, Writing, or Conventions

• • • • •



Handwriting Model, Practice, and Monitor within Word Study, Writing, or Conventions

Day 5 Application Day Comprehension Let’s Learn It (SE) •

• •

Listening and Speaking/Media Literacy Vocabulary Fluency

Comprehension lesson Vocabulary lesson Genre lesson Assessment • Monitor Progress: Sentence Reading • Monitor Progress: Fluency and Comprehension Grammar Conventions lesson • Let’s Practice It • Grammar Jammer (digital) • Daily Fix It (digital) Writing Writing lesson • Mini-lesson • Writing Transparency • Routine: Quick Write for Fluency Writing Process (Customize Writing) • • • • •



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Day 1 Practice Stations

Skill-Based Instruction

•

Small Group •

45-60 minutes

• •

What are the other students doing?

•

• •

Social Studies and/or Science Connections Word Wise (Spelling Patterns) Word Work (Spelling Patterns) Words to Know (Vocabulary) Let’s Write! (Writing) or (Writing) or (Writing) Read for Meaning (Text Structures) Get Fluent (Fluency Practice)

Day 2 Practice Stations •

• • • •

• •



• • • •

• •


Day 5


• • • •

• •


Application Day Practice Stations • • • • •

• •


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!

SMALL GROUPS for FALL

Literacy Block Component Focus of Instruction

Fluid Skill Groups

Instructional Resources

• •

Blending fluency at the word level Accuracy and fluency in connected text

45-60 minutes

Group 1 FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

• • • • • •

PALS Reading Street decodable texts Reading Street Leveled Readers Literary and Informational Text Reading Street Small Group: Advanced Level lessons (AL) Writing Notebooks

Additional instruction with Teacher while students engage in Practice Stations and/or Independent Activities that preview, review, reinforce, or extend

Group 2 FALL: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

•

Building automaticity with phoneme segmenting and blending Decoding Sound by sound blending towards recoding and unitization

• • • • • • • •

PALS Reading Street decodable texts Elkonin boxes with discs or pushing up sounds with fingers Elkonin boxes with letter tiles Phoneme segmentation activities My Sidewalks materials Reading Street Small Group: On-Level lessons (OL) Reading Street Ready, Set, Read Unit materials (Unit R)

Group 3 FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency

•

Identifying initial, final, and vowel phonemes Phoneme segmentation Phoneme blending Decoding and encoding regular 1syllable words (VC & CVC with short vowels) Consonant Diagraphs Decoding and encoding consonant blends (CVCC & CCVC)

• • • • • • • •

PALS Reading Street decodable texts Elkonin boxes with discs or pushing up sounds with fingers Elkonin boxes with letter tiles Phoneme segmentation activities My Sidewalks materials Reading Street Small Group: Strategic Intervention lessons (SI) Reading Street Ready, Set, Read Unit materials (Unit R)

Decoding regular 1-syllable words (VC & CVC with short vowels) Consonant Diagraphs Decoding and encoding consonant blends (CVCC & CCVC)

• • • • • •

PALS Reading Street decodable texts Elkonin boxes with letter tiles My Sidewalks materials Reading Street Small Group: Strategic Intervention lessons (SI) Reading Street Ready, Set, Read Unit materials (Unit R)

Skill-Based Instruction Small Group

• •

• • •

• •

Group 4 FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency

• • •

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!

SMALL GROUPS for WINTER/SPRING Focus of Instruction

Literacy Block Component

Fluid Skill Groups Skill-Based Instruction Small Group

45-60 minutes Additional instruction with Teacher while students engage in Practice Stations and/or Independent Activities that preview, review, reinforce, or extend

Group 1 WINTER/SPRING: Accurate & Fluent Reader Met benchmark on RCBM with at least 95% accuracy

•

Group 2 WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy

• •

Group 3 WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy

Maintaining accuracy and fluency with connected text Comprehension Writing

• • • • •

PALS Reading Street Decodable Readers Reading Street Leveled Readers Literary and Informational Text Reading Street Small Group: Advanced Level lessons (AL)

•

Fluency Automaticity with high frequency words Recoding and unitization

• • • • • •

PALS Reading Street Decodable Readers Reading Street Leveled Readers Literary and Informational Text Reading Street fluency passages Reading Street Small Group: On-Level lessons (OL)

•

Missing phonemic awareness skills

•

Missing decoding skills

• •

Missing high frequency words Applying skills to connected text at instructional level Building fluency at independent level Substantial practice applying phonics to new text and writing

• • •

PALS Reading Street Decodable Readers Elkonin boxes with discs or pushing up sounds with fingers Elkonin boxes with letter tiles Phoneme segmentation activities My Sidewalks materials Reading Street Small Group: Strategic Intervention lessons (SI) Reading Street Ready, Set, Read Unit materials (Unit R)

• •

• •

Group 4 WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on RCBM with less than 95% accuracy

Instructional Resources

• •

• •

Explicit modeling of accurate reading Self-monitoring—table tap when student makes and error. This will help the student slow down and read more accurately. Challenge student to read a portion of the text with 2 or less errors Teach student to adjust rate of reading to type of text and purpose for reading

• • • • •

• • • •

PALS Reading Street Decodable Readers Reading Street Leveled Readers Reading Street Small Group: Strategic Intervention lessons (SI)

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Content Integration Small Group Whole Group

15-25 minutes

Day 5

Day 1

Day 2

Day 3

Day 4

Make Social Studies and/or Science Connections





Small Group Time Reinforce/Expand/Extend the Concept • Content Leveled Readers (SE) • Before-DuringAfter • eSelection (digital) • eReaders (digital)




Small Group Time Reinforce/Expand/Extend the Concept • Content Leveled Readers (SE) • Before-During-After • eSelection (digital) • eReaders (digital)

Learning in Content Areas Research and Inquiry • Identify and Focus Topic

Learning in Content Areas: Research and Inquiry • Research Skill

Learning in Content Areas: Listening and Speaking Research and Inquiry • Gather and Record Information

Learning in Content Areas: Research and Inquiry • Review and Revise Topic

Application Day

Learning in the Content Area: Research and Inquiry • Communicate Science/Social Studies • Lab or Activity

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First Grade English Language Arts Scope and Sequence At-A-Glance

2012-13 Dates

Small Group Instruction

Instructional Days

AUG 27 – OCT 23

OCT 24 – DEC 19

JAN 2 – FEB 22

FEB 25 – APR 19

APR 22 – JUN 6

38 days

38 days

35 days

34 days

33 days

Unit

Unit R

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Big Question

What is all around me?

How are people and animals important to one another?

What is a community?

What is changing in our world?

What do we treasure?

How are people and animals important to one another?

Phonics Skills

m, s, t, c, p, n, b, g, f, d, l, h, r, w, j, k, v, y, z, qu short a, i, o, e, u

ck, x /ks/, plural -s, s /z/

sh, th, wh, ch, tch, ph

Vowel sounds-y Syllable pattern CV Patterns -ng, -nk Compound words Ending -es, Plural -es R-controlled vowels: or, ore, ar, er, ir, ur

ai, ay, ea, oa, ow, ie, igh, ue, ew, ui, oo in moon kn, wr Compound words -ly, -ful

ow, ou, oo in foot, oi, oy, ie, aw, au er, or un-, relong o, long i V/CV, VC/V Inflected endings Syllable patterns

inflected ending -s inflected ending -ing

initial and final consonant blends

short a, i, o, e, u

High Frequency Words

a, green, I, see, like, the, one, two, three, we, do, look, was, yellow, you, are have, that, they, he, is, to, with, for, go, me, here, where

come, in, on, my, way, she, take, up, what, blue, get, from, help, little, use, eat, five, four, her, this, too, saw, small, tree, your, home, into, many, them

vowel sound in ball

a_e, i_e, o_e, u_e, long e, ee c /s/, g /j/ contractions -ed syllables VC/CV

catch, good, no, put, said, want, be, could, horse, of, old, paper, live, out, people, who, work, down, inside, now, there, together, around, find, food, grow, under, water, also, family, new, other, some, their

Contractions ‘s, ‘ve, ‘re

Inflected endings Comparative endings -er, -est, -dge always, become, day, everything, nothing, stays, things, any, enough, ever, every, own, sure, were, away, car, friends, house, our, school, very, afraid, again, few, how, read (both pronunciations), soon, done, know, push, visit, wait, before, does, goodbye, oh, right, won’t

Adding Endings Singular & Plural Possessives Three-Letter Consonant Blends

about, enjoy, gives, surprise, worry, would, colors, draw, drew, great, over, show, sign, found, mouth, once, took, wild, above, eight, laugh, moon, touch, picture, remember, room, stood, thought, across, because, dance, only, opened, shoes, told

along, behind, eyes, never, pulling, toward, door, loved, should, wood, among, another, instead, none, against, goes, heavy, kinds, today, built, early, learn, science, through, answered, carry, different, poor

! ! 15

First Grade Reading Street Scope and Sequence

Unit One: August 27 – October 23

Flexible Pacing: 38 instructional days

Big Question: How are people and animals important to one another? Unit Writing Projects: Trading Card and Personal Narrative Week

Question of the Week (Concept)

Main Selection

Target Skills Read and Comprehend

Target Skills Phonics

Weekly Writing

1

What do pets need?

Sam, Come Back!

Character and Setting Monitor and Clarify

short a ck

Story

2

Who helps animals?

Pig in a Wig

Plot Summarize

short i x /ks/

Fantasy Story

3

How do animals help people?

The Big Blue Ox

Character and Setting Visualize

short o plural -s, s /z/

Short Poem

4

How do wild animals take care of their babies?

A Fox and A Kit

Main Idea and Details Important Ideas

inflecting ending -s inflected ending -ing

Personal Narrative

5

Which wild animals live in our neighborhood?

Get the Egg!

Main Idea and Details Structure

short e initial consonant blends

Realistic Story

6

What can we learn about wild animals by watching them?

Animal Park

Cause and Effect Text Structures

short u final consonant blends

Writing for Tests

16


Unit Two: October 24 – December 19


Big Question: What is a community? Unit Writing Projects: Pen Pal Email and Letter Wee k


Main Selection



Weekly Writing

1

What does a family do together?

A Big Fish for Max

Sequence Predict & Set Purpose

sh th

Friendly Letter

vowel sound in ball

2

How is a school a community?

The Framer in the Hat

Cause and Effect Monitor and Clarify

a_e c/s/, g/j

Brief Composition

3

Who works to make our community a nice place?

Who Works Here?

Author’s Purpose Important Ideas

i_e wh,ch,tch,ph

Explanation

4

How do animal communities work together to survive?

The Big Circle

Sequence Inferring

o_e contractions

Poem

5

How are plant and animal communities important to each other?

Life in the Forest

Author’s Purpose Background Knowledge

u_e -ed

Description

6

How is an insect community like a community of people?

Honey Bees

Compare and Contrast Questioning

long e, ee syllables VC/CV

Writing for Tests

17


Unit Three: January 2 – February 22


Big Question: What is changing in our world? Unit Writing Projects: Photo Essay and Expository Article Week


Main Selection



Weekly Writing

1

How do places change?

A Place to Play

Sequence Summarize

Vowel sounds-y Syllable pattern CV

Realistic Story

2

What do we learn a we grow and change?

Ruby in Her Own Time

Compare and Contrast Inferring

Patterns -ng, -nk Compound words

Comments About a Story

3

What can we learn about animals as they grow and change?

The Class Pet

Fact and Opinion Monitor and Clarify

Ending -es, Plural -es ore

Writing for Tests

What changes happen in a garden?

Frog and Toad Together

Author’s Purpose Visualize

Inflected endings

Lists

5

What changes can be seen in nature?

I’m a Caterpillar

Fact and Opinion Text Structure

R-controlled vowels:

6

What do animals do when the seasons change?

Where Are My Animal Friends?

Draw Conclusions Background Knowledge

Comparative endings -er, -est -dge

4

R-controlled vowels: -or,

R-controlled vowels: –ar

er, ir, ur, Contractions ‘s, ‘ve, ‘re

Captions and Pictures

Play Scene

18


Unit Four: February 25 – April 19


Big Question: What do we treasure? Unit Writing Projects: Story Exchange and Realistic Story Week


Main Selection



Weekly Writing

1

How can we surprise be a treasure?

Mama’s Birthday Present

Draw Conclusions Monitor and Clarify

ai, ay Singular and Plural Possessives

Friendly Letter

2

How can a story be a treasure?

Cinderella

Theme Visualize

ea Adding Endings

Invitation

3

What treasures can we find in our country?

A Trip to Washington D.C.

Facts and Details Important Details

oa, ow Three-Letter Consonant Blends

Descriptive Poem

4

Why do we treasure special places?

A Southern Ranch

Facts and Details Questioning

ie, igh kn, wr

Writing for Tests

5

What treasures can we share at home?

Peter’s Chair

Theme Story Structure

Compound words ue, ew, ui

Thank You Note

6

What treasures can we share with neighbors?

Henry and Mudge and Mrs. Hopper’s House

Cause and Effect Predict and Set Purposes

-ly, ful oo in moon

Directions

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Unit Five: April 22 – June 6


Big Question: What difference can a great idea make? Unit Writing Projects: E-Newsletter and Short Report Week


Main Selection



Weekly Writing

1

When does a problem need a clever solution?

Tippy-Toe Chick, Go!

Character, Setting, Plot Monitor and Clarify

ow, ou ie

Animal Fantasy

2

How can we look at things in a different way?

Mole and the Baby Bird

Draw Conclusions Background Knowledge

ow, ou V/CV, VC/V

Letter to a Character

3

How do we solve mysteries?

Dot & Jabber

Compare/Contrast Monitor and Clarify

oo in foot Inflected endings

Questions

4

How can a great idea make our lives easier?

Simple Machines

Main Idea and Details Summarize

oi, oy er, or

Advertisement

5

How can a great idea change the way we live?

Alexander Graham Bell: A Great Inventor

Sequence Text Structure

aw, au Syllable patterns

Writing for Tests

6

What can happen when someone has a new idea?

The Stone Garden

Theme Inferring

un-, relong o, long i

Poem

20

First Grade English Language Arts Assessment Continuum 2012-13

Fall CBMs LNF, LSF, PSF, NWF

Spring CBMs NWF, RCBM

Winter CBMs NWF, RCBM

CFA Unit 1

CFA Unit 2

CFA Unit 3

CFA Unit 4

Oct 23

Dec 19

Feb 22

Apr 19

CFA Unit 5

Jun 6

= Weekly Test/Progress Monitoring (optional assessments) * Please submit Unit SuccessNet scores to your school principal by this date.

21

Instructional Tune-Ups Instructional Tune-Ups provide additional, explicit support to “rev up” the Reading Street instructional routine.

22

Four Square Writing Overview !"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%567!"#$%&!'()*+',('--().!/01!! !"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%869!"'()*+',('-2(+.!! /34!5367740!89!:;167?/0!:/9!@A;B1=!

You can easily write properly structured paragraphs with a topic sentence and conclusion using a simple “four square” graphic organizer. With further practice, you will learn to write well-developed compositions of five or more paragraphs, complete with introductory and concluding paragraphs. Step 1: Write your topic sentence based on your writing prompt or topic. Divide an entire piece of notebook paper into equal quarters, leaving a large rectangle in the center (as illustrated below.) Once you have formulated your position into a main idea (K-1), topic sentence (2-3) or thesis statement (4-6), write your Main Idea or Topic Sentence in Box 1.

The main idea (topic sentence) is placed in the center box of the four square (box 1). Boxes 2, 3, and 4 are used for supporting ideas. The lower right box (box 5) is used to build a summary or concluding sentence. This "wrap-up" sentence encompasses all the ideas developed in the four square, and is the basis of developing good introductory and concluding paragraphs in the essay.

23

Step 2: Write three supporting ideas and a concluding sentence. Once you've written your topic or prompt in Box 1, BRAINSTORM three supporting ideas (Write these in Boxes 2, 3 and 4.) Finally, write a concluding sentence in Box #5. Now the center box will contain a complete sentence (topic sentence based on your prompt), and boxes 2, 3, and 4 will contain supporting ideas (reasons, examples, or explanations) that prove or support box 1. These ideas must be all different from one another, real, and not simple opinions. Step 3: Develop your ideas in sentences/paragraph(s) on a separate sheet of paper. (Your sentences/paragraph(s) ideas are now taken off the organizer and put into sentences/paragraph(s) form on a separate sheet of paper, which will give you plenty of room to add to your sentences/paragraph(s).) Begin writing sentences/paragraph(s) using what you wrote in the Four Square (one sentences/paragraph(s) for each box). Four Square and MORE: 4 Square + 3D: Adding more Details- Now these "supporting ideas" (reasons, examples, or explanations) need further development by adding supporting details in boxes 2, 3, and 4. Adding detail and support can be difficult since you may not be accustomed to elaborating. You will be challenged to " strain your brains." At this time it is important to remember that there may not be a repetition anywhere on the four-square. 4 Square + 3D + C: Adding Connecting words to provide transition between thoughts- By now you are developing your thesis statement (box 1) into three reasons, examples or explanations and supporting elaboration (boxes 2, 3, and 4). Connecting (transition) words are now needed to provide for smooth transition and reading between what will become paragraphs. 4 Square + 3D + C + V: Incorporating Vivid language into writing- This step helps you develop personal writing style by using carefully chosen specific words to provide sensory details and imagery for the reader. Your goal is to show the reader, not to just tell the reader. You can list several words under each detail in the organizer and later decide which ones to use. Addition of vivid language furthers elaboration and enhances maturity of writing. Building these descriptions prepares the writer for longer and more complex compositions. Now all that is left is to take your paragraphs and develop the 5-paragraph essay; even your introduction and conclusion ideas are taken from your original four square organizer.

24

Four Square Writing Organizer

Four Square Writing Method for Grades 1-3 (ISBN 1-57310-188-5) and Four Square Writing Method for Grades 4-6 (1-57310-189-3) are written by Judith S. and Evan Jay Gould.

(Connecting word)

(Connecting word)

First reason, example, or explanation

Second reason, example, or explanation

- Supporting detail - Supporting detail - Supporting detail


Main Idea (becomes introductory sentence/paragraph)

(Connecting word)

(Connecting word)

Third reason, example, or explanation

Final Wrap-up (becomes concluding sentence/paragraph)


25

INSTRUCTIONAL SORT First Grade

Group 3: FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency

WINTER/SPRING: Accurate & Fluent Reader Met benchmark on R-CBM with at least 95% accuracy

Group 1: FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on R-CBM with less than 95% accuracy

Group 4: FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency

WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy

Group 2: FALL: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

Refer to the AIMSweb Instructional Recommendation Reports to review Tests of Early Literacy (TEL) for fall. Select criterion report based on CSD benchmarks. The report will provide information on student performance for alphabet knowledge (letter naming, letter sound), phonemic awareness (phoneme segmentation fluency), alphabetic principle (nonsense word fluency), and reading ability (R-CBM). The RCBM measure will give an indication of how well a student reads an on end of year grade level passage. The R-CBM Class Distribution Report will provide the rate and accuracy of students’ oral reading and identify whether or not the benchmark has been met. Using the criteria outlined in the table below, begin to group students accordingly. An additional, blank sort is provided at the back of this section to record groups.

WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy

26

Group 1: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

Group 2: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

FALL First Grade Focus of Instruction & Materials

Focus of Instruction: • Blending fluency at the word level • Accuracy and fluency in connected text

Instructional Materials: • PALS • Reading Street decodable texts • Elkonin boxes with letter tiles • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)

Focus of Instruction: • Decoding regular 1-syllable words (VC & CVC with short vowels) • Consonant Diagraphs • Decoding and encoding consonant blends (CVCC & CCVC)

Instructional Materials: • PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: On-Level lessons (OL) • Reading Street Ready, Set, Read Unit materials (Unit R) Group 4: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency

Focus of Instruction: • Building automaticity with phoneme segmenting and blending • Decoding • Sound by sound blending towards recoding and unitization

Instructional Materials: • PALS • Reading Street decodable texts • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons (AL) Writing Notebooks •

Group 3: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency Focus of Instruction: • Identifying initial, final, and vowel phonemes • Phoneme segmentation • Phoneme blending • Decoding and encoding regular 1-syllable words (VC & CVC with short vowels) • Consonant Diagraphs • Decoding and encoding consonant blends (CVCC & CCVC) Instructional Materials: • PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) Reading Street Ready, Set, Read Unit materials (Unit R) •

27

Group 1: Accurate & Fluent Reader (R-CBM) Focus of Instruction: • Fluency • Automaticity with high frequency words • Recoding and unitization

Group 2: Accurate & Slow Reader (R-CBM)

WINTER/SPRING First Grade Focus of Instruction & Materials

Focus of Instruction: • Maintaining accuracy and fluency with connected text Comprehension Writing • •

Instructional Materials: • PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Literary and Informational Text

Instructional Materials: • PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Literary and Informational Text • Reading Street fluency passages • Reading Street Small Group: On-Level lessons (OL)

Group 4: Inaccurate & Fluent Reader (R-CBM)

•

Group 3: Inaccurate & Slow Reader (R-CBM)

Focus of Instruction: • Explicit modeling of accurate reading • Self-monitoring—table tap when student makes and error. This will help the student slow down and read more accurately. • Challenge student to read a portion of the text with 2 or less errors • Teach student to adjust rate of reading to type of text and purpose for reading

Reading Street Small Group: Advanced Level lessons (AL)

Focus of Instruction: • Missing phonemic awareness skills • Missing decoding skills • Missing high frequency words • Applying skills to connected text at instructional level • Building fluency at independent level • Substantial practice applying phonics to new text and writing

Instructional Materials: • PALS • Reading Street Decodable Readers • Reading Street Leveled Readers •

Reading Street Small Group: Strategic Intervention lessons (SI)

Instructional Materials: • PALS • Reading Street Decodable Readers • Elkonin boxes with discs or pushing up sounds with fingers Elkonin boxes with letter tiles Phoneme segmentation activities My Sidewalks materials •

Reading Street Small Group: Strategic Intervention lessons (SI)

• • •

•

Reading Street Ready, Set, Read Unit materials (Unit R)

28

Group 1: FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

My Class Instructional Sort First Grade Group 2: FALL: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

Group 4: FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency

WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy.

Group 3: FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency

WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on R-CBM with less than 95% accuracy.

WINTER/SPRING: Accurate & Fluent Reader Met benchmark on R-CBM with at least 95% accuracy.

WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy.

29

First Grade

Science & Social Studies Text Supports Science Standards

Standard 1 The Processes of Science, Communication of Science, and the Nature of Science. Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.

Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.

Reading Street Student Texts (U = Unit; W = Week; D = Day)

Reading Street Leveled Readers L= Lexile Book Title: (L #) G= Grade

U5 W3 Sing with Me: Every Little Riddle

A Different Way to See (G1)

U3 W1 D2 Big Book: What Makes the Seasons I Can Read, Main Selection, Pg. 127 U5 W3 D2 Water-Main Selection U5 W 6 D2 The Stone Garden (Main Selection p.210-231/TE 210b)

A Garden for All (L420) Let’s Plant a Garden (L90) Cody’s Adventure (L580) Space Star (L260) The Moon Festival (L350) The Moon Lady and Her Festival (L480) To The Moon (Grade 1) All Kinds of Weather (L130) Changes in Nature (Grade 4)

Reading Street Science & Social Studies Leveled Readers L= Lexile Book Title: (L #)

REACH National Geographic Readers

Day and Night Sky (L20) The Sky (L120) The Sun (L480) Crystals & Gems (L590) Earth’s Weather and Seasons (L190) The Four Seasons (L300) Weather and Seasons (L160) Rocks and Soil (L590) The Rocks and Soil Beneath Us (L740)

Unit 6 Part 1 & 2 Up in the Air

30

First Grade



(Continued) Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.

Standard 3 Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of

U5 W4 D1 Sing with Me: A Box of Gadgets U5 W4 D1 Decodable Text: Roy and Joyce Join In U5 W4 D2



Glooskap and the First Summer: An Algonquin Tale (L360) Sensational Seasons (L640) Spring Rose, Winter Bear (L170) Grandpa’s Rock Kit (L390) I Collect Rocks (L290) On the Rocks (G1) Weather or Not (L540) In the Winter (L90) My Street (G1) All About the Weather (L340) Ready for Winter? (G1) Leaves (G4) Seasons Change (G1) The Seasons Change (L 220) Seasons Come and Go (L 170)

How is the Weather? (G2) What we Need (L400) Water (L440) Earth’s Land, Air and Water (G2) Land, Water, and Air (G1) Our Land, Air, and Water (L100) Weather and Seasons (L160)

Simple Machines (L190) The Inclined Plane (L380) Simple Machines at Work (G1) (L470) Simple Machines in Compound

Forces and Motion (G2)


How Things Work (GK) Machines at Work (G1)

31

First Grade

Science & Social Studies Text Supports materials.

Science Standards

Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

Big Book: Orville and Wilber Wright U5 W4 D2 Main Selection: Simple Machines U5 W4 D5 Anthology: Mike Mulligan and His Steam Shovel Reading Street Student Texts (U = Unit; W = Week; D = Day)

U2 W4 D5 Advanced Selection: A Sweet Home U2 W5 D1 Read Aloud: The Life of an Oak Tree U2 W5 D2 Main Selection: Life in the Forest U2 W6 D2 Main Selection: Honey Bees

Machines (L 640) The Wonder of Wheels (G1) Ana and Her Bike (G1)


The Dog (L120) Carlos Picks A Pet (L300) Do Not Go Near (G1) Baby Animals in the Rain Forest (L390) We See Animals (L100) Which Fox? (G1) Who Lives Here (G1) At your Vet (L80) What Animals Can You See? (L90) Carry and the Wildlife Shelter (L360) Wild Animals (L70) Which Animals Will We See?(G1) Gardens Change (L100) In My Room (L110)



Plant and Animal Parts Unit 4, (L260) Part 1 All Animals have Life Changing Cycles (L480) & Growing How things Move (L300) Life Cycles (L160) Unit 2, How Living Things Part 1 Grow and Change (L320) Shoot for Egg to Owl (L530) the Sun Animal Groups (L510) Animal Eggs (L680) A Fantastic Field Trip (L700)

Around the World (L 510)

32

First Grade


(Continued) Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.


U3 W3 D2 Main Selection: The Class Pet U3 W4 D2 2b&c. 2b&c. 2b&c. Frog and Toad Together The Garden Main selection U3 W5 D2 I’m a Caterpillar (Main Selection) U3 W6 D2 2a. Where Are My Animal Friends? (SE) U4 W4 D2 Main Selection: A Southern Ranch

Reading Street Leveled Readers L= Lexile Book Title: (L #) G= Grade Gus the Pup (L210) Animals Change (L150) Big Wishes and Her Baby (G1) Britton Finds a Kitten (L500) Kittens Grow Up (G1) A Mighty Oak Tree (G1) Who Likes the Oak Tree? (L120) The Sunflower Questions (G1) A Dolphin’s Day (G1) Around the Forest (L220) People Help the Forest (G1) All About Food Chains (G1) In the Forest (L120) In the Lake (G1) My Apple Tree (G1) Animals Change and Grow (L120) Caterpillars Change (L90) Grow Tomatoes (G1) Changes in the Garden (L90) As White as Snow (G1) Ready for Winter? (G1) In the Winter (L90) Seasons Come and Go (L170) Monarchs Migrate South (L540) Let’s Visit a Butterfly Greenhouse (G1) Learn about Butterflies (L510) A Winter Bed (GK) A Garden for Everyone (G3) Silver and Stripes (G2) Mom Was a Baby Once (G1) The Baby Robins (G1) Animal Babies (G1)

Reading Street Science & Social Studies Leveled Readers


Many Plants, Many Places (L740)

33

First Grade

Science & Social Studies Text Supports Social Studies Standards

(Continued) Standard 1 Culture: Students will recognize and describe how schools and neighborhoods are both similar and different.


U2 W3 D1 Read Aloud: Too Much Trash U2 W6 D2 Main Selection: Honey Bees U3 V1 W1 D2 Main Selection: A Place to Play U4 W1 D2 Main Selection: Mama’s Birthday Present U4 W3 D4 SE: My Fourth of July U5 W2 D5 Advanced Selection: Aunt Kate’s Farmhouse U5 W3 D5 Advanced Selection: A Good Idea for Streets U5 W4 D2 SE: I Can Read!


Reading Street Science & Social Studies Leveled Readers L= Lexile

That Cat Needs Help! (L 470) Loni’s Town (L470) Cary and the Wildlife Shelter (L360) At School (G1) My School (L90) Around My Neighborhood (L100) My Neighborhood (L180) Animal Helpers (L810) Community Helpers (L600) Special Animal Helpers (L690) The Dog (L120) Alike, Different and Together (L510) At the Ballpark (L160) Birthdays Around the World (L580) Election Day (L210) Family Traditions & Celebrations (L770) Living in Seoul (L480) The Moon Festival (L350) Neighborhoods (BR)

My Neighborhood (L 120)


34

First Grade


(Continued) Standard 1 Culture: Students will recognize and describe how schools and neighborhoods are both similar and different.





The New Park (L260) Pet Helpers (G1) The Sick Pets (L 120) Helping Pets (G1) (L80) We Can Help! (G1) Where They Live (L 200) Neighborhood Animals (L 120) Who Lives Here? (G1) At Your Vet (L80) Here in my Neighborhood (L180) In My Neighborhood (L190) Look at My Neighborhood (BR) Mom the Mayor (L410) Animals Work Together (L110) Let’s Build a Park! (BR) A New Library (L380) My Street (G1) A Party for Pedro (L260) Special Days, Special Food (L630) Cascarones Are Fun (ALR) What a Detective Does (L220)

35

First Grade


Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.


U1 W1 D1 Sing With Me Big Book U2 W2 D1 Read Aloud: Jimmy’s Lesson U2 W2 D2 Main Selection: The Farmer in the Hat U2 W2 D4 SE: Helping Hands in 4H U2 W4 D2 SE: The Big Circle U3 W1 D2 Main Selection: A Place to Play U3 W2 D2 Main Selection Ruby in Her Own Time U4 W2 D2 Main Selection: Cinderella U4 W3 D1 If You Were a Tourist Sing With Me Big Book


A Garden for All (L420) Rules at School (L330) School Rules (L330) On Our Street (G1) My Friends (L110) At School (G1) My School (L90) At Home (G1) Racing to Clean (G1) Hank’s Song (L270) I Can Read (L190) Ana and Her Bike (G1) Cinderella Goes to the Ball (G1) Squirrel And Bear (L400) Grasshopper and Ant (L 630) The Farmer’s Hat (G1) Ways We Learn (L180) Fly Away Owl! (L180) Begin to Dance (G1) Special Stories (L220) The Art Show (L230)



I Follow the Rules (G2) People Help the Forest (G1) Why We Have Rules (L200) How Do Rules Get Made (G1) Making Rules (L190) Rules (GK) A Garden For All (L420) We Are a Family (L180) My Family (G1) It Is Time to Get In Line (G1) Bees and Beekeepers (L570) Fun in the Sun (L130) Wild Animals (L70) Ways to Be a Good Citizen (L620) Three Kind Birds (G1) Symbols (L270)

36

First Grade


(Continued) Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.




U4 W4 D2&3 SE: A Southern Ranch U4 W5 D2 Main Selection: Peter’s Chair U4 W5 D2 Big Book: Wilfred Gordon McDonald Partridge U4 W6 D1 Read Aloud: The Cat Chase U5 W1 D4 SE: The Little Red Hen U5 W1 D5 Advanced Selection: Brown Cow Town U5 W1 D2 Main Selection: Tippy Toe Chick U5 W2 D1 Read Aloud: Robby Rabbit

How Beth Feels (L230) How I Feel (L180) Nobunny’s Perfect (G1) Taking Care of the Earth (L730) Bess Makes a Mess (G1) Carlos Picks a Pet (L300) Helping Our World (L300) Double Trouble Twins (L450) Hubert and Frankie (L290) I Follow the Rules (L140) Jun and Pepper Grow Up (L410) Lunchtime (G2) Marty’s Summer Job (L510) My Little Brother (G1) Neighbors help Neighbors (L90) Our Dog Buster (L280) Puppy Show (G2) Rose Flies Home (G2) Time For Bed (G1) Three Little Kittens Learn a Lesson (G2)

Special Buildings (L560) The Fourth of July (L390) Independence Day (L490) America’s Birthday (L430) Home of the Brave (L650) Living in a Democracy (L650)


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First Grade


(Continued) Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.


U5 W2 D2 Big Book: Digby Takes Charge U5 W2 D2 SE: I Can Read! U5 W2 D2 Main Selection: Mole and the Baby Bird U5 W5 D1 Sing with Me Big Book: Everyday Technology U5 W5 D2 Big Book: Orville and Wilbur Wright U5 W6 D1 Sing with Me Book: An Original Recipe




Who Helps on Your Street (L210) The Class Play (G1) At School (G1) A Class (30) Rules at School (330) Our Pet Snake (ALR) The Rook’s Farm (G1)

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First Grade


Standard 3 Geography: Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world.



U2 W3 D4 The Stars and Stripes (G2) Happy Birthday America Research and Inquiry: Research Skill, Maps p. 95g (TE) Student edition: Neighborhood Map U4 W3 D2 Main Selection: A Trip to Washington D.C. U5 W6 D4 Student Edition: A Map and a Dream


Look, a Flag (GK)

REACH National Geographic Readers Unit 8, Part 1 and 2 Get Out the Map

39

First Grade


Standard 4 Financial Literacy: Students will describe the economic choices people make to meet their basic economic needs.


U5 W3 D5 TE 129f: A Good Idea U4 W4 D2 Main Selection: A Southern Ranch U5 W5 D1 Read Aloud: Earle Dickson and His Wonderful Invention U5 W5 D2 Big Book: Orville and Wilbur Wright U5 W5 D2 Main Selection: Alexander Graham Bell: A Great Inventor U5 W5 D4 Anthology/ Read a Loud: Boy Invents Toys U5 W5 D5 TE 201f: Dawn’s Gift


Puppy Raiser (L420) We Can Help! (G1) Lights Out! (G1) At the Market (G1)


A New Home (L630)

REACH National Geographic Readers Unit 3, Parts 1 & 2 To Your Front Door

40

First Grade


(Continued) Standard 4 Financial Literacy: Students will describe the economic choices people make to meet their basic economic needs.





U5 W5 D5 Advanced Selection read aloud: Applause for Bendable Straws U5 W6 D2 Main Selection: The Stone Garden U5 W6 D2 Transparency 30:Momoko’s Secret U5 W6 D5 Anthology/Read aloud: Stone Soda Bread

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