EAST ALLEN COUNTY SCHOOLS

Bundle 2

Grade 1

Language Arts

Big Idea: Participation Small Moments

Enduring Understandings Essential Questions Any small moments in worth sharing. Stories are written in sequential order. Readers know how to use word patterns.

Why do we share our experiences? Why is it important to know the order of a story? How can knowing word patterns help you read?

CC/Learning Targets Core Vocabulary Links to Technology RL.7 RF. 2 b-d RF. 4 a-c W.3 W.5 W.8

L.1j L.2b, d SL.4 SL.5

audience narratives purpose

I Can Write 1

Phonics Silly Sentences 2 A+ Spelling Test Build a Word Express ABC Magnetic Alphabet Spelling Test The Little Engine that Could

Bundle Performance Task(s) Students will write small moments with the understanding that stories are written in sequential order and share the moment with others. Students will describe people, places, and things in their story, expressing ideas clearly. Students’ writing will display the use of inventive spelling, high-frequency words spelled correctly, and using end punctuation. When writing is complete students will read their stories to a peer, the class or another adult sharing their published piece. As an extension, students will have most words spelled correctly, phonetic evidence of digraphs and vowel digraphs will be evident.

Grade 1 LA Bundle 2

Quarter 1 Sept.-Oct.

Recommended Read-Alouds G1 - Bundle 2

Big Idea: Participation Title Author Relates to…

Officer Buckle and Gloria Peggy Rathman Narratives

Leo the Late Bloomer Robert Kraus & Jose Aruego Narratives

If You Give a Mouse a Cookie Laura Numeroff Narratives

The Kissing Hand Audrey Penn Units of Study for Teaching Writing

The Night Shift Daddy Eileen Spinelli Units of Study for Teaching Writing

Night Wonders Jane Ann Peddicord Conventions and spelling

Punctuation Take a Vacation Robin Pulver and Lynn Rowe Reed Conventions and spelling

Yo! Yes? Christopher Raschka Conventions

A Bad Case of the Stripes David Shannon Conventions

Jingle Bells Iza Trapani Convention

When Sophie Gets Angry-Really, Really, Angry Molly Bang Conventions

The Neighborhood Mother Goose Nina Crews Fluency

Reading Workshop G1 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning RL.7 Use illustrations and details in a story to

describe its characters, setting, or events.

-The Continuum of Literacy Learning p. 23 -Strategies That Work: pp.158-159, -A Bad Case of the Stripes by David Shannon -When Sophie Gets Angry- Really, Really Angry…by Molly Bang -Officer Buckle and Gloria by Peggy Rathman -Leo the Late Bloomer by Robert Kraus and Jose Aruego -If You Give a Mouse a Cookie by Laura Numeroff -The Kissing Hand by Audrey Penn -Night Shift Daddy by Eileen Spinelli -Reading Wonders - Unit 1 -(WK 2) pp. T87, T104-105, R/W Workshop Outside My Window pp. 28-29, Six Kids pp. 34-45 -(WK 2) pp. T113A-T113I, Literature Anthology Go, Pip! pp. 26-41 -(WK 3) pp. T165, T182-183, R/W Workshop Special Friends pp. 48-49, A Pig For Cliff pp. 54-65 -(WK 3) p. T191A-I, Literature Anthology Flip pp. 48-63 -(WK 4) pp. T243, T260-T261, R/W Workshop Just For Fun pp. 68-69, Toss! Kick! Hop! pp. 74-85 -(WK 4) p. T265, Big Book Friends All Around -(WK 4) pp. T269A-T269I, Literature Anthology Friends pp. 68-83 -(WK 5) pp. T321, T339, R/W Workshop Ready, Set, Move! pp. 88-89, Move and Grin! pp. 94-105 -(WK 5) pp. T347A-T347F, Literature Anthology Move It! pp. 86-93

-Observation -Checklist -Leveled guided reading books

RF.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Blending Sounds -Prompting Guide p. 27 -Phonics Lessons Teacher Resource pp. 57, 121-124, 233-240 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 168-188, appendices 35-44 -Phonics Lessons pp. 467-486

End Sound -Phonics Lessons Teacher Resource pp. 31, 68, 71 -Oral discussion -Buddy study test and activities

Reading Workshop G1 - Bundle 2

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

-Game Classroom -Making new words activities -ABC Phonics Butterfly (app) -ABC Phonics Long Vowels (app) -Phonics Monster Town 3 (app) -Phonics Awareness- 1st Grade (app) -ABC Phonics Make Word Free (app) -ABC Phonics Short Vowel Words (app) -MELS Phonics CVC (app) Reading Wonders - Unit 1 -(WK 2) pp. T91, T101, T110, T126, T132 -(WK 3) pp. T168-T169, T178-T179, T188, T204 -(WK 4) pp. T257, T266, T282 -(WK 5) pp. T325, T335, T344, T352, T360 Final Sound -Prompting Guide pp. 27-29 -Phonics Lessons pp. 101-104, 467-486 -Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 168-188, appendices 35-44 -Spot Goes to the Park by Eric Hill -Ending sound game -Ending sound activities -Final sound activities -Final letter sound correspondence -Phonics Genius (app) Reading Wonders - Unit 1 -(WK 2) pp. T111, T119, T127 -(WK 4) pp. T258

Segmentation -Writing Samples -Buddy study test and activities -Observation -Phonics Lessons Teacher Resource p. 32

Reading Workshop G1 - Bundle 2

Segmentation (PSF) -Prompting Guide pp. 27-29 -Phonics Lessons pp. 109-120, 467-486 -Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 168-188, appendices pp. 35-44

-Game classroom

-Blending activities -Blend spoken sounds -Phonics Awareness- 1st Grade (app) Reading Wonders - Unit 1 -(WK 4) pp. T256, T282, T289 -(WK 5) pp. T334, T360

RF.4

Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

-Prompting Guide pp. 17-20 -Teaching for Comprehending and Fluency: pp. 74-86, 373-398, 515-523 -The Continuum of Literacy Learning pp. 54-55 -The Neighborhood Mother Goose by Nina Crews -Fluency activities Read w/purpose and understanding (comprehension) Reading Wonders - Unit 1 -(WK 1) pp. T16-17, T26, R/W Workshop Jack Can pp. 14-23 -(WK 2) pp. T94-T95, T104-T105, R/W Workshop Six Kids pp. 34-43 -(WK 4) pp. T250-251, T260-T261, R/W Workshop Toss! Kick! Hop! pp. 74-85 -(WK 5) pp. T328-T329, T338-T339, R/W Workshop Move and Grin! pp. 94-105 Read w/accuracy, rate, expression (fluency) Reading Wonders - Unit 1

-Observation guided reading -Running records

Reading Workshop G1 - Bundle 2

-(WK 1) pp. T31, Big Book This School Year Will Be The Best! -(WK 2) pp. T109, T113, Big Book Alicia’s Happy Day -(WK 3) pp. T187, T191 Big Book Cool Dog, School Dog -(WK 4) pp. T265, Big Book Friends All Around -all units -(WK 6) pp. T394-T395 Context/Self correction (accuracy) Reading Wonders - Unit 1 -(WK 1) pp. T15, T25, T39-T39B, Literature Anthology Rules At School pp. 20-25 -(WK 2) pp. T93, T117-T117B, Literature Anthology I Live Here pp. 42-47 -(WK 3) pp. T171, T195A-T195B, Literature Anthology What Pets Need pp. 64-67 -(WK 4) p. T249 -(WK 5) p. T327 -all units -(WK 6) pp. T394-395

Correlating CC/Learning Targets Teacher Notes

RL.2 a-d RF.1 a

Begin guided reading. IDOE Resources Practice typing letters, words, or sentences in a word document.

Writing Workshop G1 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning W.3

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

-Units of Study For Teaching Writing: Book 2 -6+1 Traits of Writing Chap. 1 pp. 8-40 -Launching the Writer’s Workshop Lesson 1 pp. 11-18 -Teaching for Comprehending and Fluency pp. 458f, 462, 474-475 -Wee Can Write pp. 8-9, 30-31, 36-37 -Continuum of Literacy Learning pp. 116-121 -Creating Young Writers pp.163-174 -Lucy Calkins e-docs Unit 2 pp. 21-28 -Officer Buckle and Gloria by Peggy Rathman -Leo the Late Bloomer by Robert Kraus and Jose Aruego -If You Give a Mouse a Cookie by Laura Numeroff -The Kissing Hand by Audrey Penn -Night Shift Daddy by Eileen Spinelli -Writing narratives activities -Story organizer -Reading Wonders- Unit 1 -(WK 2) p. T128 -(WK 4) pp. T252, T262, T270-271, 284, R/W Workshop pp. 86-87 -(WK 5) pp. T330, T340, T348-349, T354, T362, R/W Workshop pp. 106-107

-Writing samples -Shared/Interactive writing -Flip book for writing sequence -Journals -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover)

W.5

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

-Prompting Guide p. 21 -Units of Study For Teaching Writing Book 2 -6+1 Traits of Writing Chap. 3 pp. 66-99 -The Continuum of Literacy Learning p. 120 -Creating Young Writers p. 101 -Lucy Calkins e-docs Unit 7 pp. 81-97

-Ideas chart -Units of Study for Teaching Writing Assessment Rubric and Checklist

Writing Workshop G1 - Bundle 2

-Questioning to guide topic selection -Asking questions Reading Wonders-Unit 1 -(WK 1) pp. T18, T28, T36-T37, T42-T43, R/W Workshop pp. 26-27 -(WK 2) pp. T96, T106, T114-T115, T120-T121, R/W Workshop pp. 46-47 -(WK 3) pp. T174, T184, T192-T193, T198-T199, R/W Workshop pp.66-67 -(WK 4) p. T276 -(WK 5) p. T354

W.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Identify a variety of sources of information (books/online sources/pictures/charts/tables of contents/diagrams) and document the sources(titles)

-Units of Study For Teaching Writing: Book 2 -6+1 Traits of Writing Chap. 1 pp. 8-40 -Launching the Writer’s Workshop Lesson 1 pp. 11-18 -Teaching for Comprehending and Fluency pp. 458f, 462, 474-475 -Wee Can Write pp. 8-9, 30-31, 36-37 -Continuum of Literacy Learning pp. 116-121 -Creating Young Writers pp.163-174 -Lucy Calkins e-docs Unit 2 pp. 21-28 -Officer Buckle and Gloria by Peggy Rathman -Leo the Late Bloomer by Robert Kraus and Jose Aruego -If You Give a Mouse a Cookie by Laura Numeroff -The Kissing Hand by Audrey Penn -Night Shift Daddy by Eileen Spinelli -Writing narratives activities -Use iPads to explore types of information Reading Wonders- Unit 1 -(WK 3) pp. T200-T201 -(WK 6) pp. T398-T400

-Writing sample -Shared/Interactive writing -Flip book for writing sequence -Journals -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover)

Writing Workshop G1 - Bundle 2

Correlating CC/Learning Targets Teacher Notes

Language and Word Study G1 - Bundle 2

CC/Learning Targets Resource of Ideas Evidence of Learning SL.4 Describe people, places, things, and

events with relevant details, expressing ideas and feelings clearly.

-Units of Study For Teaching Writing: Book 2 -Prompting Guide p.23 -Creating Young Writers pp.89-90 (Word Choice) -Night Wonders by Jane Ann Peddicord -Punctuation Takes a Vacation by Robin Pulver and Lynn Rowe Reed -Yo! Yes? by Christopher Raschka -A Bad Case of the Stripes by David Shannon -Jingle Bells by Iza Trapani -When Sophie Gets Angry- Really, Really Angry…by Molly Bang Reading Wonders- Unit 1 -(SS) pp. S50-51, S74 -(WK 1) pp. T9, T46 -(WK 2) pp. T87, T98, T124

-Observation -Conferring

SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

-Units of Study For Teaching Writing: Book 2 -Prompting Guide p.23 -Creating Young Writers pp.89-90 (Word Choice) -Night Wonders by Jane Ann Peddicord -Punctuation Takes a Vacation by Robin Pulver and Lynn Rowe Reed -Yo! Yes? by Christopher Raschka -A Bad Case of the Stripes by David Shannon -Jingle Bells by Iza Trapani -When Sophie Gets Angry- Really, Really Angry…by Molly Bang Reading Wonders- Unit 1 -(WK 1) pp. T43, T45, T47, T50 -(WK 2) pp. T121, T123 -(WK 3) p. T279 -(WK 5) pp. T355, T362

-Writing Samples -Journals -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover)

L.1

Demonstrate command of the conventions of standard English

Exclamatory -Prompting Guide p. 23

-Writing Samples -Journals

Language and Word Study G1 - Bundle 2

grammar and usage when writing or speaking. j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

-Units of Study For Teaching Writing: Book 2 -Launching the Writer’s Workshop Lesson 7 pp. 53-60 -Continuum of Literacy Learning pp. 119-120 -Creating Young Writers pp. 119-123 -Punctuation Takes a Vacation by Robin Pulver and Lynn Rowe Reed -Yo! Yes? by Christopher Raschka -A Bad Case of the Stripes by David Shannon -When Sophie Gets Angry- Really, Really Angry…by Molly Bang -Sentence Scrambles -Game Classroom -Writing in complete sentences activities -Sentence worksheets -Reading Wonders- Unit 1 -(WK 1) pp. T18, T28, T36-T37, T42-T43, T51, R/W Workshop pp. 26-27 -(WK 4)(Questions and Exclamations) pp. T252, T263, T271, T277, T285, R/W Workshop pp. 86-87 -(WK 5) pp. T331, T341, T349, T355, T363, R/W Workshop pp. 106-107

-Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover)

L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use end punctuation for sentences. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

End Punctuation -Prompting Guide p. 31 -Units of Study For Teaching Writing: Book 2 -6+1 Traits of Writing Chap. 8 pp. 240-273 -Launching the Writer’s Workshop Lesson 7 pp. 53-60 -Wee Can Write pp. 38-39 -Continuum of Literacy Learning p. 119 -Creating Young Writers pp. 67-72 -Night Wonders by Jane Ann Peddicord -Punctuation Takes a Vacation by Robin Pulver and Lynn Rowe Reed -Yo! Yes? by Christopher Raschka -A Bad Case of the Stripes by David Shannon

End Punctuation -Quiz -Writing samples -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover) Spelling -Buddy Study test and activities -Writing samples -Phonics Lesson Teacher Resource pp. 98, 100 -Journals

Language and Word Study G1 - Bundle 2

-Jingle Bells by Iza Trapani -When Sophie Gets Angry- Really, Really Angry…by Molly Bang -Punctuation- Class Activity -Punctuation Reading Wonders- Unit 1 -(WK 2) pp. T97, T107, T115, T121, 129, R/W Workshop pp. 46-47 -(WK 3) pp. T175, T185, T193, 207, R/W Workshop pp. 66-67 -(WK 4)(Questions and Exclamations) pp. T252, T263, T271, T277, T285, R/W Workshop pp. 86-87 -(WK 5) pp. T331, T341, T349, T355, T363, R/W Workshop pp. 106-107 Spelling -Phonics Lessons pp. 329-332, 467-486 -Continuum of Literacy Learning p. 207 -Creating Young Writers pp. 67-72 -Word Matters pp. 168-188, appendices pp. 35-44 -Spell correctly three- and four-letter short vowel words Reading Wonders- Unit 1 -(WK 1)(short a) pp. T14, T24, T34, T41, T49 -(WK 2)(short i) pp. T92, T103, T112, T119, T127 -(WK 3)(l-blends) pp. T180, T190, T197, T205 -(WK 4)(short o) pp. T248, T258, T268, T275 -(WK 5)(r- and s-blends) pp. T326, T337, T346, T352, T361

-High frequency spelling list

Correlating CC/Learning Targets Teacher Notes

SL.2 SL.3 Begin buddy spelling activities and test.