Post on 03-Jul-2020
1st Grade Week 1 Smart Start pg. S4 - S33 Bilingual Classroom Labels
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Modeled/Shared Reading
Read Aloud: “The Little Engine That Could” pg. S12 “The Three Little Pigs” pg. S20, S24 “Aunt Minnie and the Twister” pg. S32
Oral Language
Morning Message Concepts of Print
pg. S6, S10, S14, S18, S22, S26, S30
Phonemic Awareness
Phoneme Isolation Phoneme Blending
/m/, /s/, /p/, /a/, /n/, /k/, /f/, /h/, /i/, /d/, /r/
Word Work Phonics
pg. S7, S11, S15, S19, S23, S27, S31
Consonants Initial Short Vowels
/m/ m, /s/ s, /p/ p, /t/ t, /a/ a, /n/ n, /k/ c, /f/ f, /h/ h, /i/ i, /d/ d, /r/ r
High Frequency Words
pg. S9, S13, S17, S21, S25, S29
I, can, we, like, see, the, go, to, have, a, play, you, he, is
Reading Comprehension
Listening Comprehension
Build Background: The Game pg. S8 Mary Pat pg. S16
That’s What I Need pg. S28
Start Smart Reader We Can pg. S13
We Like to Go pg. S21 We Have pg. S33
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Start Smart Readers We Can
We Like to Go We Have
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Start Smart Readers We Can
We Like to Go We Have
High Frequency Words
I, can, we, like, see, the, go, to, have, a, play, you, he, is
Group 3 Intensive / Below
Phonics Consonants & Initial Short Vowels
/m/ m, /s/ s, /p/ p, /t/ t, /a/ a, /n/ n, /k/ c, /f/ f, /h/ h, /i/ i, /d/ d, /r/ r
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Isolation & Phoneme Blending /m/, /s/, /p/, /a/, /n/, /k/, /f/, /h/, /i/, /d/, /r/,
Phonics
Consonants & Initial Short Vowels s /m/ m, /s/ s, /p/ p, /t/ t, /a/ a, /n/ n, /k/ c,
/f/ f, /h/ h, /i/ i, /d/ d, /r/ r
Letter Sound Train
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness Alliteration Popular
Pals
Comprehension Name That Rhyme
Vocabulary Four Square
Vocabulary Map
Phonics High Frequency
Words
Writing Smart Start Writing
Fluency Words Per Minute Partner Reading
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing pg. S9 Ask each child to think of one thing that he or she can do. On chart paper, make a list of children's ideas. I can ______________. Shared Writing pg. S13 Partner Activity Ask each pair to come up with one think they both like. On chart paper, make a list of children's ideas. We like _____________. Interactive Writing pg. S17 Ask each child to look around the classroom and name one thing that he or she sees. On chart paper, write the sentence frame I see the ________________. Interactive Writing pg. S21 Ask children to think of a place they go with their friends or family. On chart paper, write the sentence frame I can go to __________________. Interactive Writing pg. S25 Ask children to think of and name favorite things they have. On chart paper, write the sentence frame I have a ________________. Shared Writing pg. S29 Ask each child to think of one game or sport that he or she likes to play. On chart paper, write the sentence frame Can you play __________________.
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 1
1st Grade Week 2 Start Smart pg. S34 - S65
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Modeled/Shared Reading Read Aloud:
"The Tortoise and the Hare" pg. S40, S44 & “Tooth Tales from Around the World” pg. S52
“Alexander Graham Bell” pg. S60 & S64
Oral Language
Morning Message Concepts of Print
pg., S34, S38, S42, S46, S50, S54, S58, S62,
Phonemic Awareness Phoneme Isolation Phoneme Blending
/b/, /l/, /o/, /k/
Word Work Phonics
pg., S35, S39, S43, S47, S51, S55, S59, S63, S65,
Consonants Initial Short Vowels
/b/ b, l /l/, /o/ o, /k/ k, /k/ ck, /e/ e, /g/ g, /w/ w, /v/ v, /j/ j, /ks/ x, /u/ u, /kw/ qu, /y/ y, /z/ z
High Frequency Words
pg. S33, S37, S40, S45, S49, S53, S57, S61 she, and, said are, do, this, what, for, here, little,
was, my, look, has, where, with me
Reading Comprehension
Listening Comprehension
Build Background: Click, Click, Click pg. S36 Favorite Things pg. S48
My Dog Jet pg. S56
Start Smart Reader We Can pg. S41
Here We Are! pg. S53 Look and See pg. S61
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Start Smart Readers We Can
Here We Are Look and See
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Start Smart Readers We Can
Here We Are Look and See
High Frequency Words she, and, said are, do, this, what, for, here, little, was, my, look, has, where,
with, me
Group 3 Intensive / Below
Phonics Consonants & Initial Short Vowels
/b/ b, l /l/, /o/ o, /k/ k, /k/ ck, /e/ e, /g/ g, /w/ w, /v/ v, /j/ j, /ks/ x, /u/ u,
/kw/ qu, /y/ y, /z/ z
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Isolation & Phoneme Blending
/b/, /l/, /o/, /k/ Phonics
Consonants & Initial Short Vowels /b/ b, l /l/, /o/ o, /k/ k, /k/ ck, /e/ e, /g/ g, /w/ w,
/v/ v, /j/ j, /ks/ x, /u/ u, /kw/ qu, /y/ y, /z/ z
Link to Lessons
Literacy Centers 15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Rhyme Time
Comprehension Picture the Character
Vocabulary Four Square
Vocabulary Map
Phonics Rereading
Decodable Text Start Smart Readers
Writing Smart Start Writing
Fluency Words Per Minute Partner Reading
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Interactive Writing pg. S37 Ask children to think of food they like. On chart paper, write the sentence frame She likes ____________ and ________________. Independent Writing pg. S45 Ask children to think of things they like to do. On chart paper, write the heading What I Like to Do and make a list of the words children suggest. Encourage children to write about something they like to do using one of the words. Shared Writing pg. S53 Brainstorm: Have children look around the classroom and find something small. On chart paper, write the sentence starter, Here is a little _______________. Interactive Writing pg. S57 Brainstorm: Have children think of a word to describe a special friend. On chart paper, write the sentence frame My friend was ____________________. Independent Writing pg. S65 Brainstorm: You can play with a friend. What else can you do with a friend? On chart paper, write the sentence frame Where will you ___________with me?
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 2
1st Grade Week 3 1.1 Pam and Sam Theme Project: Everyone is Special pg. 6H
Weekly Theme: We Are Special
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: We Are Special pg. 6T See: Talk About It pg. 6/7 Phonemic Awareness: Identify Rhymes pg. 7B
Phonics: pg. 7C Introduce & Blend Short /a/ a Build Fluency: Word Automaticity pg. 7D Use Teaching Chart 7 Spelling Pretest pg. 7E Decodable Reader: A Cap for Pam pg. 7F (Optional)
Use BIG BOOK “That Big Cat!” pg. 7A Strategy: Analyze story structure Skill: Analyze character and setting
Day 2
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Use Oral Vocabulary Cards: The Princess & the Pea pg. 7I Listening Comprehension pg. 7J Use Teaching Chart 8 Phonemic Awareness: Phoneme Categorization pg. 37K
Phonics: pg. 7K Blend with Short /a/ a Build Words with Short /a/ a pg. 7L Spelling Word Sort with -at, -an pg. 7L High Frequency Words pg. 7M jump, not, up, down
GET READY STORY Student Book “Can Pat Jump?” pg. 8/9-12/13 See Read to Find Out: pg. 8/9 Strategy: Analyze story structure Skill: Analyze character and setting
Day 3
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Review Words with Short a
Oral Vocabulary 13C Interactive Read Aloud pg. 13D Use Read Aloud Anthology Book: Beverly Billingsly Borrows a Book, pg. 9-13 Phonemic Awareness: Phoneme Blending pg. 13E
Phonics: pg. 13E Blend with Short /a/ a Build Fluency: Word Automaticity pg. 13F Use Teaching Chart 7 Spelling Word Sort with -at,-an Dictation pg. 13F High Frequency Word Practice pg. 13G
MAIN SELECTION Student Book “Pam and Sam” pg. 14/15-26/27 Genre: Fantasy See Read to Find Out: pg. 14/15 Extensions: pgs. 27-27A Teaching Chart 8 Strategy: Analyze story structure Skill: Analyze character and setting
Day 4
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary 27D Interactive Read Aloud pg. 27E Use Read Aloud Anthology Book: The Town Mouse & the Country Mouse, pg. 14-18 Phonemic Awareness: Phoneme Isolation pg. 27B
Phonics: pg. 27F Blend with Short /a/ a Identify Inflectional Ending -s Build Words with -s pg. 27G Spelling Practice pg. 27G High Frequency Word Practice pg. 27H Use Teaching Chart 9
PAIRED SELECTION Student Book “Our Best Days” pg. 28/29-32/33 Genre: Nonfiction Informational Text See Content Words: pg. 28/29 neighbor, family, friends Extensions: Connect & Compare pg. 33A Strategy: Analyze story structure Skill: Analyze character and setting
Day 5
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary 35A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 35B
Phonics: pg. 35B Blend with Short /a/ a Spelling Posttest pg. 35C High Frequency Word Practice pg. 35D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 35E Transfer The Strategy Reading Across Texts Strategy: Analyze story structure Skill: Analyze character and setting
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
ELL Support pg. 35AA - 35BB
Group 1 Above / On-Level
Beyond Level Reader
“Look at Chameleon!” pg. 35L, 35P, 35T “Our Best Days” pg. 35X
On Level Reader
“Pam and Sam” pg. 35W “Can You?” pg. 35O, 35S
Make Connections Across Texts pg. 35Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“Cat Can Jump” pg. 35N, 35R, 35V
Decodable Reader “A Cap for Pam” pg. 35J
Phonemic Awareness pg. 35I, 35M, 35Q, 35U
Phonics pg. 35I, 35M, 35Q, 35U, 35Y,
Blend Short a
High Frequency Words up, down, jump, not
Review for, have, look, the, with
Group 3 Intensive / Below
ELL Level Reader “I Can!” pg. 35BB
Phonics
Blend with Short /a/
High Frequency Words up, down, jump, not
Review
for, have, look, the, with
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness Identify Rhyme pg. 7B
Phonemic Isolation pg7K, 27E Phoneme Blending pg. 13E, 35A,
Phonics Consonants & Initial Short Vowels
/m/ m, /s/ s, /p/ p, /t/ t, /a/ a, /n/ n, /k/ c, /f/ f, /h/ h, /i/ i, /d/ d, /r/ r, /b/ b, l /l/, /o/ o, /k/ k, /k/ ck, /e/ e, /g/ g, /w/ w, /v/ v, /j/ j, /ks/ x, /u/ u,
/kw/ qu, /y/ y, /z/ z
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Pocket Rhymes
Comprehension Read a Book Activity pg. 6R
Retell the Story pg. 6R
Vocabulary Word Climb
Phonics Word Study: Build Short a
Words pg. 6R Sort Words pg. 6R
Word Bowling
Writing pg. 6S
What I Like To Do I Am Special
Fluency Fast Match
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Personal Narrative pg. 7H
Interactive Writing: Personal Narrative Sentences pg. 13B Independent Writing: Writing Trait-Ideas pg. 27C
Revise and Edit: “Write What You Like to Do” pg. 34/35 Publish and Present: Speaking, Listening, and Viewing pg. 35F
Grammar pg. 7G, 13A, 27B, 33B, 35F
Understand that a sentence tells a whole idea Recognize that a sentence always begins with a capital letter
Identify a complete sentence Begin a sentence with a capital letter
Review sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 2
1st Grade Week 4 1.2 I Can! Can You?
Weekly Theme: Ready, Set, Move!
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Ready, Set, Move! pg. 36K See: Talk About It pg. 36/37 Phonemic Awareness: Identify Onset and Rime pg. 37B
Phonics: pg. 37C Identify & Blend Short /a/ a Build Fluency: Word Automaticity pg. 37D Use Teaching Chart 11 Spelling Pretest pg. 37E Decodable Reader: I Can, I Can pg. 37F (Optional)
Use BIG BOOK “From Head to Toe” pg. 37A Strategy: Analyze story structure Skill: Identify Sequence of Events
Day 2
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Use Oral Vocabulary Cards: The Great Rope Tug pg. 37I Listening Comprehension pg. 37J Use Teaching Chart 12 Phonemic Awareness: Phoneme Categorization pg. 37K
Phonics: pg. 37K Blend Short /a/ a Build Words with Short /a/ a pg. 37L Spelling Word Sort with -ad, -ap, -ack pg. 37L High Frequency Words pg. 37M too, it, yes, over
GET READY STORY
Student Book “Yes, I Can!” pg. 38/39-42/43 See Read to Find Out: pg. 38/39 Strategy: Analyze story structure Skill: Identify Sequence of Events
Day 3
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Review Words with Short a
Oral Vocabulary pg. 43C Interactive Read Aloud pg. 43D Use Read Aloud Anthology Book: Just Watch, pg. 19-21 Phonemic Awareness: Phoneme Blending pg. 43E
Phonics: pg. 43E Blend Short /a/ a Build Fluency: Word Automaticity pg. 43F Use Teaching Chart 11 Spelling Word Sort with -ad,-ap, -ack Dictation pg. 43F High Frequency Word Practice pg. 43G
MAIN SELECTION
Student Book “I Can! Can You?” pg. 44/45-56/57 Genre: Rhyming Story See Read to Find Out: pg. 44/45 Extensions: pgs. 57-57A Teaching Chart 12 Strategy: Analyze story structure Skill: Identify Sequence of Events
Day 4
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary 57D Interactive Read Aloud pg. 57E Use Read Aloud Anthology Book: The Tortoise & The Hare, pg. 22-25 Phonemic Awareness: Onset and Rime Blending pg. 57E
Phonics: pg. 57F Blend Short /a/ a Identify Inflectional Ending -s Spelling Practice pg. 57G High Frequency Word Practice pg. 57H Use Teaching Chart 13
PAIRED SELECTION Student Book “Run! Jump! Swim!” pg. 58/59-62/63 Genre: Nonfiction See Content Words: pg. 58/59 helps, move, push Extensions: Connect & Compare pg. 63A Strategy: Analyze story structure Skill: Identify Sequence of Events
Day 5
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary 65A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 65B
Phonics: pg. 65B Blend Short /a/ a Spelling Posttest pg. 65C High Frequency Word Practice pg. 65D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 65E Transfer The Strategy Reading Across Texts Strategy: Analyze story structure Skill: Identify Sequence of Events
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Beyond Level Reader
“Sports Fun” pg. 65L, 65P, 65T “Run! Jump! Swim!” pg. 65X
On Level Reader
“I Can! Can You?” pg. 65W “We Like Sports” pg. 65O, 65S
Make Connections Across Texts
pg. 65Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“Play Ball” pg. 65N, 65R, 65V
Decodable Reader “I Can, I Can!” pg. 65J
Phonemic Awareness pg. 65I, 65M, 65Q,
65U
Phonics pg. 65I, 65M, 65Q, 65U, 65Y, Blend Short a
High Frequency Words
too, it, yes, over
Review up, down, jump, not
Group 3 Intensive / Below
ELL Level Reader
“We Play Sports” pg. 65BB
Phonics Blend with Short /a/
High Frequency Words
too, it, yes, over
Review up, down, jump, not
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness
Identify Onset and Rime pg. 37B Phoneme Categorization pg. 37K Phoneme Blending pg. 43E, 65B
Onset and Rime Blending pg. 57E
Phonics
Consonants & Initial Short Vowels /m/ m, /s/ s, /p/ p, /t/ t, /a/ a, /n/ n, /k/ c, /f/ f, /h/ h, /i/ i, /d/ d, /r/ r, /b/ b, l /l/, /o/ o, /k/ k, /k/ ck, /e/ e, /g/ g, /w/
w, /v/ v, /j/ j, /ks/ x, /u/ u, /kw/ qu, /y/ y, /z/ z
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Personal Narrative pg. 37H
Interactive Writing: Personal Narrative pg. 43B Independent Writing: Writing Trait-Ideas pg. 57C
Revise and Edit: “Write What You Can Do” pg. 64/65 Publish and Present: Speaking, Listening, and Viewing pg. 65F
Grammar pg. 37G, 43A, 57B, 63B, 65F
Understand word order Understand ending punctuation
Recognize word order in sentences Identify correct punctuation in sentences
Review Word Order
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 4
1st Grade Week 5 1.3 How You Grew
Weekly Theme: Growing Up
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Growing Up pg. 66K See: Talk About It pg. 66/67 Phonemic Awareness: Identify Onset and Rime pg. 67B
Phonics: pg. 67C Introduce & Blend Short /i/ i Build Fluency: Word Automaticity pg. 67D Use Teaching Chart 15 Spelling Pretest pg. 67E Decodable Reader: Jim Had a Big Hit! pg. 67F (Optional)
Use BIG BOOK “Growing Up” pg. 67A Strategy: Analyze text structure Skill: Identify Sequence of Events
Day 2
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Use Oral Vocabulary Cards: Lion Cubs Grow Up pg. 67I Listening Comprehension pg. 67J Use Teaching Chart 16 Phonemic Awareness: Phoneme Blending pg. 67K
Phonics: pg. 67K Blend Short /i/ i Build Words with Short /i/ i pg. 67L Spelling Word Sort with -in, -it, -iss pg. 67L High Frequency Words pg. 67M run, ride, be
GET READY STORY
Student Book “I Am a Big Kid” pg. 68/69 See Read to Find Out: pg. 68/69 Strategy: Analyze text structure Skill: Identify Sequence of Events
Day 3
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Review Words with Short i
Oral Vocabulary pg. 69C Interactive Read Aloud pg. 69D Use Read Aloud Anthology Book: Growing Old, pg. 26-27 Phonemic Awareness: Phoneme Substitution pg. 69E
Phonics: pg. 69E Blend Short /i/ i Build Fluency: Word Automaticity pg. 69F Use Teaching Chart 15 Spelling Word Sort with -it, -in, -iss Dictation pg. 69F High Frequency Word Practice pg. 69G
MAIN SELECTION
Student Book “How You Grew” pg. 70/71-76/77 Genre: Nonfiction Article See Read to Find Out: pg. 70/71 Extensions: pgs. 76/77-77A Teacher Chart 16 Strategy: Analyze text structure Skill: Identify Sequence of Events
Day 4
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 77D Interactive Read Aloud pg. 77E Use Read Aloud Anthology Book: I’m Growing Up, pg. 28-31 Phonemic Awareness: Onset and Rime Blending pg. 77E
Phonics: pg. 77F Blend Short /i/ i Blend with Double Final Consonants Spelling Practice pg. 77G High Frequency Word Practice pg. 77H Use Teaching Chart 17
Test Passage
Student Book “Birds Get Big” pg. 78/79 Answer Questions See Test Strategy Strategy: Analyze text structure Skill: Identify Sequence of Events
Day 5
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg.81C Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Substitution 81D
Phonics: pg. 81D Blend Short /i/ i Spelling Posttest pg. 81E High Frequency Word Practice pg. 81F Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 81G Transfer The Strategy Reading Across Texts Strategy: Analyze text structure Skill: Identify Sequence of Events
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“What Will You Be” pg. 81N, 81R, 81V, 81Z
Decodable Reader “Jim Had a Big Hit” pg. 81M
On Level Reader
“We Grow Up” pg. 81Q, 81U “How You Grew” pg. 81Y
Make Connections Across Texts pg. 65Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Growing Up” pg. 81P, 81T, 81X
Decodable Reader “Jim Had a Big Hit” pg. 81L
Phonemic Awareness
pg. 81K, 81O, 81S, 81W
Phonics pg. 81K, 81O, 81S, 81W
Blend Short i
High Frequency Words run, ride, be
Review too, it, yes, over
Group 3 Intensive / Below
ELL Level Reader “We Can Grow” pg. 81DD
Phonics
Blend with Short /i/
High Frequency Words run, ride, be
Review
too, it, yes, over
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness
Identify Onset and Rime pg. 67B Phoneme Blending pg. 67K
Phoneme Substitution pg. 69E, 81D Onset and Rime Blending pg. 77E
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Descriptive Sentences pg. 67H
Interactive Writing: Descriptive Sentences pg. 69B Independent Writing: Writing Trait-Ideas pg. 77C
Revise and Edit: “Write About Kids” pg. 80/81, 81B Publish and Present: Speaking, Listening, and Viewing pg. 81H
Grammar pg. 67G, 69A, 77B, 81A, 81H
Understand statements Identify statements
Begin a statement with a capital letter End a statement with a period
Review Statements
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 5
1st Grade Week 6 1.4 Pet Tricks
Weekly Theme: Pets
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Pets pg. 82K See: Talk About It pg. 82/83 Phonemic Awareness: Phoneme Categorization pg. 83B
Phonics: pg. 83C Introduce r Blends Blend with /kr/cr-, /gr/gr-, /tr/tr- Build Fluency: Word Automaticity pg. 83D Use Teaching Chart 19 Spelling Pretest pg. 83E Decodable Reader: Grab a Crab pg. 83F (Optional)
Use BIG BOOK “Along Came Toto” pg. 83A Strategy: Analyze story structure Skill: Analyze Character and Setting
Day 2
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Use Oral Vocabulary Cards: Pig Goes to the Party pg. 83I Listening Comprehension pg. 83J Use Teaching Chart 20 Phonemic Awareness: Phoneme Segmentation r blends pg. 83K
Phonics: pg. 83K Blend with r Blends Build Words with r blends pg. 83L Spelling Word Sort with cr-, gr-, tr- pg. 83L High Frequency Words pg. 83M come, good, on, that
GET READY STORY Student Book “Come Down, Brad!” pg.84/85-88/89 See Read to Find Out: pg. 84/85 Strategy: Analyze story structure Skill: Analyze Character and Setting
Day 3
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Review Words with r blends
Oral Vocabulary pg. 89C Interactive Read Aloud pg. 89D Use Read Aloud Anthology Book: Animal House, pg.32-34 Phonemic Awareness: Phoneme Deletion, r blends pg. 89E
Phonics: pg. 89E Blend with r Blends Build Fluency: Word Automaticity pg. 89F Use Teaching Chart 19 Spelling Word Sort with cr-, gr-, tr- Dictation pg. 89F High Frequency Word Practice pg. 89G
MAIN SELECTION Student Book “Pet Tricks” pg. 90/91-104/105 Genre: Realistic Fictions See Read to Find Out: pg. 90/91 Extensions: pgs. 104/105, 105A Teaching Chart 20 Strategy: Analyze story structure Skill: Analyze Character and Setting
Day 4
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend The Weekly Theme
Oral Vocabulary pg. 105E Interactive Read Aloud pg. 105E Use Read Aloud Anthology Book: Mary Had a Little Lamb, pg. 35-37 Phonemic Awareness: Phoneme Categorization pg. 105F
Phonics: pg. 105G Blend with r Blends Introduce Possessive Nouns with ‘s Build Words with ‘s pg. 105H Spelling Practice pg. 105H High Frequency Word Practice 105I Use Teaching Chart 21
PAIRED SELECTION Student Book “What Pets Need” pg. 106/107-108/109 Genre: Nonfiction See Content Words: pg. 106/107 need, living things, care Extensions: Connect & Compare pg. 109A Strategy: Analyze story structure Skill: Analyze Character and Setting
Day 5
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg.111A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation 111B
Phonics: pg. 111B Blend with r Blends Spelling Posttest pg. 111C High Frequency Word Practice pg. 111D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 111E Transfer The Strategy Reading Across Texts Strategy: Analyze story structure Skill: Analyze Character and Setting
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Beyond Level Reader
“My Pet Hamster” pg. 111N,111P,111T “What Pets Need” pg. 111X
On Level Reader
“Rosa’s New Puppy” pg. 111O, 111S “Pet Tricks” pg. 111W
Decodable Reader
“Grab a Crab” pg. 111K
Make Connections Across Texts pg. 111Z
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“Good Cat” pg. 111N, 111R, 111V Decodable Reader
“Grab a Crab” pg. 111J
Phonemic Awareness pg. 111I, 111M, 111Q, 111U
Phonics
pg. 111I, 111M, 111Q, 111U r Blends
High Frequency Words
come, good, on, that Review
run, ride, be
Group 3 Intensive / Below
ELL Level Reader
“We Can Grow” pg. 111DD
Phonics r Blends
High Frequency Words
come, good, on, that
Review run, ride, be
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness
Phoneme Categorization pg. 83B, 105F Phoneme Segmentation, r blends
pg. 83K, 111B Phoneme Deletion, r blends pg. 89E
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Descriptive Sentences pg. 83H
Interactive Writing: Descriptive Sentences pg. 89B Independent Writing: Writing Trait-Voice pg. 105 Revise and Edit: “Write About a Pet” pg. 110/111
Publish and Present: Speaking, Listening, and Viewing pg. 111F
Grammar pg. 83G, 89A, 105B, 109B, 111H
Understand question marks and exclamation marks Identify questions and exclamations
Recognize question marks and exclamation marks Review questions and exclamations
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 6
1st Grade Week 7 1.5 Soccer Weekly Theme: Teamwork
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Teamwork pg. 112K See: Talk About It pg. 112/113 Phonemic Awareness: Phoneme Categorization pg. 113B
Phonics: pg. 113C Introduce Blends /nd/-nd, /st/-st, /nt/-nt, /nk/-nk Blend with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk Build Fluency: Word Automaticity pg. 113D Use Teaching Chart 23 Spelling Pretest pg. 113E Decodable Reader: Kids Can Do It Fast pg. 113F (Optional)
Use BIG BOOK “Teamwork” pg. 113A Strategy: Analyze Text Structure Skill: Evaluate Author’s Purpose
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with End Blends ● Extend the Weekly Theme
Oral Vocabulary pg. 119C Use Oral Vocabulary Cards: The Bundle of Sticks pg. 113I Listening Comprehension pg. 113J Use Teaching Chart 24 Phonemic Awareness: Phoneme Segmentation pg. 113K
Phonics: pg. 113K Blend with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk Build Words with Final Blends pg. 113L Spelling Word Sort with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk pg. 113L High Frequency Words pg. 113M help, now, use, very
GET READY STORY Student Book “Help For Hank” pg.114/115-118/119 See Read to Find Out: pg. 114/115 Teaching Chart 24 Strategy: Analyze Text Structure Skill: Evaluate Author’s Purpose
Day 3
Morning Message ● Practice Concepts of Print ● Review Words with End Blends ● Extend the Weekly Theme
Oral Vocabulary pg. 135E Interactive Read Aloud pg. 119D Use Read Aloud Anthology Book: The Three Billy Goats Gruff, pg.38-41 Phonemic Awareness: Phoneme Deletion, final blends pg. 119E
Phonics: pg. 119E Blend with Final Blends Build Fluency: Word Automaticity pg. 119F Use Teaching Chart 23 Spelling Word Sort with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk Dictation pg. 119F High Frequency Word Practice pg. 119G
MAIN SELECTION Student Book “Soccer” pg. 120/121-134/135 Genre: Nonfiction See Read to Find Out: pg. 120/121 Extensions: pgs. 134/135, 135A Strategy: Analyze Text Structure Skill: Evaluate Author’s Purpose
Day 4
Morning Message ● Practice Concepts of Print ● Review Words with End Blends ● Extend the Weekly Theme
Oral Vocabulary pg.135E Interactive Read Aloud pg. 135E Use Read Aloud Anthology Book: Up, Up, Up! It’s Apple-Picking Time, pg. 43-47 Phonemic Awareness: Phoneme Categorization pg. 135F
Phonics: pg. 135G Blend with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk Phoneme Blending with CVCC Build Words with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk pg. 135H Spelling Practice pg. 135H High Frequency Word Practice 135I Use Teaching Chart 25
PAIRED SELECTION Student Book “Guess What!” pg. 136/137 Genre: Poem See Literacy Element pg. 136/137 Extensions: Connect & Compare pg. 137A Strategy: Analyze Text Structure Skill: Evaluate Author’s Purpose
Day 5
Morning Message ● Model/Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 139A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation 139B
Phonics: pg. 139B Blend with Final Blends Spelling Posttest pg. 139C High Frequency Word Practice pg. 139D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 139E Transfer The Strategy Reading Across Texts Strategy: Analyze Text Structure Skill: Evaluate Author’s Purpose
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“All Kinds of Teams” pg. 139L,139P “Soccer” pg. 139T
“Guess What!” 139X
On Level Reader “We Can Help” pg. 139O, 139S
“Soccer” pg. 139W Decodable Reader
“Kids Can Do It Fast” pg. 139K
Make Connections Across Texts pg. 139Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “We Help!” pg. 139N, 139R, 139V
Decodable Reader
“Kids Can Do It Fast” pg. 139J
Phonemic Awareness pg. 139I, 139M, 139Q, 139U
Phonics pg. 139I, 139M, 139Q, 139U
Blend with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk
High Frequency Words help, now, use, very
Review
come, good, on, that
Group 3 Intensive / Below
ELL Level Reader “We Can Grow” pg. 139DD
Phonics
Blend with /nd/-nd, /st/-st, /nt/-nt, /nk/-nk
High Frequency Words
help, now, use, very
Review come, good, on, that
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness Phoneme Categorization
pg. 113B, 135F Phoneme Segmentation
pg. 113K, 139B Phoneme Deletion, final blends
pg. 119E
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Persuasive Sentences pg. 113H
Interactive Writing: Persuasive Sentences pg. 119B Independent Writing: Writing Trait-Voice pg. 135C Revise and Edit: “Write About a Sport” pg. 138/139
Publish and Present: Speaking, Listening, and Viewing pg. 139F
Grammar pg. 113G, 119A, 135B, 137B, 139F
Learn that a sentence begins with a capital letter and ends with a special punctuation mark Understand types of sentences
Practice writing sentences Identify capitalization and punctuation
Review writing sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 2
1st Grade Week 8 2.1 Animal Moms and Dads
Theme Project: What Do I See? Pg. 6H Weekly Theme: Animal Families
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Animal Families pg. 6T See: Talk About It pg. 6/7 Phonemic Awareness: Onset and Rime pg. 7B
Phonics: pg. 7C Introduce & Blend Short /o/ o Build Fluency: Word Automaticity pg. 7D Use Teaching Chart 26 Spelling Pretest pg. 7E Decodable Reader: Fox on a Rock pg. 7F (Optional)
Use BIG BOOK “Hello, Hello!” pg. 7A Strategy: Summarize Skill: Identify Main Idea and Details
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with Short /o/ o ● Extend the Weekly Theme
Use Oral Vocabulary Cards: “Wild Animal Families” pg. 7I Listening Comprehension pg. 7J Use Teaching Chart 27 Phonemic Awareness: Phoneme Isolation pg. 7K
Phonics: pg. 7K Blend with Short /o/ o Build Words with Short /o/ o pg. 7L Spelling Word Sort with –op, -og, -ot pg. 7L High Frequency Words pg. 7M one, two, they, does, her
GET READY STORY Student Book “One Frog, Two Frogs” pg. 8/9-12/13 See Read to Find Out: pg. 8 Strategy: Summarize Skill: Identify Main Idea and Details
Day 3
Morning Message ● Practice Concepts of Print ● Review Words with Short /o/ o ● Extend the Weekly Theme
Oral Vocabulary 13C
Interactive Read Aloud pg. 13D Use Read Aloud Anthology Book: “Goldilocks and the Three Bears” pg. 48-52 Phonemic Awareness: Phoneme Blending pg. 13E
Phonics: pg. 13E Blend with Short /o/ o Build Fluency: Word Automaticity pg. 13F Use Teaching Chart 26 Spelling Word Sort with –op, -og, -ot High Frequency Word Practice pg. 13G
MAIN SELECTION Student Book “Animal Moms and Dads” pg. 14/15-28/29 Genre: Nonfiction See Read to Find Out: pg. 14 Extensions: pgs. 28/29, 29A Teaching Chart 27 Strategy: Summarize Skill: Identify Main Idea and Details
Day 4
Morning Message ● Practice Concepts of Print ● Review Words with /o/ o ● Extend the Weekly Theme
Oral Vocabulary 29E Interactive Read Aloud pg. 29F Use Read Aloud Anthology Book: ”Make Way for Ducklings” pg. 53-57 Phonemic Awareness: Phoneme Isolation pg. 29F
Phonics: pg. 29G Blend with Short /o/ o Identify Inflectional Ending -ed Build Words with –ed pg. 29H Spelling Practice pg. 29H High Frequency Word Practice pg. 29I Use Teaching Chart 28
PAIRED SELECTION Student Book “Over the Meadow” pg. 30/31-34/35 Genre: Poetry See Literary Element: Rhythmic Patterns Extensions: Connect & Compare pg. 35A Strategy: Summarize Skill: Identify Main Idea and Details
Day 5
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary 37A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 37B
Phonics: pg. 37B Blend with Short /o/ o Spelling Posttest pg. 37C High Frequency Word Practice pg. 37D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 37E Transfer The Strategy Reading Across Texts Strategy: Summarize Skill: Identify Main Idea and Details
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
ELL Support pg. 35AA - 35BB
Group 1 Above / On-Level Beyond Level Reader
“One Big Baby” pg. 37L, 37P, 37T “Over in the Meadow” pg. 37X
On Level Reader
“Little Bears” pg. 37O, 37S “Animal Moms and Dads” pg. 37W
Decodable Reader
“Fox on a Rock” 37K
Make Connections Across Texts pg. 37Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Little Lions” pg. 37N, 37R, 37V
Decodable Reader
“Fox on a Rock” pg. 37J
Phonemic Awareness pg. 37I, 37M, 37Q, 37U
Phonics pg. 37I, 37M, 37Q, 37U, 37Y, Blend Short /o/ o
High Frequency Words one, two, her, they, does
Review very, help, use, now
Group 3 Intensive / Below
ELL Level Reader “Two Little Bears” pg. 37BB
Phonics
Blend with Short /o/
High Frequency Words one, two, her, they, does
Review very, help, use, now
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness Onset and Rime pg. 7B
Phonemic Isolation pg. 7K, 29F Phoneme Blending pg. 13E, 37B,
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension Read a Book Activity pg. 6R
Retell the Story pg. 6R
Vocabulary links
Phonics Word Study: Build Short a
Words pg. 6R Sort Words pg. 6R
Writing pg. 6S
What I Like To Do I Am Special
links
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Report pg. 7H
Interactive Writing: Report pg. 13B Independent Writing: Organization pg. 29C
Revise and Edit: “Write About Families” pg. 36/37 Publish and Present: Speaking, Listening, and Viewing pg. 37F
Grammar pg. 7G, 13A, 29B, 35B, 37F
Recognize a noun as a person, place, or thing Identify nouns in sentences
Reinforce sentence capitalization and end punctuation Review nouns
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 8
1st Grade Week 9 2.2 Little Red Hen
Weekly Theme: Helping Out
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Helping Out pg. 38K See: Talk About It pg. 38/39 Phonemic Awareness: Identify and Generate Rhyme pg. 39B
Phonics: pg. 39C Introduce & Blend Short /e/ e Build Fluency: Word Automaticity pg. 39D Use Teaching Chart 29 Spelling Pretest pg. 39E Decodable Reader: Hen’s Eggs pg. 39F (Optional)
Use BIG BOOK “Mama’s Coming Home” pg. 39A Strategy: Summarize Skill: Retell
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with Short /e/ e ● Extend the Weekly Theme
Use Oral Vocabulary Cards: “Estela and the Fox” pg. 39I Listening Comprehension pg. 39J Use Teaching Chart 30 Phonemic Awareness: Phoneme Identity pg. 39K
Phonics: pg. 39K Blend Short /e/ e Build Words with Short /e/ e pg. 39L Spelling Word Sort with -eg, -en, -et pg. 39L High Frequency Words pg. 39M who, no, some, of, eat
GET READY STORY Student Book “Who Will Help?” pg. 40/41-44/45 See Read to Find Out: pg. 40 Strategy: Summarize Skill: Retell
Day 3
Morning Message ● Practice Concepts of Print ● Review Short /e/ e Words ● Extend the Weekly Theme
Oral Vocabulary pg. 45C Interactive Read Aloud pg. 45D Use Read Aloud Anthology Book: “The Little Red Hen”, pg.58-61 Phonemic Awareness: Phoneme Blending pg. 45E
Phonics: pg. 45E Blend and Build with Short /e/ e Build Fluency: Word Automaticity pg. 45F Use Teaching Chart 29 Spelling Word Sort with -eg, -en, -et Dictation pg. 45F High Frequency Word Practice pg. 45G
MAIN SELECTION Student Book “Little Red Hen” pg. 46/47-60/61 Genre: Folk Tale See Read to Find Out: pg. 46 Extensions: pgs. 60/61, 61A Teaching Chart 27 Strategy: Summarize Skill: Retell
Day 4
Morning Message ● Practice Concepts of Print ● Review Words with Short /e/ e ● Extend the Weekly Theme
Oral Vocabulary pg. 61E Interactive Read Aloud pg. 61F Use Read Aloud Anthology Book: Johnny Appleseed”, pg. 62-65 Phonemic Awareness: Phoneme Identity pg. 61F
Phonics: pg. 61G Blend and Build Words Identify Contractions with n’t Read Contractions pg. 61H Spelling Practice pg. 61H High Frequency Word Practice 61I Use Teaching Chart 61
PAIRED SELECTION Student Book “From Wheat to Bread” pg. 62/63-66/67 Genre: Nonfiction See Content Words grow, kernels, factory Extensions: Connect & Compare pg. 67A Strategy: Summarize Skill: Retell
Day 5
Morning Message ● Model/Practice Concepts of Print ● Review Words with Short /e/ e ● Conclude the Weekly Theme
Oral Vocabulary pg. 69A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 69B
Phonics: pg. 69B Blend with Short /e/ e Spelling Posttest pg.697C High Frequency Word Practice pg. 37D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 69E Transfer The Strategy Reading Across Texts Strategy: Summarize Skill: Retell
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Trees Help” pg. 69L, 69P, 69T “From Wheat to Bread” pg. 69X
On Level Reader
“Food from the Farm” pg. 69O, 69S “Little Red Hen” pg. 69W
Decodable Reader
“Hen’s Eggs” pg. 69K
Make Connections Across Texts pg. 69Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “The Red Hen Helps” pg. 69N, 69R, 69V
Decodable Reader
“Hen’s Eggs” pg. 69J
Phonemic Awareness pg. 69I, 69M, 69Q, 69U
Phonics pg. 69I, 69M, 69Q, 69U
Blend with Short /e/ e
High Frequency Words who, some, of, no, eat
Review
one, two, her, they, does
Group 3 Intensive / Below
ELL Level Reader “The Farm” pg. 69BB
Phonics
Blend with Short /e/ e
High Frequency Words who, some, of, no, eat
Review
one, two, her, they, does
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Identify and Generate Rhyme pg. 38B Phoneme Identity pg. 39K, 61F Phoneme Blending pg. 45E, 69B
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary links
Phonics
Writing links
Fluency links
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: How-To Sentences pg. 39H
Interactive Writing: How-To Sentence pg. 45B Independent Writing: Writing Trait-Organization pg. 61C
Revise and Edit: “How to Make a Snack” pg. 68/69 Publish and Present: Speaking, Listening, and Viewing pg. 69F
Grammar pg. 39G, 45A, 61B, 67B, 69F
Understand plural nouns Identify plural nouns
Recognize capital letters and question marks Review plural nouns
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 2
1st Grade Week 10 2.3 A Prairie Dog Home
Weekly Theme: Where Animals Live
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Where Animals Live pg. 70K See: Talk About It pg. 70/71 Phonemic Awareness: Phoneme Categorization pg. 71B
Phonics: pg. 71C Introduce & Blend /sh/ sh, /th/ th Build Fluency: Word Automaticity pg. 71D Use Teaching Chart 33 Spelling Pretest pg. 71E Decodable Reader: This Fish, That Fish pg. 71F (Optional)
Use BIG BOOK “Red-Eyes Tree Frog” pg. 71A Strategy: Summarize Skill: Main Idea and Details
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with Digraphs /th/ th and
/sh/ sh ● Extend the Weekly Theme
Use Oral Vocabulary Cards: Life in the Everglades pg. 71I Listening Comprehension pg. 71J Use Teaching Chart 34 Phonemic Awareness: Phoneme Blending pg. 71K
Phonics: pg. 71K Blend with /sh/ sh, /th/ th Build Words with /sh/ sh, /th/, th pg. 71L Spelling Word Sort with /sh/ sh and /th/ th pg. 71L High Frequency Words pg. 71M into, many, live, out
GET READY STORY Student Book “Ants Go In and Out” pg. 72/73 See Read to Find Out: pg. 72 Strategy: Summarize Skill: Main Idea and Details
Day 3
Morning Message ● Practice Concepts of Print ● Review High Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 73C Interactive Read Aloud pg. 73D Use Read Aloud Anthology Book: “We’re Going on a Bear Hunt” pg.66-71 Phonemic Awareness: Phoneme Substitution /sh/, /th/ pg. 73E
Phonics: pg. 73E Blend with /sh/ sh, /th/ th Build Fluency: Word Automaticity pg. 73F Use Teaching Chart 33 Spelling Word Sort with /sh/ sh and /th/ th Dictation pg. 73F High Frequency Word Practice pg. 73G
MAIN SELECTION Student Book “A Prairie Dog Home” pg. 74/75-80/81 Genre: Nonfiction Article See Read to Find Out: pg. 74/75 Extensions: pgs. 80/81, 81A Teaching Chart 34 Strategy: Summarize Skill: Main Idea and Details
Day 4 Morning Message ● Practice Concepts of Print ● Review High Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 81D Interactive Read Aloud pg. 81E Use Read Aloud Anthology Book “Where Animals Live” pg. 72-74 Phonemic Awareness: Phoneme Categorization pg. 81E
Phonics: pg. 81F Blend and Build Words Identify Inflectional Ending -ing Build Words with Ending -ing pg. 81G Spelling Practice pg. 81G High Frequency Word Practice 81H Use Teaching Chart 35
TEST PASSAGE Student Book “A Koala Home” pg. 82-83 Answer Questions See Test Strategy Strategy: Summarize Skill: Main Idea and Details
Day 5 Morning Message ● Model/Practice Concepts of Print ● Review High Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 85C Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending pg. 85D
Phonics: pg. 85D Blend with /sh/ sh, /th/ th Spelling Posttest pg. 85E High Frequency Word Practice pg. 85F Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 85G Transfer The Strategy Reading Across Texts Strategy: Summarize Skill: Main Idea and Details
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Beyond Level Reader
“Bear on Ice” pg. 85N, 85R, 85V Use a Dictionary 85Z
On Level Reader
“Birds” pg. 85Q, 85U “A Prairie Dog Home” pg. 85Y
Decodable Reader
“This Fish, That Fish” pg. 85M
Make Connections Across Texts pg. 85BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“In the Forest” pg. 85P, 85T, 85X
Decodable Reader “This Fish, That Fish” pg. 85L
Phonemic Awareness pg. 85O, 85S, 85W
Phonics pg. 85K, 85O, 85S, 85W
Blend with Digraph /sh/ sh and /th/ th
High Frequency Words into, many, live, out
Review
who, some, of, no, eat
Group 3 Intensive / Below
ELL Level Reader
“See the Birds” pg. 85DD
Phonics Blend with Digraph /sh/ sh
and /th/ th
High Frequency Words into, many, live, out
Review
who, some, of, no, eat
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness
Phoneme Categorization pg. 71B, 81E Phoneme Blending pg. 71K, 85D
Phoneme Substitution /sh/, /th/ pg. 73E
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary links
Phonics
Writing links
Fluency links
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Report: Main Idea Sentences pg. 71H
Interactive Writing: Report pg. 73B Independent Writing: Writing Trait-Organization pg. 81C
Revise and Edit: “Write About an Animal Home” pg. 84/85 Publish and Present: Speaking, Listening, and Viewing pg. 85H
Grammar pg. 71G, 73A, 81B, 67B, 85A
Recognize and write irregular plural nouns Identify irregular plural nouns
Begin every sentence with a capital letter End an exclamation with an exclamation mark
Review irregular plural nouns
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 10
1st Grade Week 11 2.4 The Fun Kids’ Band
Weekly Theme: Sing and Dance
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Sing and Dance pg. 86K See: Talk About It pg. 86/87 Phonemic Awareness: Phoneme Isolation pg. 87B
Phonics: pg. 87C Introduce Short /u/u Blend with Short /u/u Build Fluency: Word Automaticity pg. 87D Use Teaching Chart 37 Spelling Pretest pg. 87E Decodable Reader: Just for Fun! pg. 87F (Optional)
Use BIG BOOK “Rap a Tap Tap” pg. 87A Strategy: Visualize Skill: Retell
Day 2
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Use Oral Vocabulary Cards: The Singing Turtle pg. 87I Listening Comprehension pg. 87J Use Teaching Chart 38 Phonemic Awareness: Phoneme Categorization pg. 87K
Phonics: pg. 87K Blend with Short /u/u Build Words with short /u/u pg. 87L Spelling Word Sort with -un, -ut, -ug pg. 87L High Frequency Words pg. 87M want, put, show, under, three, make
GET READY STORY Student Book “A Fun Show” pg. 88/89-92/93 See Read to Find Out: pg. 88/89 Strategy: Visualize Skill: Retell
Day 3
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 93C Interactive Read Aloud pg. 93C Use Read Aloud Anthology Book: “The Hokey Pokey”, pg. 75-77 Phonemic Awareness: Phoneme Blending pg. 93E
Phonics: pg. 93E Blend with Short /u/u Build Fluency: Word Automaticity pg. 93F Use Teaching Chart 37 Spelling Word Sort with -un, -ut, -ug Dictation pg. 93F High Frequency Word Practice pg. 93G
MAIN SELECTION Student Book “The Fun Kids’ Band” pg. 94/95-110/111 Genre: Rhyming Story See Read to Find Out: pg. 94/95 Extensions: pgs. 110/111, 111A Teaching Chart 38 Strategy: Visualize Skill: Retell
Day 4
Morning Message ● Practice Concepts of Print ● Review Words with Short /u/u ● Extend The Weekly Theme
Oral Vocabulary pg.111D Interactive Read Aloud pg. 111E Use Read Aloud Anthology Book: “Dance at Grandpa’s” pg. 78-81 Phonemic Awareness: Phoneme Categorization pg. 111E
Phonics: pg. 111F Blend with Short /u/u Identify Contractions with ‘s Read Contractions with ‘s pg. 111G Spelling Practice pg. 111G High Frequency Word Practice 111H Use Teaching Chart 39
PAIRED SELECTION Student Book “Shake a Rattle” pg. 112/113-114/115 Genre: How-To Article See Content Words: pg. 112/113 instruments, rattles, music Extensions: Connect & Compare pg. 115A Strategy: Visualize Skill: Retell
Day 5
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg.117A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 117B
Phonics: pg. 117B Blend with short /u/u Spelling Posttest pg. 117C High Frequency Word Practice pg. 117D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 117E Transfer The Strategy Reading Across Texts Strategy: Visualize Skill: Retell
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Beyond Level Reader
“The Show Must Go On” pg. 117L,117P,117T “Shake a Rattle” pg. 117X
On Level Reader
“Let’s Put on a Show” pg. 117O, 117S “The Fun Kids’ Band” pg. 117W
Decodable Reader
“Just for Fun!” pg. 117K
Make Connections Across Texts pg. 117Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“A Show for Us” pg. 117N, 117R, 117V
Decodable Reader “Just for Fun!” pg. 117K
Phonemic Awareness
pg. 117I, 117M, 117Q, 117U
Phonics pg. 117I, 117M, 117Q, 117U Blend with Short /u/
High Frequency Words
want, put, show, under, three, make Review
into, many, live, out
Group 3 Intensive / Below
ELL Level Reader
“The Show” pg. 117BB
Phonics Blend with Short /u/
High Frequency Words
want, put, show, under, three, make
Review into, many, live, out
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness Phoneme Isolation pg. 87B
Phoneme Segmentation: Categorization pg. 87K
Phoneme Blending pg. 93E, 117B Phoneme Categorization pg. 111E
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness links
Comprehension
Vocabulary links
Phonics
Writing links
Fluency links
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Story pg. 87H
Interactive Writing: Story pg. 93B Independent Writing: Writing Trait-Word Choice pg. 111C
Revise and Edit: “Write About an Animal Band” pg. 116/117 Publish and Present: Speaking, Listening, and Viewing pg. 117F
Grammar pg. 87G, 93A, 111B, 115B, 117F
Understand proper nouns Recognize proper nouns Capitalize proper nouns Review proper nouns Identify proper nouns
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 11
1st Grade Week 12 2.5 On My Way to School Weekly Theme: Let’s Laugh
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Let’s Laugh pg. 118K See: Talk About It pg. 118/119 Phonemic Awareness: Phoneme Isolation pg. 119B
Phonics: pg. 119C Introduce l Blends Blend with /bl/, /kl/, /fl/ Build Fluency: Word Automaticity pg. 119D Use Teaching Chart 41 Spelling Pretest pg. 119E Decodable Reader: Come On, Clem! pg. 119F (Optional)
Use BIG BOOK “If You Take a Mouse to School” pg. 119A Strategy: Visualize Skill: Identify Sequence of Events
Day 2
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Use Oral Vocabulary Cards: The Singing Turtle pg. 119I Listening Comprehension pg. 119J Use Teaching Chart 42 Phonemic Awareness: Phoneme Blending pg. 119K
Phonics: pg.119K Blend with l Blends Build Words with l Blends pg. 119L Spelling Word Sort with bl-, cl-, fl- pg. 119L High Frequency Words pg. 119M today, way. school, late
GET READY STORY Student Book “Glen is Late!” pg.120/121-124/125 See Read to Find Out: pg. 120/121 Strategy: Visualize Skill: Identify Sequence of Events
Day 3
Morning Message ● Practice Concepts of Print ● Review l Blends ● Extend Weekly Theme
Oral Vocabulary pg. 125C Interactive Read Aloud pg. 125D Use Read Aloud Anthology Book: “One Monkey too Many”, pg. 82-86 Phonemic Awareness: Phoneme Addition pg. 125E
Phonics: pg. 125E Blend with l Blends Build Fluency: Word Automaticity pg. 125F Use Teaching Chart 41 Spelling Word Sort with bl-, cl-, fl- Dictation pg. 125F High Frequency Word Practice pg. 125G
MAIN SELECTION Student Book “On My Way to School” pg. 126/127-142-143 Genre: Rhyming Story See Read to Find Out: pg. 126/127 Extensions: pgs. 142/1431, 143A Teaching Chart 42 Strategy: Visualize Skill: Identify Sequence of Events
Day 4
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend The Weekly Theme
Oral Vocabulary pg. 143D Interactive Read Aloud pg. 143E Use Read Aloud Anthology Book: ”Aiken Drum” pg. 87-89 Phonemic Awareness: Phoneme Segmentation pg. 143E
Phonics: pg. 143F Blend with l blends Phoneme Blending with l Blends Build Words with CCVC pg. 143G Spelling Practice pg. 143G High Frequency Word Practice 143H Use Teaching Chart 43
PAIRED SELECTION Student Book “Riddles” pg. 144/145-146/147 Genre: Riddle See Text Feature: pg. 144/145 Sign Extensions: Connect & Compare pg. 147A Strategy: Visualize Skill: Identify Sequence of Events
Day 5
Morning Message ● Practice Concepts of Print ● Review l blends ● Conclude the Weekly Theme
Oral Vocabulary pg. 149A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 149B
Phonics: pg. 149B Blend words with l blends Spelling Posttest pg. 149C High Frequency Word Practice pg. 149D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 149E Transfer The Strategy Reading Across Texts Strategy: Visualize Skill: Identify Sequence of Events
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Kangaroo’s Day” pg. 149L,149P,149T “Take a Riddle Ride” pg. 149X
On Level Reader
“Late for School” pg. 149O, 149S “On My Way to School” pg. 149W
Decodable Reader
“Come On, Clem!” pg. 149K Make Connections Across Texts pg. 149Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Clem Goes to School” pg. 149N, 149R,
149V
Decodable Reader “Come On, Clem!!” pg. 149J
Phonemic Awareness
pg. 149I, 149M, 149Q, 149U
Phonics pg. 149I, 149M, 149Q, 149U Blend with l blends
High Frequency Words
today, way, school, late, away, why
Review want, put, show, under, three, make
Group 3 Intensive / Below
ELL Level Reader “We Are Late!” pg. 149BB
Phonics
Blend with l blends
High Frequency Words today, way, school, late, away, wh
Review
want, put, show, under, three, make
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Segmentation: 119 B, 143E Phoneme Blending pg. 119K, 149B
Phoneme Addition: 125E
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Story pg. 119H
Interactive Writing: Story pg. 125B Independent Writing: Writing Trait-Word Choice pg. 143C
Revise and Edit: “Write A Silly Rhyme” pg. 148/149 Publish and Present: Speaking, Listening, and Viewing pg. 149F
Grammar pg. 119G, 125A, 143B, 147B, 149F
Understand that days of the week are capitalized Identify days of the week and months of the year
Capitalize days, months, and holidays Review days, months, and holidays Identify days, months, and holidays
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 12
1st Grade Week 13 3.1 Kate’s Game
Theme Project: Connections Near and Far pg. 6H Weekly Theme: Being Friends
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Being Friends pg. 6T See: Talk About It pg. 6/7 Phonemic Awareness: Phoneme Identity pg. 7B
Phonics: pg. 7C Introduce & Blend with Long /a/ a_e Build Fluency: Word Automaticity pg. 7D Use Teaching Chart 45 Spelling Pretest pg. 7E Decodable Reader: Jane and Wade pg. 7F (Optional)
Use BIG BOOK “A Friend for Little Bear” pg. 7A Strategy: Analyze Story Structure Skill: Make Predictions
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with Long /a/ a_e ● Extend the Weekly Theme
Use Oral Vocabulary Cards: Drakestail pg. 7I Listening Comprehension pg. 7J Use Teaching Chart 46 Phonemic Awareness: Phoneme Blending pg. 7K
Phonics: pg. 7K Blend with Long /a/ a_e Build Words with Long /a/ a_e pg. 7L Spelling Word Sort with -ake, -ame, -ate pg. 7L High Frequency Words pg. 7M hello, could, walk, pull, all, oh
GET READY STORY Student Book “A Good Game for All” pg.8/9-12/13 See Read to Find Out: pg. 8/9 Strategy: Analyze Story Structure Skill: Make Predictions
Day 3 Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 13C Interactive Read Aloud pg. 13D Use Read Aloud Anthology Book: Anansi Saves Antelope, pg.90-92 Phonemic Awareness: Phoneme Substitution, pg. 13E
Phonics: pg. 13E Blend with Long /a/ a_e Build Fluency: Word Automaticity pg. 13F Use Teaching Chart 45 Spelling Word Sort with -ake, -ame, -ate Dictation pg. 13F High Frequency Word Practice pg. 13G
MAIN SELECTION Student Book “Kate’s Game” pg. 14/15-30/31 Genre: Fantasy See Read to Find Out: pg. 14/15 Extensions: pgs. 28/29, 30, 31 & 31A Teaching Chart 46 Strategy: Analyze Story Structure Skill: Make Predictions
Day 4
Morning Message ● Practice Concepts of Print ● Review Words with Long /a/ a_e ● Extend the Weekly Theme
Oral Vocabulary pg. 31D Interactive Read Aloud pg. 31E Use Read Aloud Anthology Book: Close Friends, pg. 93-95 Phonemic Awareness: Phoneme Identity pg. 31E
Phonics: pg. 31F Blend With Long /a/ a_e Review Inflectional Endings -ed, -ing Build Words with -ed, -ing pg. 31G Spelling Practice pg. 31G High Frequency Word Practice 31H Use Teaching Chart 47
PAIRED SELECTION Student Book “When You Mail a Letter” pg. 32/33-36/37 Genre: Nonfiction See Content Words pg. 32/33 address, city, post office Extensions: Connect & Compare pg. 37A Strategy: Analyze Story Structure Skill: Make Predictions
Day 5
Morning Message ● Model/Practice Concepts of Print ● Review Words with Long /a/ a_e ● Conclude the Weekly Theme
Oral Vocabulary pg. 39A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 39B
Phonics: pg. 39B Blend with Long /a/ a_e Spelling Posttest pg. 39C High Frequency Word Practice pg. 39D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 39E Transfer The Strategy Reading Across Texts Strategy: Analyze Story Structure Skill: Make Predictions
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Friends in Your Community” pg. 39L, 39P, 39T
“When You Mail a Letter” pg. 39X
On Level Reader “Friends Can Help” pg. 39O, 39S
“Kate’s Game” pg. 39W Decodable Reader
“Jane and Wade” pg. 39K
Make Connections Across Texts pg. 39Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“You Could Help” pg. 39N, 39R, 39V
Decodable Reader “Jane and Wade” pg. 39J
Phonemic Awareness pg. 39I, 39M, 39Q, 39U
Phonics pg. 39I, 39M, 39Q, 39U
Blend with Long /a/ a_e
High Frequency Words hello, could, walk, pull, all, oh
Review today, way. school, late
Group 3 Intensive / Below
ELL Level Reader
“Help a Friend” pg. 39BB
Phonics Blend with Long /a/ a_e
High Frequency Words
hello, could, walk, pull, all, oh
Review today, way. school, late
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness Phoneme Identity pg. 7B
Phoneme Blending pg. 7K, 39B Phoneme Substitution pg. 13E
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Personal Narrative pg. 7H
Interactive Writing: Personal Narrative pg. 13B Independent Writing: Writing Trait-Sentence Fluency pg. 31C
Revise and Edit: “Write A Letter” pg. 38/39 Publish and Present: Speaking, Listening, and Viewing pg. 39F
Grammar pg. 7G, 13A, 31B, 37B, 39F
Understand that verbs show action Identify verbs in sentences
Use commas in letter greetings and closings Review verbs
Identify verbs in sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 13
1st Grade Week 14 3.2 Kids Can Help
Weekly Theme: Kids Around the World
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Kids Around the World pg. 40K See: Talk About It pg. 40/41 Recognize/Generate Alliteration pg. 41B
Phonics: pg. 41C Introduce s Blends Blend with s Blends Build Fluency: Word Automaticity pg. 41D Use Teaching Chart 49 Spelling Pretest pg. 41E Decodable Reader: Slap Hello! pg. 41F (Optional)
Use BIG BOOK “To Be a Kid” pg. 41A Strategy: Analyze Text Structure Skill: Compare and Contrast
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with s Blends ● Extend the Weekly Theme
Use Oral Vocabulary Cards: Estela and the Fox pg. 41I Listening Comprehension pg. 41J Use Teaching Chart 50 Phonemic Awareness: Phoneme Segmentation pg. 41K
Phonics: pg. 41K Blend with short /e/e Build Words with s Blends pg. 41L Spelling Word Sort with sl-, sn-, sp- pg. 41L High Frequency Words pg. 41M boy, girl, people, when, care, water, together
GET READY STORY Student Book “When Kids Play” pg. 42/43-46/47 See Read to Find Out: pg. 42 Strategy: Analyze Text Structure Skill: Compare and Contrast
Day 3
Morning Message: ● Practice Concepts of Print ● Review Words with s Blends ● Extend the Weekly Theme
Oral Vocabulary pg.47C Interactive Read Aloud pg. 47D Use Read Aloud Anthology Book: “Tooth Tales from Around the World” pg. 96-98 Phonemic Awareness: Phoneme Deletion pg. 47E
Phonics: pg. 75E Blend with s Blends Build Fluency: Word Automaticity pg. 47F Use Teaching Chart 49 Spelling Word Sort with s Blends Dictation pg. 47F High Frequency Word Practice pg. 47G
MAIN SELECTION Student Book “Kids Can Help” pg. 48/49-64/65 Genre: Nonfiction See Read to Find Out: pg. 48 Extensions: pgs. 64/65, 65A Teaching Chart 50 Strategy: Analyze Text Structure Skill: Compare and Contrast
Day 4
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 65D Interactive Read Aloud pg. 65E Use Read Aloud Anthology Book “The Trip Back Home” pg. 99-103 Phonemic Awareness: Phoneme Segmentation pg. 65E
Phonics: pg. 65F Blend with s Blends Identify Syllables Build Words with Two Syllables pg. 65G Spelling Practice pg. 65G High Frequency Word Practice 65H Use Teaching Chart 51
PAIRED SELECTION Student Book “Poems by Kids” pg. 66-69 Genre: Poetry See Literary Element - Word Choice Extensions: Connect & Compare pg. 69A Strategy: Analyze Text Structure Skill: Compare and Contrast
Day 5
Morning Message ● Model/Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 71A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Deletion pg. 71B
Phonics: pg. 71B Blend with s Blends Spelling Posttest pg. 71C High Frequency Word Practice pg. 71D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 71E Transfer The Strategy Reading Across Texts Strategy: Analyze Text Structure Skill: Compare and Contrast
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Let’s Eat!” pg 71L,71P, 71T “Poems by Kids” pg. 71X
On Level Reader
“Holiday Fun” pg. 71O,71S “Kids Can Help” pg. 71W
Decodable Reader
“Slap Hello!” pg. 71K
Make Connections Across Texts pg. 71Z
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Boys and Girls Play” pg. 71N, 71R, 71V
Decodable Reader
“Slap Hello!” pg. 71J
Phonemic Awareness pg. 71I, 71M, 71Q, 71U
Phonics pg. 71I, 71M,71Q, 71U
Blend with s blends
High Frequency Words boy, girl, people, when, care, water,
together Review
hello, could, walk, pull, all, oh
Group 3 Intensive / Below
ELL Level Reader “The Farm” pg. 71BB
Phonics
Blend with s blends
High Frequency Words boy, girl, people, when, care, water,
together
Review hello, could, walk, pull, all, oh
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Recognize and Generate Alliteration pg. 41B
Phoneme Segmentation pg. 41K, 65E
Phoneme Deletion pg. 47E, 71B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Personal Narrative pg. 41H
Interactive Writing: Personal Narrative pg. 47B Independent Writing: Writing Trait-Sentence Fluency pg. 65C
Revise and Edit: “Write About Helping” pg. 70/71 Publish and Present: Speaking, Listening, and Viewing pg. 71F
Grammar pg. 41G, 47A, 65B, 69B, 71F
Understand present-tense verbs Identify present-tense verbs
Understand capitalization and underlining of book titles Review present-tense verbs
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 14
1st Grade Week 15 3.3 Short Shadows, Long Shadows
Weekly Theme: Me and My Shadow
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Me and My Shadow pg. 72K See: Talk About It pg. 72/73 Phonemic Awareness: Identify and Generate Rhyme pg. 73B
Phonics: pg. 73C Introduce & Blend with Digraphs /ch/ ch, -tch; /hw/ wh- Build Fluency: Word Automaticity pg. 73D Use Teaching Chart 52 Spelling Pretest pg. 73E Decodable Reader: Such a Grand Day! pg. 73F (Optional)
Use BIG BOOK “Guess Whose Shadow?” pg. 73A Strategy: Analyze Text Structure Skill: Identify Main Idea and Details
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with Digraphs ch, -tch,
wh- ● Extend the Weekly Theme
Use Oral Vocabulary Cards: What Makes Day and Night? pg. 73I Listening Comprehension pg. 73J Use Teaching Chart 53 Phonemic Awareness: Phoneme Segmentation pg. 73K
Phonics: pg. 73K Blend Words with Digraphs /ch/ ch, -tch; /hw/ wh- Build Words with /ch/ ch, -tch; /hw/ wh- pg. 73L Spelling Word Sort with ch, -tch, wh- pg. 73L High Frequency Words pg. 73M light, our, would, your, again
GET READY STORY Student Book “Light Game” pg. 74/75 See Read to Find Out: pg. 74/75 Strategy: Analyze Text Structure Skill: Identify Main Idea and Details
Day 3
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 75C Interactive Read Aloud pg. 75D Use Read Aloud Anthology Book: Hide-And-Seek Shadow, pg. 104-106 Phonemic Awareness: Phoneme Blending pg.75E
Phonics: pg. 75E Blend with Digraphs /ch/ ch, -tch; /hw/ wh- Build Fluency: Word Automaticity pg. 75F Use Teaching Chart 52 Spelling Word Sort with ch, -tch, wh- Dictation pg. 75F High Frequency Word Practice pg. 75G
MAIN SELECTION Student Book “Short Shadows, Long Shadows” pg. 76/77-82/83 Genre: Nonfiction Article Extensions: pgs. 82/83-83A Teaching Chart 53 Strategy: Analyze Text Structure Skill: Identify Main Idea and Details
Day 4
Morning Message ● Practice Concepts of Print ● Review Words with Digraphs ch, wh-, -
tch ● Extend the Weekly Theme
Oral Vocabulary pg. 83D Interactive Read Aloud pg. 83E Use Read Aloud Anthology Book: My Shadow, pg. 28-31 Phonemic Awareness: Phoneme Segmentation pg. 83E
Phonics: pg. 83F Blend with Digraphs /ch/ ch, -tch; /hw/ wh- Identify Inflectional Ending -es Build Words with -es pg. 83G Spelling Practice pg. 83G High Frequency Word Practice pg. 83H Use Teaching Chart 54
Test Passage Student Book “The Sun” pg. 84/85 Answer Questions See Test Strategy Strategy: Analyze Text Structure Skill: Identify Main Idea and Details
Day 5
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 87C Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 87D
Phonics: pg. 87D Blend with Digraphs /ch/ ch, -tch; /hw/ wh- Spelling Posttest pg. 87E High Frequency Word Practice pg. 87F Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 87G Transfer The Strategy Reading Across Texts Strategy: Analyze Text Structure Skill: Identify Main Idea and Details
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“The Sun” pg. 87N, 87R, 87V Periodicals/ Newspapers 87Z
Decodable Reader
“Such a Grand Days!” pg. 87M
On Level Reader “The Groundhog’s Shadow”
pg. 87Q, 87U “Short Shadows, Long Shadows”
pg. 87Y Make Connections Across Texts pg. 87BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Shadows” pg. 87P, 87T, 87X
Decodable Reader
“Such a Grand Day!” pg. 87L
Phonemic Awareness pg. 87K, 87O, 87S, 87W
Phonics pg. 87K, 87O, 87S, 87W
Blend Digraphs /ch/ ch, -tch; /hw/ wh-
High Frequency Words light, our, would, your, again
Review boy, girl, people, when, care, water,
together
Group 3 Intensive / Below
ELL Level Reader “Groundhog Day” pg. 87DD
Phonics
Blend Digraphs /ch/ ch, -tch; /hw/ wh-
High Frequency Words light, our, would, your, again
Review
boy, girl, people, when, care, water, together
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Identify and Generate Rhyme pg. 73B Phoneme Segmentation pg. 73K, 83E
Phoneme Blending pg. 75E, 87D
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness links
Comprehension
Vocabulary links
Phonics
Writing links
Fluency links
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Descriptive Sentences pg. 73H
Interactive Writing: Descriptive Sentences pg. 75B Independent Writing: Writing Trait-Sentence Fluency pg. 83C
Revise and Edit: “Write About Day and Night” pg. 86/87 Publish and Present: Speaking, Listening, and Viewing pg. 87H
Grammar pg. 73G, 75A, 83B, 87A, 87H Understand past-tense verbs
Identify past-tense verbs Begin proper nouns with a capital letters
Review past-tense verbs
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 15
1st Grade Week 16 3.4 Smile, Mike! Weekly Theme: Our Families
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Our Families pg. 88K See: Talk About It pg. 88/89 Phonemic Awareness: Onset and Rime Segmentation and Blending pg. 89B
Phonics: pg. 89C Introduce & Blend with Long /i/i_e Build Fluency: Word Automaticity pg. 89D Use Teaching Chart 56 Spelling Pretest pg. 89E Decodable Reader: “Job Time for the Pines” pg. 89F (Optional)
Use BIG BOOK “The Stray Dog” pg. 89A Strategy: Generate Questions Skill: Make Predictions
Day 2
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend the Weekly Theme
Use Oral Vocabulary Cards: A Taste of Salt pg. 89I Listening Comprehension pg. 89J Use Teaching Chart 57 Phonemic Awareness: Phoneme Isolation pg. 57K
Phonics: pg. 89K Blend with Long /i/i_e Build Words with Long /i/i_e pg. 89L Spelling Word Sort with -ike, -ide, -ine pg. 89L High Frequency Words pg. 89M how, there, so, more, funny, call
GET READY STORY Student Book “A Funny Dog for Ike” pg.90/91-94/95 See Read to Find Out: pg. 90 Strategy: Generate Questions Skill: Make Predictions
Day 3
Morning Message ● Practice Concepts of Print ● Review Words with Long i ● Extend the Weekly Theme
Oral Vocabulary pg. 95C Interactive Read Aloud pg. 95D Use Read Aloud Anthology Book: All Kinds of Families, pg.110-114 Phonemic Awareness: Phoneme Segmentation, pg. 95E
Phonics: pg. 95E Blend with Long /i/i_e Build Fluency: Word Automaticity pg. 95F Use Teaching Chart 56 Spelling Word Sort with -ike, -ide, -ine Dictation pg. 95F High Frequency Word Practice pg. 95G
MAIN SELECTION Student Book “Smile Mike” pg. 96/97-112/113 Genre: Play See Read to Find Out: pg. 96 Extensions: pgs. 112-113, 113A Teaching Chart 57 Strategy: Generate Questions Skill: Make Predictions
Day 4
Morning Message ● Practice Concepts of Print ● Review Words with Long /i/i_e ● Extend the Weekly Theme
Oral Vocabulary pg. 113D Interactive Read Aloud pg. 113E Use Read Aloud Anthology Book: Aunt Minnie and the Twister, pg. 115-119 Phonemic Awareness: Phoneme Isolation pg. 113E
Phonics: pg. 113F Blend With Long /i/ i_e Inflectional Endings -ed, -ing Build Words with Final -ed, -ing pg. 113G Spelling Practice pg. 113G High Frequency Word Practice 113H Use Teaching Chart 58
PAIRED SELECTION Student Book “Family Fun” pg. 114/115-116/117 Genre: Nonfiction See Content Words pg. 114 aunt, grandfather, grandmother Extensions: Connect & Compare pg. 37A Strategy: Generate Questions Skill: Make Predictions
Day 5
Morning Message ● Model/Practice Concepts of Print ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 119A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation 119B
Phonics: pg. 119B Blend with Long /i/ i_e Spelling Posttest pg. 119C High Frequency Word Practice pg. 119D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 119E Transfer The Strategy Reading Across Texts Strategy: Generate Questions Skill: Make Predictions
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“My Loose Tooth” pg. 119L, 119P, 119T
“Family Fun” pg. 119X
On Level Reader “My Little Brother” pg. 119O, 119S
“Smile Mike” pg. 119W
Decodable Reader “Job Time for the Pines” pg. 119K
Make Connections Across Texts
pg. 119Z
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “My Sister and Me” pg. 119N, 119R, 119V
Decodable Reader
“Job Time for the Pines” pg. 119J
Phonemic Awareness pg. 119I, 119M, 119Q, 119U
Phonics pg. 119I, 119M, 119Q, 119U
Blend with Long /i/ i_e
High Frequency Words call, how, more, funny, there, so
Review
our, again, would, your, light
Group 3 Intensive / Below
ELL Level Reader “Playing with Sam” pg. 119BB
Phonics
Blend with Long /i/ i_e
High Frequency Words call, how, more, funny, there, so
Review
our, again, would, your, light
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Onset and Rime Blending and Segmentation 89B
Phoneme Isolation 89K, 113E Phoneme Segmentation 95E
Phoneme Blending 119B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Descriptive Sentences pg. 89H
Interactive Writing: Descriptive Sentences pg. 95B Independent Writing: Writing Trait-Presentation pg. 113C
Revise and Edit: “Make a Poster” pg. 118-119 Publish and Present: Speaking, Listening, and Viewing pg. 119F
Grammar pg. 89G, 95A, 113B, 117B, 39F
Understand is and are Use is and are correctly
Reinforce sentence punctuation
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 2
1st Grade Week 17 3.5 Gram and Me
Weekly Theme: Family Time
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Family Time pg. 120K See: Talk About It pg. 120/121 Phonemic Awareness: Phoneme Segmentation pg. 121B
Phonics: pg. 121C Introduce Triple-Consonant Blends Blend with Triple Blends Build Fluency: Word Automaticity pg. 121D Use Teaching Chart 60 Spelling Pretest pg. 121E Decodable Reader: A Trip Last Spring pg. 121F (Optional)
Use BIG BOOK “When I Am Old with You” pg. 119A Strategy: Generate Questions Skill: Analyze Character and Setting
Day 2
Morning Message ● Practice Concepts of Print ● Review Words with Triple-Consonant
Blends ● Extend the Weekly Theme
Use Oral Vocabulary Cards: Now Things Are Worse! pg. 121I Listening Comprehension pg. 121J Use Teaching Chart 61 Phonemic Awareness: Phoneme Blending pg. 121K
Phonics: pg.121K Blend with Triple Consonants Build Words Triple Consonants pg. 121L Spelling Word Sort with str-, spl-, scr- pg. 121L High Frequency Words pg. 121M give, say, says, about, read, were
GET READY STORY Student Book “What I Like About Spring” pg.122/123-126/127 See Read to Find Out: pg. 122/123 Strategy: Generate Questions Skill: Analyze Character and Setting
Day 3
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Extend Weekly Theme
Oral Vocabulary pg. 127C Interactive Read Aloud pg. 127D Use Read Aloud Anthology Book: “Daddy Played Music For the Cows”, pg. 120-123 Phonemic Awareness: Phoneme Deletion pg. 127E
Phonics: pg. 127E Blend with Triple-Consonant Blends Build Fluency: Word Automaticity pg. 127F Use Teaching Chart 60 Spelling Word Sort with str-, spl-, scr- Dictation pg. 127F High Frequency Word Practice pg. 127G
MAIN SELECTION Student Book “Gram and Me” pg. 128/129-146-147 Genre: Realistic Fiction See Read to Find Out: pg. 128/129 Extensions: pgs. 146/147, 147A Teaching Chart 61 Strategy: Generate Questions Skill: Analyze Character and Setting
Day 4
Morning Message ● Practice Concepts of Print ● Words with Triple-Consonant Blends ● Extend The Weekly Theme
Oral Vocabulary pg.147E Interactive Read Aloud pg. 147F Use Read Aloud Anthology Book:”Bippity Bop Barbershop” pg. 124-129 Phonemic Awareness: Phoneme Segmentation pg. 147F
Phonics: pg. 147G Blend with Triple Consonants Contractions Build Words with Contractions pg. 147H Spelling Practice pg. 147H High Frequency Word Practice 147I Use Teaching Chart 62
PAIRED SELECTION Student Book “Celebrate Chinese New Year” pg. 148/149-150/151 Genre: Nonfiction See Content Words pg. 148/149 celebrate, relatives, parade Extensions: Connect & Compare pg. 151A Strategy: Generate Questions Skill: Analyze Character and Setting
Day 5
Morning Message ● Practice Concepts of Print ● Review High Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 153A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 153B
Phonics: pg. 153B Blend with Triple Consonants Spelling Posttest pg. 153C High Frequency Word Practice pg. 153D Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 153E Transfer The Strategy Reading Across Texts Strategy: Generate Questions Skill: Analyze Character and Setting
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Beyond Level Reader
“A Special Trip” pg. 153L,153P,153T “Celebrate Chinese New Year” pg. 153X
On Level Reader
“Talking With Grandpa” pg. 153O, 153S “Gram and Me” pg. 153W
Decodable Reader
“A Trip Last Spring” pg. 153K
Make Connections Across Texts pg. 153Z
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“When You Were Little” pg. 153N, 153R, 153V
Decodable Reader
“A Trip Last Spring” pg. 153J
Phonemic Awareness pg. 153I, 153M, 153Q, 153U
Phonics pg. 153I, 153M, 153Q, 153U
Blend with Triple Consonants High Frequency Words
give, say, says, about, read, were
Review call, how, more, funny, there, so
Group 3 Intensive / Below
ELL Level Reader
“The Pictures” pg. 153BB
Phonics Blend with Triple Consonants
High Frequency Words
give, say, says, about, read, were
Review call, how, more, funny, there, so
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness Phoneme Segmentation
pg. 121B, 147F Phoneme Blending pg. 121K, 153B
Phoneme Deletion pg. 127E
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness links
Comprehension links
Vocabulary links
Phonics
Writing links
Fluency links
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Story pg. 121H
Interactive Writing: Story pg. 127B Independent Writing: Writing Trait-Presentation pg. 147C
Revise and Edit: “Write About a Relative” pg. 152/153 Publish and Present: Speaking, Listening, and Viewing pg. 153F
Grammar pg. 121G, 127A, 147B, 151B, 153F
Identify contractions with not Use apostrophes in contractions correctly
Review contractions with not
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 17
1st Grade Week 18 4.1 Pelican Was Hungry
Theme Project: We’re Watching Our World pg. 6H Weekly Theme: Birds
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Birds pg. 6T See: Talk About It pg. 6/7 Use Oral Vocabulary Cards: The Alligator and the Eagle pg. 6T Phonemic Awareness: Identify and Generate Rhyme pg. 7A
Phonics: pg. 7A Introduce & Blend with Long /o/ o_e Build Fluency: Word Automaticity pg. 7B Use Teaching Chart 64 Spelling Pretest pg. 7C Decodable Reader: Mole Bakes at Home pg. 7D (Optional) High-Frequency Words 7E saw, opened, soon, every, any Vocabulary 7E sparkled, floating
VOCABULARY/COMPREHENSION “Floating Home” pg. 8/9 See: Read to Find Out 8 Use Teaching Chart 65-66 Strategy: Monitor Comprehension: Reread Skill: Make Inferences
Day 2
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 9E Phonemic Awareness: Phoneme Categorization pg. 9F
Phonics: pg. 9F Blend with Long /o/ o_e Build Words with Long /o/ o_e pg. 9G Spelling Word Sort with --oke, -ose, -ote 9G High Frequency Words pg. 9H Vocabulary Words Use Teaching Chart 67
MAIN SELECTION Student Book “Pelican Was Hungry” 10/11-26/27 Genre: Informational Story See Read to Find Out: pg. 10 Extensions: pgs. 26/27, 27A Teaching Chart 66 Strategy: Monitor Comprehension: Reread Skill: Make Inferences
Day 3
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 27D Interactive Read Aloud pg. 27E Use Read Aloud Anthology Book:” The Rooster and the Fox”, pg.130-132 Phonemic Awareness: Phoneme Blending, pg. 27F
Phonics: pg. 27F Blend with Long /o/ o_e Build Fluency: Word Automaticity pg. 27F Use Teaching Chart 64 Spelling Word Sort with -oke, -ose, -ote Dictation pg. 27F High Frequency/Vocabulary Word Practice pg. 27H Multiple-Meaning Words Use Teaching Chart 68
MAIN SELECTION - Reread Student Book “Pelican Was Hungry” 10/11-26/27 Genre: Informational Story See Read to Find Out: pg. 10 Comprehension pg. 27J Strategy: Monitor Comprehension: Reread Skill: Make Inferences
Day 4
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 27N Interactive Read Aloud pg. 31E Use Read Aloud Anthology Book: Close Friends, pg. 93-95 Phonemic Awareness: Phoneme Categorization pg. 27O
Phonics: pg. 27P Blend With Long /o/ o_e Inflectional Endings -er, -est Build Words with -er, -est pg. 27Q Spelling Practice pg. 27Q High Frequency Word Practice pg. 27R Use Teaching Chart 69
PAIRED SELECTION Student Book “Seagull” pg. 28/29 Genre: Poetry See: Literary Element - Repetition pg. 28 Extensions: Connect & Compare pg. 29A Strategy: Monitor Comprehension: Reread Skill: Make Inferences
Day 5
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 31A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 31B
Phonics: pg. 39B Blend with Long /o/ o_e Spelling Posttest pg. 31C High Frequency Word Practice pg. 31D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 31E Transfer The Strategy Reading Across Texts Strategy: Monitor Comprehension: Reread Skill: Make Inferences
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Amazing Birds” pg 31N, 31R, 31V “Seagull” pg. 31Z
On Level Reader
“So Many Penguins” pg. 31Q, 31U, “Pelican Was Hungry” pg. 31Y
Decodable Reader
“Mole Bakes at Home” pg. 31M
Make Connections Across Texts pg. 31BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “City Birds” pg. 31P, 31T, 31X
Decodable Reader
“Mole Bakes at Home” pg. 31L
Phonemic Awareness pg. 31K, 31O, 31S, 31W
Phonics pg. 31K, 31O, 31S, 31W
Blend with Long /o/ o_e
High Frequency/Vocabulary Words
every, any, saw, soon, opened, sparkled, floating Review
say, says, about, give, read, were
Group 3 Intensive / Below
ELL Level Reader
“Penguins” pg. 31DD
Phonics Blend with Long /o/ o_e
High Frequency/Vocabulary
Words every, any, saw, soon, opened, sparkled,
floating
Review say, says, about, give, read, were
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness
Identify and Generate Rhyme 7A Phoneme Categorization 9F, 27O
Phoneme Blending 27F, 31B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing links
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Persuasive Writing pg. 9D
Interactive Writing: Persuasive Writing pg. 27C Independent Writing: Writing Trait-Organization pg. 27L
Revise and Edit: “Write About a Bird” pg. 30/31 Publish and Present: Speaking, Listening, and Viewing pg. 31G/H
Grammar pg. 9C, 27B, 27K, 29B, 31F
Understand that was and were tell about the past Form sentences using was and were
Review was and were Review correct use of was and were in sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 2
1st Grade Week 19 4.2 June Robot Cleans Up
Weekly Theme: Recycling
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/ Story
Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Recycling pg. 32K See: Talk About It pg. 32/33 Use Oral Vocabulary Cards: Bottle Village pg. 32K Phonemic Awareness: Phoneme Identity pg. 33A
Phonics: pg. 33A Introduce & Blend with Long /u/ u_e Build Fluency: Word Automaticity pg. 33B Use Teaching Chart 70 Spelling Pretest pg. 33C Decodable Reader: Trash Rules! pg. 33D (Optional) High-Frequency Words 33E find, after, done, old, new, work Vocabulary 33E terrific, creation
VOCABULARY/COMPREHENSION Old Stuff, New Stuff, Used Stuff pg. 34/35 See: Read to Find Out pg. 34 Use Teaching Chart 71-72 Strategy: Monitor Comprehension: Reread Skill: Draw Conclusions
Day 2
Morning Message ● Review Words with Long /u/ u_e ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 35E Phonemic Awareness: Phoneme Segmentation pg. 35F
Phonics: pg. 35G Blend with Long /u/ u_e Build Words with Long /u/ u_e Spelling Word Sort with -use, -une, -ute, -ule pg. 35H High Frequency Words Review pg. 35I Vocabulary Words Use Teaching Chart 73
MAIN SELECTION Student Book “June Robot Cleans Up” 36/37-54/55 Genre: Fantasy See Read to Find Out: pg. 36 Extensions: pgs. 54/55, 55A Teaching Chart 72 Strategy: Monitor Comprehension: Reread Skill: Draw Conclusions
Day 3
Morning Message ● Review Exclamations ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 55D Interactive Read Aloud pg. 55E Use Read Aloud Anthology Book: ”What is Made From Recycled Materials”, pg.137-139 Phonemic Awareness: Identify and Generate Rhyme, pg. 55F
Phonics: pg. 55F Blend with Long /u/ u_e Build Fluency: Word Automaticity pg. 55G Use Teaching Chart 70 Spelling Word Sort with -use, -une, -ute, -ule Dictation pg. 55G High Frequency/Vocabulary Word Practice pg. 55H Use Teaching Chart 68
MAIN SELECTION - Reread Student Book “June Robot Cleans Up” 36/37-54/55 Genre: Fantasy See Read to Find Out: pg. 36 Comprehension: pg. 55J Strategy: Monitor Comprehension: Reread Skill: Draw Conclusions
Day 4
Morning Message ● Review Words with Long /u/ u_e ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 55N Interactive Read Aloud pg. 55O Use Read Aloud Anthology Book: Joseph Had a Little Overcoat, pg. 140-142 Phonemic Awareness: Phoneme Identity pg. 55O
Phonics: pg. 55P Blend With Long /u/ u_e Blend CVCe Words Build CVCe Words pg. 55Q Spelling Practice pg. 55Q High Frequency Word Practice/Vocabulary Words Review pg. 55R Use Teaching Chart 75
PAIRED SELECTION Student Book “A Bottle Takes A Trip” pg. 56/57-60/61 Genre: Nonfiction See Content Words pg. 56 recycling, sort, plastic Extensions: Connect & Compare pg. 61A Strategy: Monitor Comprehension: Reread Skill: Draw Conclusions
Day 5
Morning Message ● Review Words with Long /u/ ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 63A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation pg. 63B
Phonics: pg. 63B Blend with Long /u/ u_e Spelling Posttest pg. 63C High Frequency Word Practice pg. 63D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 63E Transfer The Strategy Reading Across Texts Strategy: Monitor Comprehension: Reread Skill: Draw Conclusions
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Recycling Glass” pg. 63N, 63R, 63V “A Bottle Takes a Trip” pg. 63Z
On Level Reader
“Save Paper Save Trees” pg. 63Q, 63U “June Robot Cleans ” pg. 63Y
Decodable Reader
“Trash Rules!” pg. 63M
Make Connections Across Texts pg. 63BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Use It Again!” pg. 63P, 63T, 63X
Decodable Reader “Trash Rules!” pg. 63L
Phonemic Awareness
pg. 63K, 63O, 63S, 63W
Phonics pg. 63K, 63O, 63S, 63W Blend with Long /u/ u_e
High Frequency/Vocabulary
Words find, after, done, old, new, work,
terrific, creation Review every, any, saw, soon,
opened, sparkled, floating
Group 3 Intensive / Below
ELL Level Reader “Paper and Trees” pg. 63DD
Phonics
Blend with Long /u/ u_e
High Frequency/Vocabulary Words
find, after, done, old, new, work, terrific, creation
Review
every, any, saw, soon, opened, sparkled, floating
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Identity pg. 33A, 55O Phoneme Segmentation
pg. 35F, 63B Identify and Generate Rhyme pg.55F
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing links
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Persuasive Writing pg. 35D
Interactive Writing: Persuasive Writing pg. 55C Independent Writing: Organization pg. 55L Revise and Edit: “Write an Ad” pg. 62/63
Publish and Present: Speaking, Listening, and Viewing pg. 63G/63H
Grammar pg. 35C, 55B, 55K, 61B, 63F
Understand when to use has and have Form sentences using has and have
Review has and have Use correct capitalization and punctuation in sentences
Review correct use of has and have in sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 19
1st Grade Week 20 4.3 Stormy Weather
Weekly Theme: What’s the Weather?
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Weather pg. 64K See: Talk About It pg. 64/65 Use Oral Vocabulary Cards: Brer Rabbit and the Hurricane, pg. 64K Phonemic Awareness: Phoneme Categorization pg. 65A
Phonics: pg. 65A Introduce & Blend with Long /a/ ay, ai Build Fluency: Word Automaticity pg. 65B Use Teaching Chart 77 Spelling Pretest pg. 65C Decodable Reader: Too Much Rain Today pg. 65D (Optional) High-Frequency Words 7E saw, opened, soon, every, any Vocabulary 7E sparkled, floating
VOCABULARY/COMPREHENSION “Warm and Cold Days” pg. 66/67 See: Read to Find Out 66 Use Teaching Chart 78/80 Strategy: Monitor Comprehension: Reread Skill: Compare and Contrast
Day 2
Morning Message ● Review Words with Long a ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 67E Phonemic Awareness: Phoneme Blending pg. 67F
Phonics: pg. 67F Blend with Long /a/ ay, ai Build Words with Long /a/ ay, ai pg. 67G Spelling Word Sort with ay, ai pg. 67G High Frequency Words pg. 67H Vocabulary Words Use Teaching Chart 79
MAIN SELECTION Student Book “Stormy Weather” pg. 68/69-74/75 Genre: Nonfiction Article Extensions: pgs. 75, 75A Teaching Chart 80 Strategy: Monitor Comprehension: Reread Skill: Compare and Contrast
Day 3
Morning Message ● Review Words with Long a ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 75D Interactive Read Aloud pg. 75E Use Read Aloud Anthology Book: ”The Power of Weather”, pg.143-145 Phonemic Awareness: Onset and Rime, pg. 75F
Phonics: pg. 75F Blend with Long /a/ ay, ai Build Fluency: Word Automaticity pg. 75G Use Teaching Chart 77 Spelling Word Sort with ay and ai Dictation pg. 75G High Frequency/Vocabulary Word Practice pg. 75H Use a Dictionary pg. 75H Use Teaching Chart 81
MAIN SELECTION - Reread Student Book “Stormy Weather” pg. 68/69-74/75 Genre: Informational Story Comprehension pg. 75J Strategy: Monitor Comprehension: Reread Skill: Compare and Contrast
Day 4
Morning Message ● Review Words with Long a ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg.75N Interactive Read Aloud pg. 75O Use Read Aloud Anthology Book: ”Ice and Showers” pg. 146-148 Phonemic Awareness: Phoneme Categorization pg. 75O
Phonics: pg. 75P Blend With Long /a/ ay, ai Identify Compound Words Build Compound Words. 75Q Spelling Practice pg. 75R High Frequency /Vocabulary Word Practice pg. 75S Use Teaching Chart 83
TEST PASSAGE Student Book “Dangerous Storms” pg. 76-77 See: Test Strategy pg. 76 Answer Questions 75T Strategy: Monitor Comprehension: Reread Skill: Compare and Contrast
Day 5
Morning Message ● Review Words with Long a ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg.79C Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending 79D
Phonics: pg. 79D Blend with Long /a/ ay, ai Spelling Posttest pg. 79E High Frequency Word Practice pg. 79F Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 79G Transfer The Strategy Reading Across Texts Strategy: Monitor Comprehension: Reread Skill: Compare and Contrast
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Let It Snow!” pg. 79P, 79T, 79X
Use: Telephone Directory 79BB
On Level Reader “What Will the Weather Be?”
pg. 79S, 79W “Stormy Weather” pg. 79AA
Decodable Reader
“Too Much Rain Today” pg. 79O
Make Connections Across Texts pg. 79DD
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Let’s Predict the Weather” pg. 79R, 79V,
79Z
Decodable Reader “Too Much Rain Today” pg. 79N
Phonemic Awareness
pg. 79M, 79Q, 79U, 79Y
Phonics pg. 79M, 79Q, 79U, 79Y Blend with Long /a/ ay, ai
High Frequency/Vocabulary Words
warm, sound, cold, know, great, their extreme, predict
Review work, after, old, find, new, done,
terrific, creation
Group 3 Intensive / Below
ELL Level Reader “The Weather” pg. 79FF
Phonics
Blend with Long /a/ ay, ai
High Frequency/Vocabulary Words warm, sound, cold, know, great, their
extreme, predict
Review work, after, old, find, new, done, terrific,
creation
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Categorization 65A, 75O Phoneme Blending 67F, 79D
Onset and Rime 75F
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Report pg. 67D
Interactive Writing: Report pg. 75C Independent Writing: Writing Trait-Organization pg. 75M
Independent Revise and Edit pg. 79A/B Publish and Present: Speaking, Listening, and Viewing pg. 79I/J
Grammar pg. 67C, 75B, 75L, 79A, 79H
Use present- and past- tense forms of go and do correctly Use forms of go and do correctly
Capitalize proper nouns Review go and do
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 20
1st Grade Week 21 4.4 Meet Ben Franklin
Weekly Theme: What Scientist Do
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: What Scientists Do pg. 80K See: Talk About It pg. 80/81 Use Oral Vocabulary Cards: What Scientists Do pg. 80K Phonemic Awareness: Phoneme Categorization pg. 81A
Phonics: pg. 81A/B Introduce & Blend with Long /e/ ee, ea Build Fluency: Word Automaticity pg. 81B Use Teaching Chart 84 Spelling Pretest pg. 81C Decodable Reader: Feel the Heat pg. 81D (Optional) High-Frequency Words pg. 81E kind, knew, house, friends, far, by Vocabulary pg. 81E curious, idea
VOCABULARY/COMPREHENSION “Be Curious” pg. 82/83 See: Read to Find Out 82 Use Teaching Chart 85-886 Strategy: Summarize Skill: Make Inferences
Day 2
Morning Message ● Review Words with Long e ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 83E Phonemic Awareness: Phoneme Identify pg. 83F
Phonics: pg. 83G Blend with Long /e/ ee, ea Build Words with Long /e/ ee, ea Spelling Word Sort with e, ee, ea pg. 83H High Frequency Words pg. 83I Vocabulary Words Use Teaching Chart 87
MAIN SELECTION Student Book “Meet Ben Franklin” pg. 84/85-102/103 Genre: Biography See Read to Find Out: pg. 84 Extensions: pgs. 102-103, 103A Teaching Chart 86 Strategy: Summarize Skill: Make Inferences
Day 3
Morning Message ● Review Words with Long e ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg.103D Interactive Read Aloud pg. 103E Use Read Aloud Anthology Book:” Digging for Clues”, pg.149-152 Phonemic Awareness: Phoneme Segmentation, pg. 103F
Phonics: pg. 103F Blend with Long /e/ e, ee, ea Build Fluency: Word Automaticity pg. 103G Use Teaching Chart 84 Spelling Word Sort with e, ee, ea Dictation pg. 103G High Frequency/Vocabulary Word Practice pg. 103H Word Parts: Use Teaching Chart 88
MAIN SELECTION - Reread Student Book “Meet Ben Franklin” pg. 84/85-102/103 Genre: Biography See Read to Find Out: pg. 84 Comprehension pg. 103J Strategy: Summarize Skill: Make Inferences
Day 4
Morning Message ● Review Words with Long e ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 103N Interactive Read Aloud pg. 103O Use Read Aloud Anthology Book: What Kind of Scientist are You?, pg. 153-155 Phonemic Awareness: Phoneme Categorization pg. 103O
Phonics: pg. 103P Blend With Long /e/ e, ee, ea Identify CVVC Letter Patterns Build CVVC Words pg. 103Q Spelling Practice pg. 103Q High Frequency Word Practice pg. 103R Use Teaching Chart 89
PAIRED SELECTION Student Book “A Close Look” pg. 104/105-106/107 Genre: Nonfiction See: Content Words pg. 104 scientists, microscope, photographs Extensions: Connect & Compare pg. 107 Strategy: Summarize Skill: Make Inferences
Day 5
Morning Message ● Review Words with Long e ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 109A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation pg. 109B
Phonics: pg. 109B Blend with Long /e/ e, ee, ea Spelling Posttest pg. 109C High Frequency Word Practice pg. 109D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 109E Transfer The Strategy Reading Across Texts Strategy: Summarize Skill: Make Inferences
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Mr. Bell and the Telephone” pg. 109N, 109R, 109V,
“A Close Look” pg. 109Z
On Level Reader “Sylvia Earle” pg. 109Q, 109U, “Meet Ben Franklin” pg. 109Y
Decodable Reader
“Feel the Heat” pg. 109M
Make Connections Across Texts pg. 109BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Meet Mae Jemison” pg. 109P, 109T, 109X
Decodable Reader
“Feel the Heat” pg. 109L
Phonemic Awareness pg. 109K, 109O, 109S, 109W
Phonics pg. 109K, 109O, 109S, 109W
Blend with Long /o/ o_e
High Frequency/Vocabulary Words friends, kind, by, far, knew, house,
curious, idea Review warm, sound, cold, know, great,
their, extreme, predict
Group 3 Intensive / Below
ELL Level Reader “Sylvia Earle” pg. 109DD
Phonics
Blend with Long /e/ e, ee, ea
High Frequency/Vocabulary Words friends, kind, by, far, knew, house,
curious, idea
Review warm, sound, cold, know, great, their,
extreme, predict
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Categorization 81A, Phoneme Identity 83F, 103O
Phoneme Segmentation 103F,109B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Report 83D
Interactive Writing: Report pg. 103C Independent Writing: Writing Trait-Word Choice pg. 103L/M
Revise and Edit: “Write a Report” 108/109 Publish and Present: Speaking, Listening, and Viewing pg. 109G/H
Grammar pg. 83C, 103B, 103K, 107B, 109F
Understand when to use see and when to use saw Form sentences using see and saw
Review see and saw Understand when to use commas Review see and saw in a sentence
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 21
1st Grade Week 22 4.5 Little Rabbit Weekly Theme: Favorite Stories
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Favorite Stories pg. 110K See: Talk About It pg. 110/111 Use Oral Vocabulary Cards: Timimoto pg. 110K Phonemic Awareness: Phoneme Categorization pg. 111A
Phonics: pg. 111A Introduce & Blend with Long /e/ -y Build Fluency: Word Automaticity pg. 111B Use Teaching Chart 91 Spelling Pretest pg. 111C Decodable Reader: Study the Trees pg. 111D (Optional) High-Frequency Words 111E before, happen, began, told, heard, falls Vocabulary 111E glared, haste
VOCABULARY/COMPREHENSION Have You Heard This Silly Tale? pg. 112/113 See: Read to Find Out pg. 112 Use Teaching Chart 92/93 Strategy: Summarize Skill: Plot Development
Day 2
Morning Message ● Review Words with Long /e/ -y ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 113E Phonemic Awareness: Syllable Deletion pg. 113F
Phonics: pg. 113G Blend with Long /e/ -y Build Words with Long /e/ -y Spelling Word Sort with -py, -ny, -dy pg. 113H High Frequency Words Review pg. 113I Vocabulary Words Use Teaching Chart 94
MAIN SELECTION Student Book “Little Rabbit” 114/115-132/133 Genre: Folk Tale See Read to Find Out: pg. 114 Extensions: pgs. 132/133, 133A Teaching Chart 93 Strategy: Summarize Skill: Plot Development
Day 3
Morning Message ● Review Grammar ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg.133D Interactive Read Aloud pg. 133E Use Read Aloud Anthology Book:” The Gingerbread Man”, pg.156-159 Phonemic Awareness: Phoneme Blending, pg. 133F
Phonics: pg. 133F Blend with Long /e/ -y Build Fluency: Word Automaticity pg. 133G Use Teaching Chart 91 Spelling Word Sort with /e/ -y Dictation pg. 133G High Frequency/Vocabulary Word Practice pg. 133H Use Teaching Chart 95
MAIN SELECTION - Reread Student Book “Little Rabbit” 114/115-132/133 Genre: Folk Tale See Read to Find Out: pg. 114 Comprehension: pg. 133J Strategy: Summarize Skill: Plot Development
Day 4
Morning Message ● Review High-Frequency Words ● Review Words with Long /e/ -y ● Extend the Weekly Theme
Oral Vocabulary pg.133N Interactive Read Aloud pg. 133O Use Read Aloud Anthology Book: “The Boy Who Cried Wolf”, pg. 160-162 Phonemic Awareness: Phoneme Categorization pg. 133O
Phonics: pg. 133P Blend With Long /e/ -y Inflectional Ending -es Build Words with -es pg. 133Q Spelling Practice pg. 133Q High Frequency Word Practice/Vocabulary Words Review pg. 133R Use Teaching Chart 96
PAIRED SELECTION Student Book “Henny Penny” pg. 134/135-136/137 Genre: Folk Tale See Literacy Element, pg. 134 Extensions: Connect & Compare pg. 137A Strategy: Summarize Skill: Plot Development
Day 5
Morning Message ● Review High-Frequency Words ● Review Words with Long /e/ -y ● Conclude the Weekly Theme
Oral Vocabulary pg. 139A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Syllable Deletion, pg. 139B
Phonics: pg. 139B Blend with Long /e/ -y Spelling Posttest pg. 139C High Frequency Word Practice pg. 139D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 139E Transfer The Strategy Reading Across Texts Strategy: Summarize Skill: Plot Development
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“The Ant and the Dove” pg. 139N, 139R, 139V “Henny Penny” pg. 139Z
On Level Reader
“The Lion and the Mouse” pg. 139Q, 139U “Little Rabbit” pg. 139Y
Decodable Reader
“Study the Trees” pg. 139M
Make Connections Across Texts pg. 139BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “The Ant and the Grasshopper”
pg. 139P, 139T, 139X
Decodable Reader “Study the Trees” pg. 139L
Phonemic Awareness
pg. 139K, 139O, 139S, 139W
Phonics pg. 139K, 139O, 139S, 139W Blend with Long /e/ -y
High Frequency/Vocabulary Words before, happen, began, told, heard, falls
glared, haste Review friends, kind, by, far, knew, house
curious, idea
Group 3 Intensive / Below
ELL Level Reader “Big Friend, Little Friend” pg. 139DD
Phonics
Blend with Long /e/ -y
High Frequency/Vocabulary Words before, happen, began, told, heard, falls
glared, haste
Review friends, kind, by, far, knew, house
curious, idea
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness Phoneme Categorization,
pg. 111A, 133O Syllable Deletion, pg. 113F, 139B
Phoneme Blending, pg.113F
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Story pg. 113D
Interactive Writing: Story pg. 113C Independent Writing: Writing Trait: Word Choice pg. 133L
Revise and Edit: “Write a Story” pg. 138/139 Publish and Present: Speaking, Listening, and Viewing pg. 139G/139H
Grammar pg. 113C, 133B, 133K, 137B, 139F
Understand how to make contractions using not Identify contractions using not Review contractions with not
Review correct use of contractions and apostrophes in sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 22
1st Grade Week 23 5.1 Olivia
Theme Project: Adventures All Around pg. 6H Weekly Theme: Express Yourself
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Express Yourself pg. 8T See: Talk About It pg. 8/9 Use Oral Vocabulary Cards: The Magic Paintbrush pg. 8T Phonemic Awareness: Contrast Sounds pg. 9A
Phonics: pg. 9A/B Introduce & Blend with Long /o/ o, oa, ow Build Fluency: Word Automaticity pg. 9B Use Teaching Chart 97 Spelling Pretest pg. 9C Decodable Reader: Be Bold and Show It! pg. 9D (Optional) High-Frequency Words pg. 9E always, mother, father, try Vocabulary pg. 9E: firm, supposed
VOCABULARY/COMPREHENSION “We Love Joan” pg. 10/11 See: Read to Find Out 10 Use Teaching Chart 98-99 Strategy: Visualize Skill: Distinguish Between Fantasy and Reality
Day 2
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 11E Phonemic Awareness: Phoneme Categorization pg. 11F
Phonics: pg. 11F Blend with Long /o/ o, oa, ow Build Words with Long /o/ o, oa, ow pg. 11G Spelling Word Sort with -o, oa, ow 11G High Frequency Words pg. 11H Vocabulary Words Use Teaching Chart 100
MAIN SELECTION Student Book “Olivia” pg. 12/13-36/37 Genre: Fantasy See Read to Find Out: pg. 12 Extensions: pgs. 36/37, 37A Teaching Chart 99 Strategy: Visualize Skill: Distinguish Between Fantasy and Reality
Day 3
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 37D Interactive Read Aloud pg. 37E Use Read Aloud Anthology Book: ”The Upside Down Boy”, pg.163-168 Phonemic Awareness: Phoneme Blending, pg. 37F
Phonics: pg. 37F Blend with Long /o/ o, oa, ow Build Fluency: Word Automaticity pg. 37G Use Teaching Chart 97 Spelling Word Sort with o, oa, ow Dictation pg. 37F High Frequency/Vocabulary Word Practice pg. 37H Use a Dictionary/Unfamiliar Words Use Teaching Chart 101
MAIN SELECTION – Reread Student Book “Olivia” 12/13-36/37 Genre: Fantasy See Read to Find Out: pg. 12 Comprehension pg. 37J Strategy: Visualize Skill: Distinguish Between Fantasy and Reality
Day 4
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 37N Interactive Read Aloud pg. 37O Use Read Aloud Anthology Book: ”Hilda Must be Dancing” pg. 169-173 Phonemic Awareness: Phoneme Categorization pg. 37O
Phonics: pg. 37P Blend With Long /o/ o, oa, ow Introduce Inflectional Ending -y Build Words with Final -y pg. 37Q Spelling Practice pg. 37Q High Frequency Word Practice pg. 37R Use Teaching Chart 1020
PAIRED SELECTION Student Book “Cats in Art” pg. 38/39-40/41 Genre: Nonfiction See: Content Words artists, colors, sculpture Extensions: Connect & Compare pg. 41A Strategy: Visualize Skill: Distinguish Between Fantasy and Reality
Day 5
Morning Message ● Review Words with Long o ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg.43A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending pg. 43B
Phonics: pg. 43B Blend with Long /o/ o, oa, ow Spelling Posttest pg. 43C High Frequency Word Practice pg. 43D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 43E Transfer The Strategy Reading Across Texts Strategy: Visualize Skill: Distinguish Between Fantasy and Reality
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Beyond Level Reader
“Choo! Choo!” pg. 43N, 43R, 43V,
“Cats in Art” pg. 43Z
On Level Reader “The Painting” pg. 43Q, 43U,
“Olivia” pg. 43Y
Decodable Reader “Be Bold and Show It!” pg. 43M
Make Connections Across Texts
pg. 43BB Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader
“Hopscotch Daydream” pg. 43P, 43T, 43X
Decodable Reader “Be Bold and Show It!” pg. 43L
Phonemic Awareness pg. 43K, 43O, 43S, 43W
Phonics pg. 43K, 43O, 43S, 43W
Blend with Long /o/ o, oa, ow
High Frequency/Vocabulary Words always, mother, father, try, love, firm,
supposed Review before, happen, began, told,
heard, falls, glared, haste
Group 3 Intensive / Below
ELL Level Reader
“Mike and the Painting” pg. 43DD
Phonics Blend with Long /o/ o, oa, ow
High Frequency/Vocabulary Words
always, mother, father, try, love, firm, supposed
Review
before, happen, began, told, heard, falls, glared, haste
Link to Lessons
Group 4 Intensive / Far Below
Phonemic Awareness
Contrast Sounds 9A Phoneme Categorization 11F, 37O
Phoneme Blending 37F, 43B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing links
Fluency links
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Invitation pg. 11D
Interactive Writing: Invitation pg. 37C Independent Writing: Writing Trait-Voice pg. 37L/M
Revise and Edit: “Write an Invitation” pg. 42/43 Publish and Present: Speaking, Listening, and Viewing pg. 43G/H
Grammar pg. 11C, 37B, 37K, 41B, 43F
Understand that an adjective is a word that describes a person, place, or thing Identify adjectives in sentences
Capitalize proper nouns Review adjectives
Identify adjectives and capitalize proper nouns
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 23
1st Grade Week 24 5.2 The Kite
Weekly Theme: Watch It Go
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Watch It Go pg.44K See: Talk About It pg. 44/45 Use Oral Vocabulary Cards: Pecos Bill and Slue-Foot Sue, pg. 44K Phonemic Awareness: Identify and Generate Rhyme pg. 45A
Phonics: pg. 45A Introduce & Blend with Long /i/ i, y, igh Build Fluency: Word Automaticity pg. 45B Use Teaching Chart 104 Spelling Pretest pg. 45C Decodable Reader: Flying High! pg. 45D (Optional) High-Frequency Words 45E ball, shout, should, head, never Vocabulary 45E laughter, meadow, perhaps
VOCABULARY/COMPREHENSION See the Ball Fly! pg. 46/47 See: Read to Find Out pg. 46 Use Teaching Charts 105 & 106 Strategy: Visualize Skill: Identify Problem and Solution
Day 2
Morning Message ● Review High-Frequency Words ● Review Long /i/ Words ● Extend the Weekly Theme
Oral Vocabulary pg. 47E Phonemic Awareness: Phoneme Substitution, pg. 47F
Phonics: pg. 47G Blend with Long /i/ i, y, igh Build Words with Long /i/ i, y, igh Spelling Word Sort with i, y, igh pg. 47H High Frequency Words Review pg. 47I Vocabulary Words Use Teaching Chart 107
MAIN SELECTION Student Book “The Kite” 48/49-62/63 Genre: Fantasy See Read to Find Out: pg. 48 Extensions: pgs. 62/63, 63A Teaching Chart 106 Strategy: Visualize Skill: Identify Problem and Solution
Day 3
Morning Message ● Review Long /i/ Words ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg.63D Interactive Read Aloud pg. 63E Use Read Aloud Anthology Book: ”The Wheels on the Bus”, pg.174-176 Phonemic Awareness: Phoneme Blending, pg. 63F
Phonics: pg.63F Blend with Long /i/ i, y, igh Build Fluency: Word Automaticity pg. 63G Use Teaching Chart 104 Spelling Word Sort with i, y, igh Dictation pg. 63G High Frequency/Vocabulary Word Practice pg. 63H Use Teaching Chart 108
MAIN SELECTION - Reread Student Book “The Kite” 48/49-62/63 Genre: Fantasy See Read to Find Out: pg. 48 Comprehension: pg. 63J Strategy: Visualize Skill: Identify Problem and Solution
Day 4
Morning Message ● Review High-Frequency Words ● Review Long /i/ Words ● Extend the Weekly Theme
Oral Vocabulary pg.63N Interactive Read Aloud pg. 63O Use Read Aloud Anthology Book: “Turtle’s Race with Beaver”, pg. 177-181 Phonemic Awareness: Phoneme Substitution pg. 63O
Phonics: pg. 63P Blend With Long /i/ i, y, igh Inflectional Endings -er and -est Build Words with Inflectional Endings -er and -est pg. 63Q Spelling Practice pg. 63Q High Frequency Word Practice/Vocabulary Words Review pg. 63R Use Teaching Chart 109
PAIRED SELECTION Student Book “Toys That Fly” pg. 64/65-66/67 Genre: Nonfiction See Content Words pg. 64 discs, motors, glide Extensions: Connect & Compare pg. 67A Strategy: Visualize Skill: Identify Problem and Solution
Day 5
Morning Message ● Review High-Frequency Words ● Review Long /i/ Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 69A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending, pg. 69B
Phonics: pg. 69B Blend with Long /i/ i, y, igh Spelling Posttest pg. 69C High Frequency Word Practice pg. 69D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 69E Transfer The Strategy Reading Across Texts Strategy: Visualize Skill: Identify Problem and Solution
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Zoom!” pg 69N, 69R, 69V “Toys That Fly” pg. 69Z
On Level Reader
“Push and Pull” pg. 69Q, 69U “The Kite” pg. 69Y
Decodable Reader
“Flying High!” pg. 69M
Make Connections Across Texts pg. 69BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Teddy Saves the Day” pg. 69P, 69T, 69X
Decodable Reader
“Flying High!” pg. 69L
Phonemic Awareness pg. 69K, 69O, 69S, 69W
Phonics pg. 69K, 69O, 69S, 69W
Blend with Long /i/ i, y, igh
High Frequency/Vocabulary Words ball, shout, should, head, never
laughter, meadow, perhaps Review always, mother, father, try,
love, firm, supposed
Group 3 Intensive / Below
ELL Level Reader “The Gift” pg. 69DD
Phonics
Blend with Long /i/ i, y, igh
High Frequency/Vocabulary Words ball, shout, should, head, never
laughter, meadow, perhaps
Review always, mother, father, try, love, firm,
supposed
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Identify and Generate Rhymes, pg. 45A Phoneme Substitution,
pg. 47F, 63O Phoneme Blending,
pg. 63F, 69B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Personal Narrative pg. 47D
Interactive Writing: Personal Narrative pg. 63C Independent Writing: Writing Trait: Voice pg. 63L
Revise and Edit: “Write About Not Giving Up” pg. 68/69 Publish and Present: Speaking, Listening, and Viewing pg. 69G/69H
Grammar pg. 47C, 63B, 63K, 67B, 69F
Understand that -er and -est are added to adjectives to compare people, places, or things Identify adjectives that compare in sentences
Review adjectives that compare Begin every sentence with a capital letter End every sentence with a special mark
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 24
1st Grade Week 25 5.3 Kids’ Inventions
Weekly Theme: Inventions
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Inventions pg. 70K See: Talk About It pg. 70/71 Use Oral Vocabulary Cards: “Inventions that Changed Our World” pg. 70K Phonemic Awareness: Phoneme Categorization pg. 71A
Phonics: pg. 71A/B Introduce & Blend with r-Controlled Vowel /ar/ ar Build Fluency: Word Automaticity pg. 71B Use Teaching Chart 111 Spelling Pretest pg. 71C Decodable Reader:” Carley in the Dark” pg. 71D (Optional) High-Frequency Words 71E better, children, or, round Vocabulary 71E discovery, machine
VOCABULARY/COMPREHENSION “Invent It!” pg. 72/73 See: Read to Find Out 72 Use Teaching Chart 112-113 Strategy: Generate Questions Skill: Identify Cause and Effect
Day 2
Morning Message ● Review Words with /ar/ ar ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 73E Phonemic Awareness: Phoneme Substitution pg. 73F
Phonics: pg. 73F Blend with r-Controlled Vowel /ar/ ar Build Words with r-Controlled Vowel /ar/ ar pg. 73G Spelling Word Sort with -art, -arn, -arm 73G High Frequency Words pg. 73H Vocabulary Words Use Teaching Chart 113
MAIN SELECTION Student Book “Kids’ Inventions” pg. 74/75-80/81 Genre: Nonfiction Article Extensions: pgs. 81, 81A Use Teaching Chart 114 Strategy: Generate Questions Skill: Identify Cause and Effect
Day 3
Morning Message ● Review Words with /ar/ ar ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg.81D Interactive Read Aloud pg. 81E Use Read Aloud Anthology Book: ”Alexander Graham Bell”, pg.182-184 Phonemic Awareness: Phoneme Blending pg. 81F
Phonics: pg. 81F Blend with r-Controlled Vowel /ar/ ar Build Fluency: Word Automaticity pg. 81G Use Teaching Chart 111 Spelling Word Sort with r-Controlled Vowel /ar/ ar Dictation pg. 81G High Frequency/Vocabulary Word Practice pg. 81H Use a Dictionary/Synonyms pg. 81H Use Teaching Chart 115
MAIN SELECTION - Reread Student Book “Kids’ Inventions” pg. 74/75-80/81 Genre: Nonfiction Article Comprehension pg. 81J Strategy: Generate Questions Skill: Identify Cause and Effect
Day 4
Morning Message ● Review Words with /ar/ ar ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 81N Interactive Read Aloud pg. 81O Use Read Aloud Anthology Book:” The Sound of Music” pg. 185-187 Phonemic Awareness: Phoneme Categorization pg. 81O
Phonics: pg. 81P Blend With r-Controlled Vowel /ar/ ar Introduce Abbreviations Read Abbreviations pg. 81Q Spelling Practice pg. 81R High Frequency /Vocabulary Word Practice pg. 81S Use Teaching Chart 117
TEST PASSAGE Student Book “Helping Drivers See” pg. 82-83 See: Test Strategy pg. 82 Answer Questions pg. 81T Strategy: Generate Questions Skill: Identify Cause and Effect
Day 5
Morning Message ● Review Words with /ar/ ar ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 85C Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending pg. 85D
Phonics: pg. 85D Blend with r-Controlled Vowel /ar/ ar Spelling Posttest pg. 85E High Frequency Word Practice pg. 85F Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 85G Transfer The Strategy Reading Across Texts Strategy: Generate Questions Skill: Identify Cause and Effect
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader “A Camera to Hold!”
pg. 85P, 85T, 85X Use: Card Catalog 85BB
On Level Reader
“The Flying Machine” pg 85S, 85W
“Kids’ Inventions” pg. 85AA
Decodable Reader “Carley in the Dark” pg. 85O
Make Connections Across Texts
pg. 85DD Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Bicycles” pg. 85R, 85V, 85Z
Decodable Reader
“Carley in the Dark” pg. 85N
Phonemic Awareness pg. 85M, 85Q, 85U, 85Y
Phonics pg. 85M, 85Q, 85U, 85Y Blend with r-Controlled Vowel /ar/ ar
High Frequency/Vocabulary Words
children, round, better, or, discovery, machine
Review shout, ball, head, should, never,
laughter, meadow, perhaps
Group 3 Intensive / Below
ELL Level Reader “The First Airplane” pg. 85FF
Phonics
Blend with r-Controlled Vowel /ar/ ar
High Frequency/Vocabulary Words children, round, better, or, discovery,
machine
Review shout, ball, head, should, never, laughter,
meadow, perhaps
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Categorization 71A Phoneme Substitution 73F, 81O
Phoneme Blending 81F, 85D
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: How-To pg. 73D
Interactive Writing: How-To pg. 81C Independent Writing: Writing Trait-Voice pg. 81M
Independent Revise and Edit pg. 85A/B Publish and Present: Speaking, Listening, and Viewing pg. 85I/J
Grammar pg. 73C, 81B, 81L, 85A, 85H
Understand that color words are adjectives Use color words as adjectives Use color words in sentences
Use apostrophes correctly in contractions with not Review color words
Recognize color words
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 25
1st Grade Week 26 5.4 Whistle for Willie
Weekly Theme: I Can Do It
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: I Can Do It pg. 86K See: Talk About It pg. 86/87 Use Oral Vocabulary Cards: “Roberto Clemente” pg. 86K Phonemic Awareness: Phoneme Substitution, pg. 87A
Phonics: pg. 87A/B Introduce r-Controlled Vowel /or/ or Blend with /or/ or Build Fluency: Word Automaticity pg. 87B Use Teaching Chart 118 Spelling Pretest pg. 87C Decodable Reader: No More Mort the Short! pg. 87D (Optional) High-Frequency Words pg. 87E nothing, early, thought, along Vocabulary pg. 87E errand, instead, suddenly
VOCABULARY/COMPREHENSION “Nothing Stops Cory” pg. 88/89 See: Read to Find Out 88 Use Teaching Charts 119 & 120 Strategy: Generate Questions Skill: Make Inferences
Day 2
Morning Message ● Review Words with Short /i/ i ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 89E Phonemic Awareness: Phoneme Isolation pg. 89F
Phonics: pg. 89F Blend with r-Controlled Vowel /or/ or Build Words with /or/ or pg. 89G Spelling Word Sort with -orn, -ork pg. 89G High Frequency Words pg. 89H Vocabulary Words Use Teaching Chart 121
MAIN SELECTION Student Book “Whistle for Willie” pg. 90/91-118/119 Genre: Realistic Fiction See Read to Find Out: pg. 90 Extensions: pgs. 118/119, 119A Teaching Chart 120 Strategy: Generate Questions Skill: Make Inferences
Day 3
Morning Message ● Review Words with /ar/ ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 119D Interactive Read Aloud pg. 119E Use Read Aloud Anthology Book: ”The Enormous Turnip”, pg.188-190 Phonemic Awareness: Phoneme Blending, pg. 119F
Phonics: pg. 119F Blend with /or/ or Build Fluency: Word Automaticity pg. 119G Use Teaching Chart 118 Spelling Word Sort with -orn, -ork Dictation pg. 119G High Frequency/Vocabulary Word Practice pg. 119H Word Parts Use Teaching Chart 122
MAIN SELECTION-Reread Student Book “Whistle for Willie” pg. 90/91-118/119 Genre: Realistic Fiction See Read to Find Out: pg. 90 Comprehension pg. 119J Strategy: Generate Questions Skill: Make Inferences
Day 4 Morning Message ● Review Contractions ● Review Words with r-Controlled Vowel
/or/ ● Extend the Weekly Theme
Oral Vocabulary pg.119N Interactive Read Aloud pg. 119O Use Read Aloud Anthology Book: “The Little Engine That Could”, pg. 191-195 Phonemic Awareness: Phoneme Isolations, pg. 119O
Phonics: pg. 119P Blend with /or/ or Inflectional Ending -ed Build Words with Final -ed pg. 119Q Spelling Practice pg. 119Q High Frequency Word Practice pg. 119R Use Teaching Chart 123
PAIRED SELECTION Student Book “A Winning Swimmer” pg. 120/121-124/125 Genre: Biography See: Content Words pg. 120 athlete, disabilities, records Extensions: Connect & Compare pg. 125A Strategy: Generate Questions Skill: Make Inferences
Day 5
Morning Message ● Review High-Frequency Words ● Review Words with r-Controlled Vowel
/or/ ● Conclude the Weekly Theme
Oral Vocabulary pg.127A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending, pg. 127B
Phonics: pg. 127B Blend with /or/or Spelling Posttest pg. 127C High Frequency Word Practice pg. 127D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 127E Transfer The Strategy Reading Across Texts Strategy: Generate Questions Skill: Make Inferences
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“The Not So Gigantic Bike” pg 127N, 127R, 127V,
“A Winning Swimmer” pg. 127Z On Level Reader
“Jill’s Shoelaces” pg. 127Q, 127U, “Whistle for Willie” pg. 127Y
Decodable Reader “No More Mort the Short!” pg. 127M
Make Connections Across Texts
pg. 127BB
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Swim Like a Dolphin” pg. 127P, 127T, 127X
Decodable Reader “No More Mort the Short” pg. 127L
Phonemic Awareness
pg. 127K, 127O, 127S, 127W
Phonics pg. 127K, 127O, 127S, 127W Blend with r-Controlled vowel /or/
High Frequency/Vocabulary Words early, thought, nothing, along,
errand, instead, suddenly Review children, round, better, or,
discovery, machine
Group 3 Intensive / Below
ELL Level Reader “Jill Can Tie” pg. 127DD
Phonics
Blend with r-Controlled vowel /or/
High Frequency/Vocabulary Words early, thought, nothing, along,
errand, instead, suddenly Review
children, round, better, or, discovery, machine
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Substitution, pg. 87A Phoneme Isolation,
pg. 89F, 119O Phoneme Blending,
pg. 119F,127B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: How-To 89D
Interactive Writing: How-To pg. 119C Independent Writing: Writing Trait-Ideas pg. 119M
Revise and Edit: “Write a How-To” 126/127 Publish and Present: Speaking, Listening, and Viewing pg. 127G/H
Grammar pg. 89C, 119B, 119J, 125B, 127F
Understand that a number word tells how many people, places, or things there are Identify number words in sentences
Use capital letters to begin the names of days of the week Review number words
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 27
1st Grade Week 27 5.5 A Fruit is a Suitcase for Seeds
Weekly Theme: How Does it Grow?
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: How Does it Grow? pg. 128K See: Talk About It pg. 128/129 Use Oral Vocabulary Cards: “The Goat in the Garden” pg. 128K Phonemic Awareness: Phoneme Blending pg. 129A
Phonics: pg. 129A/B Introduce & Blend with r-Controlled Vowel /ur/ er, ir, ur Build Fluency: Word Automaticity pg. 129B Use Teaching Chart 125 Spelling Pretest pg. 129C Decodable Reader: “Miss Mirth’s Herb Garden” pg. 129D (Optional) High-Frequency Words 129E places, animals, from, ground, beautiful Vocabulary 129E crowded, part, tiny
VOCABULARY/COMPREHENSION Beautiful Plants pg. 130/131 See: Read to Find Out pg. 130 Use Teaching Chart 126-127 Strategy: Generate Questions Skill: Classify and Categorize
Day 2
Morning Message ● Review Words with /ur/ er, ir, ur ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 131E Phonemic Awareness: Syllable Segmentation pg. 131F
Phonics: pg. 131F/G Blend with r-Controlled Vowel /ur/ er, ir, ur Build Words with r-Controlled Vowel /ur/ er, ir, ur Spelling Word Sort with er, ir, ur pg. 131G High Frequency Words Review pg. 131 H Vocabulary Words Use Teaching Chart 128
MAIN SELECTION Student Book “A Fruit is a Suitcase for Seeds” pg. 132/133-148/149 Genre: Nonfiction See Read to Find Out: pg. 132 Extensions: pgs. 148/149, 149A Teaching Chart 25 Strategy: Generate Questions Skill: Classify and Categorize
Day 3
Morning Message ● Review Words with /ur/ er, ir, ur ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 149D Interactive Read Aloud pg. 149E Use Read Aloud Anthology Book: ”Seeds” pg.196-198 Phonemic Awareness: Phoneme Categorization pg. 149F
Phonics: pg. 149F Blend with r-Controlled Vowel /ur/ er, ir, ur Build Fluency: Word Automaticity pg. 149G Use Teaching Chart 125 Spelling Word Sort with er, ir, ur Dictation pg. 149G High Frequency/Vocabulary Word Practice pg. 149H Use Teaching Chart 129
MAIN SELECTION - Reread Student Book “A Fruit is a Suitcase for Seeds” pg. 132/133-148/149 Genre: Nonfiction See Read to Find Out: pg. 132 Comprehension: pg. 149J Strategy: Generate Questions Skill: Classify and Categorize
Day 4
Morning Message ● Review High-Frequency Words ● Review Words with er, ir, ur ● Extend the Weekly Theme
Oral Vocabulary pg.149N Interactive Read Aloud pg. 149O Use Read Aloud Anthology Book: “Jack and the Beanstalk” pg. 199-206 Phonemic Awareness: Phoneme Blending pg. 149O
Phonics: pg. 149P Blend With r-Controlled Vowel /ur/ er, ir, ur Introduce Prefixes un-, re- Build Words with Prefixes un-, re- pg. 149Q Spelling Practice pg. 149Q High Frequency Word Practice/Vocabulary Words Review pg. 149R Use Teaching Chart 130
PAIRED SELECTION Student Book “Flowers at Night ” pg. 150-151 Genre: Poetry See Literacy Element, pg. 150 Rhyming Pattern Extensions: Connect & Compare pg. 151A Strategy: Generate Questions Skill: Classify and Categorize
Day 5
Morning Message ● Review High-Frequency Words ● Review Words with /ur/ er, ir, ur ● Conclude the Weekly Theme
Oral Vocabulary pg.153A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation, pg. 153B
Phonics: pg. 153B Blend with r-Controlled Vowel /ur/ er, ir, ur Spelling Posttest pg. 153C High Frequency Word Practice pg. 153D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 153E Transfer The Strategy Reading Across Texts Strategy: Generate Questions Skill: Classify and Categorize
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“All About Cranberries” pg. 153N, 153R, 153V
“Flowers at Night” pg. 153Z
On Level Reader “Growing Strawberries” pg. 153Q, 153U
“A Fruit is a Suitcase for Seeds” pg. 153Y
Decodable Reader “Miss Mirth’s Herb Garden” pg. 153M
Make Connections Across Texts
pg. 153BB
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “How Do Apples Grow?”
pg. 153P, 153T, 153X Decodable Reader
“Miss Mirth’s Herb Garden ” pg. 153L
Phonemic Awareness pg. 153K, 153O, 153S, 1536W
Phonics pg. 153K, 153O, 153S, 153W
Blend with r-Controlled Vowel /ur/ er, ir, ur
High Frequency/Vocabulary Words places, ground, animals, from, beautiful,
crowded, part, tiny Review early, thought, nothing, along,
errand, instead, suddenly
Group 3 Intensive / Below
ELL Level Reader “All About Strawberries” pg. 153DD
Phonics
Blend with r-Controlled /ur/ er, ir, ur
High Frequency/Vocabulary Words places, ground, animals, from, beautiful,
crowded, part, tiny
Review early, thought, nothing, along, errand,
instead, suddenly
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Blending, pg.129A, 149O Phoneme Segmentation
pg. 131F, 153B Phoneme Categorization pg. 149F
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Poem pg. 131D
Interactive Writing: Poem pg. 149C Independent Writing: Writing Trait: Ideas pg. 149L
Revise and Edit: “Write a Poem about Fruit” pg. 152/153 Publish and Present: Speaking, Listening, and Viewing pg. 153G/H
Grammar pg. 131C, 149B, 149K, 151B, 153F
Understand synonyms and antonyms Review synonyms and antonyms Identify synonyms and antonyms
Capitalize and underline book titles
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 28
1st Grade Week 28 6.1 Dot and Jabber
Theme Project: Exploration Station pg. 158H Weekly Theme: Bugs, Bugs, Bugs!
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Bugs, Bugs, Bugs! pg. 158T See: Talk About It pg. 158/159 Use Oral Vocabulary Cards: “How Beetle Got Her Coat”, pg. 158T Phonemic Awareness: Phoneme Identity pg. 159A
Phonics: pg. 159A/B Introduce & Blend with Diphthong /ou/ ou, ow Build Fluency: Word Automaticity pg. 159B Use Teaching Chart 131 Spelling Pretest pg. 159C Decodable Reader: A Proud Brown Ant pg. 159D (Optional) High-Frequency Words pg. 159E been, gone, other Vocabulary pg. 159E clues, invisible, searching
VOCABULARY/COMPREHENSION “Where Has Freddy Gone Now?” pg. 160/161 See: Read to Find Out 160 Use Teaching Charts 132 & 133 Strategy: Monitor Comprehension: Reread Skill: Use Illustrations
Day 2
Morning Message ● Review High-Frequency Words ● Review Words with Diphthong /ou/ ou,
ow ● Extend the Weekly Theme
Oral Vocabulary pg. 161E Phonemic Awareness: Phoneme Segmentation pg. 161F
Phonics: pg. 161G Blend with Diphthong /ou/ ou, ow Build Words with Diphthong /ou/ ou, ow Spelling Word Sort with ou, ow pg. 161H High Frequency Words pg. 161I Vocabulary Words Use Teaching Chart 134
MAIN SELECTION Student Book “Dot and Jabber” pg. 162/163-188/189 Genre: Mystery See Read to Find Out: pg. 162 Extensions: pgs. 188/189, 189A Teaching Chart 133 Strategy: Monitor Comprehension: Reread Skill: Use Illustrations
Day 3
Morning Message ● Review High-Frequency Words ● Review Words with Diphthong /ou/ ou,
ow ● Extend the Weekly Theme
Oral Vocabulary pg. 189D Interactive Read Aloud pg. 189E Use Read Aloud Anthology Book: ”Hey Bug!” pg. 207-209 Phonemic Awareness: Identify and Generate Rhyme, pg. 189F
Phonics: pg. 189F Blend with Diphthong /ou/ ou, ow Build Fluency: Word Automaticity pg. 189G Use Teaching Chart 131 Spelling Word Sort with ou, ow Dictation pg. 189G High Frequency/Vocabulary Word Practice pg. 189H Use a Dictionary/Other Sources Use Teaching Chart 135
MAIN SELECTION - Reread Student Book “Dot and Jabber” pg. 162/163-188/189 Genre: Mystery See Read to Find Out: pg. 162 Comprehension pg. 189J Strategy: Monitor Comprehension: Reread Skill: Use Illustrations
Day 4
Morning Message ● Review High-Frequency Words ● Review Words with Diphthong /ou/ ou,
ow ● Extend the Weekly Theme
Oral Vocabulary pg.189N Interactive Read Aloud pg. 189O Use Read Aloud Anthology Book: ”The Ant And The Pigeon”, pg. 210-212 Phonemic Awareness: Phoneme Identity, pg. 189O
Phonics: pg. 189P Blend with Diphthong /ou/ ou, ow Divide Words by Syllable Patterns Spelling Practice pg. 189Q High Frequency Word Practice pg. 189R Use Teaching Chart 136
PAIRED SELECTION Student Book “The World of Insects” pg. 190/191-192/193 Genre: Encyclopedia Entry See: Content Words pg. 190 insects, protects, senses Extensions: Connect & Compare pg. 193A Strategy: Monitor Comprehension: Reread Skill: Use Illustrations
Day 5
Morning Message ● Review High-Frequency Words ● Review Words with Diphthong /ou/ ou,
ow ● Conclude the Weekly Theme
Oral Vocabulary pg.195A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation pg. 195B
Phonics: pg. 195B Blend with Diphthong /ou/ ou, ow Spelling Posttest pg. 195C High Frequency Word Practice pg. 195D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 195E Transfer The Strategy Reading Across Texts Strategy: Monitor Comprehension: Reread Skill: Use Illustrations
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Where Are the Butterflies” pg. 195N, 195R, 195V,
“The World of Insects” pg. 195Z On Level Reader
“The Painted Lady Butterfly” pg. 195Q, 195U,
“Dot and Jabber” pg. 195Y Decodable Reader
“A Proud Brown Ant” pg. 195M
Make Connections Across Texts pg. 195BB
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “A Bee Like Me” pg. 195P, 195T, 195X
Decodable Reader “A Proud Brown Ant” pg. 195L
Phonemic Awareness
pg. 195K, 195O, 195S, 195W Phonics pg. 195K, 195O, 195S, 195W
Blend with Diphthong /ou/ ou, ow High Frequency/Vocabulary Words
been, gone, other, searching, clues, invisible
Review places, ground, animals, from,
beautiful, crowded, part, tiny
Group 3 Intensive / Below
ELL Level Reader “The Beautiful Butterfly” pg. 195DD
Phonics
Blend with Diphthong /ou/ ou, ow
High Frequency/Vocabulary Words been, gone, other,
searching, clues, invisible Review places, ground, animals, from,
beautiful, crowded, part, tiny
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Identity, pg. 159A, 189O
Phoneme Segmentation, pg. 161F, 195B
Identify and Generate Rhyme, pg. 189F
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Personal Narrative pg. 161D
Interactive Writing: Personal Narrative pg. 189C Independent Writing: Writing Trait-Sentence Fluency pg. 189M
Revise and Edit: “Write about a Bug” pg. 194/195 Publish and Present: Speaking, Listening, and Viewing pg. 195G/H
Grammar pg. 161C, 189B, 189K, 193B, 195F
Understand that the subject tells who or what a sentence is about Identify the subject of a sentence
End a sentence with correct punctuation Review sentence subjects and punctuation Identify sentence subjects and punctuation
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 29
1st Grade Week 29 6.2 Blue Jay Finds a Way
Weekly Theme: Exploring Space **This link goes to a different story,
but it is has similar content
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Exploring Space pg. 196K See: Talk About It pg. 196/197 Use Oral Vocabulary Cards: “How the Milky Way Came to Be” pg. 196K Phonemic Awareness: Phoneme Categorization pg. 197A
Phonics: pg. 197A/B Introduce & Blend with Variant Vowel /u/ oo Build Fluency: Word Automaticity pg. 197B Use Teaching Chart 138 Spelling Pretest pg. 197C Decodable Reader: “We Took a Look at This Camp” pg. 197D (Optional) High-Frequency Words 197E bear, birds, Earth, table Vocabulary 197E: fooling, guess, helmet, space
VOCABULARY/COMPREHENSION “A Good Trip into Space” pg. 198/199 See: Read to Find Out pg. 198 Use Teaching Charts 139 & 140 Strategy: Monitor Comprehension: Reread Skill: Make Predictions
Day 2
Morning Message ● Review High-Frequency Words ● Review words with /u/ oo ● Extend the Weekly Theme
Oral Vocabulary pg.199E Phonemic Awareness: Phoneme Isolation, pg. 199F
Phonics: pg. 199F/G Blend with Variant Vowel /u/ oo Build Words with Variant Vowel /u/ oo Spelling Word Sort with -ook, -ood pg. 199G High Frequency Words Review pg. 199H Vocabulary Words Use Teaching Chart 141
MAIN SELECTION Student Book “Blue Jay Finds a Way” pg. 200/201-216/217 Genre: Fantasy See Read to Find Out: pg. 200 Extensions: pgs. 216/217, 217A Teaching Chart 140 Strategy: Monitor Comprehension: Reread Skill: Make Predictions
Day 3
Morning Message ● Review Words with /u/ oo ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 217 D Interactive Read Aloud pg. 217E Use Read Aloud Anthology Book: ”One Giant Leap: The Story of Neil Armstrong”, pg.213-218 Phonemic Awareness: Phoneme Blending, pg. 217F
Phonics: pg.217F Blend with Variant Vowel /u/ oo Build Fluency: Word Automaticity pg. 217G Use Teaching Chart 138 Spelling Word Sort with -ook, -ood Dictation pg. 217G High Frequency/Vocabulary Word Practice pg. 217H Use Teaching Chart 142
MAIN SELECTION - Reread Student Book “Blue Jay Finds a Way” pg. 200/201-216/217 Genre: Fantasy See Read to Find Out: pg. 200 Comprehension: pg. 217J Strategy: Monitor Comprehension: Reread Skill: Make Predictions
Day 4
Morning Message ● Review High-Frequency Words ● Review Words with /u/ oo ● Extend the Weekly Theme
Oral Vocabulary pg. 217N Interactive Read Aloud pg. 217O Use Read Aloud Anthology Book: “Space Food”, pg. 219-222 Phonemic Awareness: Phonemic Categorization pg. 217O
Phonics: pg. 217P Blend With Variant Vowel /u/ oo Introduce Suffixes -ful, -less Build Words with Suffixes -ful, -less pg. 217Q Spelling Practice pg. 217Q High Frequency Word Practice/Vocabulary Words Review pg. 217R Use Teaching Chart 143
PAIRED SELECTION Student Book “Meet Ellen Ochoa” pg. 218/219-222/223 Genre: Interview See Content Words pg. 218 astronaut, weightless, planet Extensions: Connect & Compare pg. 223A Strategy: Monitor Comprehension: Reread Skill: Make Predictions
Day 5
Morning Message ● Review High-Frequency Words ● Review Words with /u/ oo ● Conclude the Weekly Theme
Oral Vocabulary pg.225A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation pg. 225B
Phonics: pg.225 B Blend with Variant Vowel /u/ oo Spelling Posttest pg. 225C High Frequency Word Practice pg. 225D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 225E Transfer The Strategy Reading Across Texts Strategy: Monitor Comprehension: Reread Skill: Make Predictions
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“A Space Race” pg. 225N, 225R, 225V “Meet Ellen Ochoa” pg. 225Z
On Level Reader
“The Trip” pg. 225Q, 225U “Blue Jay Finds a Way” pg. 225Y
Decodable Reader
“We Took a Look at this Camp!” pg. 225M
Make Connections Across Texts pg. 225BB
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “A Good Little Visit” pg. 225P,225T, 225X
Decodable Reader
“We Took a Look at This Camp” pg. 225L
Phonemic Awareness pg. 22K, 225O, 225S, 225W
Phonics pg. 225K, 225O, 225S, 225W
Blend with Variant Vowel /u/ or
High Frequency Words bear, birds, Earth, table, helmet, space,
guess, fooling Review
been, gone, other, searching, clues, invisible
Group 3 Intensive / Below
ELL Level Reader “Bear and Bird” pg. 225DD
Phonics
Blend with Variant Vowel /u/ or
High Frequency Words bear, birds, Earth, table, helmet,
space, guess, fooling
Review been, gone, other, searching, clues,
invisible
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Categorization 197A Phoneme Segmentation 199F, 217O
Phoneme Blending 217F, 225B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness links
Comprehension links
Vocabulary links
Phonics
Writing links
Fluency links
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Personal Narrative pg. 199D
Interactive Writing: Personal Narrative pg. 217C Independent Writing: Writing Trait: Sentence Fluency pg. 217L
Revise and Edit: “Write About Pretending” pg. 224/225 Publish and Present: Speaking, Listening, and Viewing pg. 225G/H
Grammar pg. 199C, 217B, 217K, 223B, 225F
Understand that the action part of a sentence is the predicate Identify the predicate of a sentence
Begin proper nouns with a capital letter Review predicates and proper nouns
Identify predicates
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 30
1st Grade Week 30 6.3 Cool Jobs
Weekly Theme: At Work
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: At Work pg. 226K See: Talk About It pg. 226/227 Use Oral Vocabulary Cards: “”All Kinds of Vets” pg. 226K Phonemic Awareness: Phoneme Categorization pg. 227A
Phonics: pg. 227A/B Introduce & Blend Variant Vowel /u/ oo Build Fluency: Word Automaticity pg. 227B Use Teaching Chart 145 Spelling Pretest pg. 227C Decodable Reader:” See a Zoo Soon!” pg. 227D (Optional) High-Frequency Words 227E laugh, only, goes, ever Vocabulary 227E interesting, ordinary
VOCABULARY/COMPREHENSION “A Job For You!” pg. 228/229 See: Read to Find Out 228 Use Teaching Chart 146 & 147 Strategy: Monitor Comprehension: Reread Skill: Classify and Categorize
Day 2
Morning Message ● Review Words with /u/ oo ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 229E Phonemic Awareness: Phoneme Segmentation pg. 229F
Phonics: pg. 229F Blend with Variant Vowel /u/ oo Build Words with Variant Vowel /u/ oo pg. 229G Spelling Word Sort with -ool, -oom, -oon 229G High Frequency Words pg. 229H Vocabulary Words Use Teaching Chart 148
MAIN SELECTION Student Book “Cool Jobs” pg. 230/231-236/237 Genre: Nonfiction Article Extensions: pgs. 237, 237A Use Teaching Chart 147 Strategy: Monitor Comprehension: Reread Skill: Classify and Categorize
Day 3
Morning Message ● Review Words with /u/ oo ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 237D Interactive Read Aloud pg. 237E Use Read Aloud Anthology Book: ”Daytime Bedtimes” pg.223-225 Phonemic Awareness: Phoneme Substitution pg. 237F
Phonics: pg. 237F Blend with Variant Vowel /u/ oo Build Fluency: Word Automaticity pg. 237G Use Teaching Chart 145 Spelling Word Sort with -ool, -oom, -oon Dictation pg. 237G High Frequency/Vocabulary Word Practice pg. 237H Use a Dictionary/Antonyms pg. 237H Use Teaching Chart 149
MAIN SELECTION - Reread Student Book “Cool Jobs” pg. 230/231-236/237 Genre: Nonfiction Article Comprehension pg. 237J Strategy: Monitor Comprehension: Reread Skill: Classify and Categorize
Day 4
Morning Message ● Review Questions ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg.237N Interactive Read Aloud pg. 237O Use Read Aloud Anthology Book: ”Dream Jobs” pg. 226-229 Phonemic Awareness: Phoneme Categorization pg. 237O
Phonics: pg. 237P Blend With Variant Vowel /u/ oo Contrast /u/ oo and /u/ oo pg. 237Q Distinguish //u oo and /u/ oo pg. 237R Spelling Practice pg. 237R High Frequency /Vocabulary Word Practice pg. 2337S Use Teaching Chart 151
TEST PASSAGE Student Book “Jobs at School” pg. 238-239 See: Test Strategy pg. 238 Answer Questions pg. 237T Strategy: Monitor Comprehension: Reread Skill: Classify and Categorize
Day 5
Morning Message ● Review Words with /u/ oo ● Review High-Frequency Words ● Conclude the Weekly Theme
Oral Vocabulary pg. 241 C Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Segmentation pg. 241D
Phonics: pg. 241D Blend with Variant Vowel /u/ oo Spelling Posttest pg. 241E High Frequency Word Practice pg. 241F Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 241G Transfer The Strategy Reading Across Texts Strategy: Monitor Comprehension: Reread Skill: Classify and Categorize
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“The Architects!” pg. 241P, 241T, 241X
Use: Media Center and Internet 241BB
On Level Reader “The Pilots”
pg. 241S, 241W “Cool Jobs” pg. 241AA
Decodable Reader
“See a Zoo Soon!” pg. 241O
Make Connections Across Texts pg. 241DD
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “The Pet Vets” pg. 241R, 241V, 241Z
Decodable Reader
“See a Zoo Soon!” pg. 241N
Phonemic Awareness pg. 241M, 241Q, 241U, 241Y
Phonics pg. 241M, 241Q, 241U, 241Y Blend with Variant Vowel /u/ oo
High Frequency/Vocabulary Words
ever, only, laugh, goes, interesting, ordinary
Review bear, birds, Earth, table, helmet,
space, guess, fooling
Group 3 Intensive / Below
ELL Level Reader “Fly With Me” pg. 241FF
Phonics
Variant Vowel /u/ oo
High Frequency/Vocabulary Words ever, only, laugh, goes, interesting,
ordinary
Review bear, birds, Earth, table, helmet, space,
guess, fooling
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Categorization 227A, 237O Phoneme Segmentation 229F, 241D
Phoneme Substitution 237F
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Report pg. 229D
Interactive Writing: Report pg. 237C Independent Writing: Writing Trait-Sentence Fluency pg. 237M
Independent Revise and Edit “Write About an Interesting Job” pg. 239A, 240,241, 241A Publish and Present: Speaking, Listening, and Viewing pg. 241I/J
Grammar pg. 229C, 237B, 237L, 241A, 241H
Recognize that a pronoun takes the place of a noun Replace nouns with pronouns
Use commas correctly in letters Review pronouns
Use pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 31
1st Grade Week 31 6.4 A Tiger Cub Grows Up
Weekly Theme: Watching Animals Grow
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Watching Animals Grow pg. 242K See: Talk About It pg. 242/243 Use Oral Vocabulary Cards: “Caterpillar to Butterfly” pg. 242K Phonemic Awareness: Phoneme Identity,, pg. 243A
Phonics: pg. 243A/B Introduce Variant Vowel /o/ au, aw Blend with Variant Vowel /o/ aw Build Fluency: Word Automaticity pg. 243B Use Teaching Chart 152 Spelling Pretest pg. 243C Decodable Reader: Paws for a Cause pg. 243D (Optional) High-Frequency Words pg. 243E eyes, enough, air, learn, across Vocabulary pg. 243E cub, wild
VOCABULARY/COMPREHENSION “A Bear Cub” pg. 244/245 See: Read to Find Out 244 Use Teaching Charts 153 & 154 Strategy: Summarize Skill: Compare and Contrast
Day 2
Morning Message ● Review Words with Variant Vowel /o/ ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 245E Phonemic Awareness: Phoneme Segmentation pg. 245F
Phonics: pg. 245F Blend with Variant Vowel /o/ au, aw Build Words with Variant Vowel /o/ au pg. 245G Spelling Word Sort with au, aw pg. 245G High Frequency Words pg. 245H Vocabulary Words Use Teaching Chart 155
MAIN SELECTION Student Book “A Tiger Cub Grows Up” pg. 246/247-270/271 Genre: Nonfiction See Read to Find Out: pg. 246 Extensions: pgs. 210/271, 271A Teaching Chart 154
Strategy: Summarize Skill: Compare and Contrast
Day 3
Morning Message ● Review Words with Variant Vowel /o/ au,
aw ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 271D Interactive Read Aloud pg. 271E Use Read Aloud Anthology Book: ”Zoo Baby Boom”, pg.230-233 Phonemic Awareness: Phoneme Blending, pg. 271F
Phonics: pg. 271F Blend with Variant Vowel /o/ au, aw Build Fluency: Word Automaticity pg. 271G Use Teaching Chart 152 Spelling Word Sort with au, aw Dictation pg. 271G High Frequency/Vocabulary Word Practice pg. 271H Word Parts: Use Teaching Chart 156
MAIN SELECTION - Reread Student Book “A Tiger Cub Grows Up” pg. 246/247-270/271 Genre: Nonfiction See Read to Find Out: pg. 246 Comprehension pg. 271J Strategy: Summarize Skill: Compare and Contrast
Day 4
Morning Message ● Review High-Frequency Words ● Review Words with Variant Vowel /o/ au,
aw ● Extend the Weekly Theme
Oral Vocabulary pg. 271N Interactive Read Aloud pg. 271O Use Read Aloud Anthology Book: “Foal”, pg. 234-236 Phonemic Awareness: Phoneme Segmentation, pg. 271O
Phonics: pg. 271P Blend with Variant Vowel /o/ aw Contrast Words with /o/ au, aw and /o/ pg. 271Q Spelling Practice pg. 271Q High Frequency Word Practice pg. 271R Use Teaching Chart 157
PAIRED SELECTION Student Book “The Tiger” pg. 272/273 Genre: Poem See Literary Element Extensions: Connect & Compare pg. 273A Strategy: Summarize Skill: Compare and Contrast
Day 5
Morning Message ● Review High-Frequency Words ● Review Words with Variant Vowel /o/ ● Conclude the Weekly Theme
Oral Vocabulary pg. 275A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending, pg. 275B
Phonics: pg. 275B Blend with Variant Vowel /o/ au, aw Spelling Posttest pg. 275C High Frequency Word Practice pg. 275D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 275E Transfer The Strategy Reading Across Texts Strategy: Summarize Skill: Compare and Contrast
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Look Out for Dolphins” pg. 275N, 275R, 275V, “The Tiger” pg. 275Z
On Level Reader
“Watching Horses Grow” pg. 275Q, 275U, “A Tiger Cub Grows Up” pg. 275Y
Decodable Reader “Paws for a Cause” pg. 275M
Make Connections Across Texts
pg. 275BB
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “Deer Watching” pg. 275P, 275T, 275X
Decodable Reader “Paws for a Cause” pg. 275L
Phonemic Awareness
pg. 275K, 275O, 275S, 275W
Phonics pg. 2757K, 275O, 275S, 275W Blend with Variant Vowel /o/ au, aw
High Frequency/Vocabulary Words
eyes, learn, enough, air, across cub, wild
Review ever, only, laugh, goes, interesting,
ordinary
Group 3 Intensive / Below
ELL Level Reader “Learn About Horses” pg. 275DD
Phonics
Blend with Variant Vowel /o/ au, aw
High Frequency/Vocabulary Words
eyes, learn, enough, air, across cub, wild
Review ever, only, laugh, goes,
interesting, ordinary
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Identity, pg. 243A Phoneme Segmentation,
pg. 245F, 271O Phoneme Blending,
pg. 271F, 275B
Phonics Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Report 245D
Interactive Writing: Report pg. 271C Independent Writing: Writing Trait-Presentation pg. 271M
Revise and Edit: “Write about a Vet” pg. 274/275 Publish and Present: Speaking, Listening, and Viewing pg. 275G/H
Grammar pg. 245C, 271B, 271K, 273B, 275F
Understand how to use the pronouns I and me in a sentence Identify how to use I and me
Practice using I and me Capitalize the pronoun I
Review using I and me in a sentence Use I and me in a sentence
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 32
1st Grade Week 32 6.5 Sand Castle Weekly Theme: Let’s Build
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program
Instructional Day
Oral Language Discussion, Phonemic Awareness,
Modeled/Shared Reading
Word Work Phonics, High Frequency Words
Reading Fluency, Comprehension (Preview and Predict/
Story Structure/Character & Setting)
Day 1
Morning Message ● Practice Concepts of Print ● Review High-Frequency Words ● Introduce the Weekly Theme
Build Background: Let’s Build pg. 276K See: Talk About It pg. 276/277 Use Oral Vocabulary Cards: “The Squeaky Floor” pg. 276K Phonemic Awareness: Phoneme Isolation pg. 277A
Phonics: pg. 277A/B Introduce & Blend with Diphthong /oi/ oi, oy Build Fluency: Word Automaticity pg. 227B Use Teaching Chart 158 Spelling Pretest pg. 277C Decodable Reader: “Roy’s Rich Soil” pg. 277D (Optional) High-Frequency Words pg. 277E circle, toward, grew, leave Vocabulary pg. 277E toppled, welcoming, wreck
VOCABULARY/COMPREHENSION “The Town that Grew” pg. 278/279 See: Read to Find Out pg. 278 Use Teaching Chart 159-160 Strategy: Summarize Skill: Identify Cause and Effect
Day 2
Morning Message ● Review Words with /oi/ oi, oy ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg.279E Phonemic Awareness: Syllable Segmentation pg. 131F
Phonics: pg. 279F/G Blend and build words with Diphthong /oi/ oi, oy Spelling Word Sort oi, oy pg. 279G High Frequency Words Review pg. 279 H Vocabulary Words Use Teaching Chart 279H
MAIN SELECTION Student Book “Sand Castle” pg. 280/281-304/305 Genre: Realistic Fiction See Read to Find Out: pg. 280 Extensions: pgs. 280/281, 281A Teaching Chart 160 Strategy: Summarize Skill: Identify Cause and Effect
Day 3
Morning Message ● Review Words with /ou/ ● Review High-Frequency Words ● Extend the Weekly Theme
Oral Vocabulary pg. 305D Interactive Read Aloud pg. 305E Use Read Aloud Anthology Book: ”The Three Little Pigs” pg.237-240 Phonemic Awareness: Phoneme Deletion pg. 305F
Phonics: pg. 305F Blend with Diphthong /oi/ oi, oy Build Fluency: Word Automaticity pg. 305G Use Teaching Chart 158 Spelling Word Sort with oi, oy Dictation pg. 305G High Frequency/Vocabulary Word Practice pg. 305H Context Clues/Syntax and Semantic Cues Use Teaching Chart 162
MAIN SELECTION - Reread Student Book “Sand Castle” pg. 280/281-304/305 Genre: Realistic Fiction See Read to Find Out: pg. 280 Comprehension: pg. 305J Strategy: Summarize Skill: Identify Cause and Effect
Day 4
Morning Message ● Review High-Frequency Words ● Review Words with /oi/ ● Extend the Weekly Theme
Oral Vocabulary pg.305N Interactive Read Aloud pg. 305O Use Read Aloud Anthology Book: “London Bridge”, pg. 241-243 Phonemic Awareness: Phoneme Isolation pg. 305O
Phonics: pg. 305P Blend With Diphthong /oi/ oi, oy Contrast /oi/ and Long /o/ Build Words with /oi/ oi, oy Spelling Practice pg. 305Q High Frequency Word Practice/Vocabulary Words Review pg. 305R Use Teaching Chart 163
PAIRED SELECTION Student Book “Build with Sand and Ice ” pg. 306/307-308/309 Genre: Internet Article See Content Words pg. 306 build, structures, frozen Extensions: Connect & Compare pg. 309A Strategy: Summarize Skill: Identify Cause and Effect
Day 5
Morning Message ● Review High-Frequency Words ● Review Words with /oi/ ● Conclude the Weekly Theme
Oral Vocabulary pg. 311A Oral Spelling Word Review: suggested game, “Sparkle” Phonemic Awareness: Phoneme Blending , pg. 311B
Phonics: pg. 311B Blend with Diphthong /oi/ oi, oy Spelling Posttest pg. 311C High Frequency Word Practice pg. 311D Vocabulary Words Use Vocabulary Cards (High Frequency Word Cards) for review
Comprehension: pg. 311E Transfer The Strategy Reading Across Texts Strategy: Summarize Skill: Identify Cause and Effect
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level Beyond Level Reader
“Jenny’s Habitat” pg. 311N, 311R, “The Birdhouse” pg. 311V
“Build with Sand and Ice” pg. 311Z
On Level Reader “The Birdhouse” pg. 311Q, 311U
“The Sandcastle” pg. 311Y
Decodable Reader “Roy’s Rich Soil” pg. 311M
Make Connections Across Texts
pg. 311BB
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Approaching Level Reader “The Playhouse”
pg. 311P, 311T, 311X Decodable Reader
“Roy’s Rich Soil” pg. 311L
Phonemic Awareness pg. 311K, 311O, 311S, 311W
Phonics pg. 311K, 311O, 311S, 311W
Blend with Diphthong /oi/ oi, oy
High Frequency/Vocabulary Words circle, toward, leave, grew, toppled, wreck,
welcoming Review eyes, learn, enough, air, across, cub,
wild
Group 3 Intensive / Below
ELL Level Reader “Make a Birdhouse” pg. 311DD
Phonics
Blend with Diphthong /oi/ oi, oy
High Frequency/Vocabulary Words circle, toward, leave, grew, toppled,
wreck, welcoming
Review eyes, learn, enough, air, across, cub, wild
Link to Lessons
Group 4 Intensive / Far Below Phonemic Awareness
Phoneme Isolation, pg.277A, 305O Phoneme Blending pg. 279F, 311B
Phoneme Deletion pg. 305F
Phonics
Link to Lessons
Literacy Centers Link to FCRR - student center activities
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Phonemic Awareness
Comprehension
Vocabulary
Phonics
Writing
Fluency
Whole Group Wrap-Up (10 Minutes)
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Shared Writing: Story pg. 279D
Interactive Writing: Story pg. 305C Independent Writing: Writing Trait: Presentation pg. 305L/M
Revise and Edit: “Write a Story” pg. 310/311 Publish and Present: Speaking, Listening, and Viewing pg. 311G/H
Grammar pg. 279C, 305B, 305K, 309B, 311F
Understand how to combine sentences Identify how to combine sentences
Review combining sentences using the word and Begin proper nouns with a capital letter
Review how to combine sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives for Week 32