EAST ALLEN COUNTY SCHOOLS

Bundle 5

Grade 1

Language Arts

Big Idea: Building Blocks Authors in Action

Enduring Understandings Essential Questions Authors proofread and fix their writing for others to read.

Authors write for different purposes.

Authors write more than one draft to make their writing better.

How do authors make their writing so others can read? Why do authors write? Why do authors write more than one draft?

CC/Learning Targets Core Vocabulary Links to Technology RL.1 RL. 2 a-d RL. 3 a-c RL.5 RL.6

RF.2 a RF.3 a, c, e W.1 W.5

L.1 e, g, j L.2 b, d L.4c L.6

differences verbs

ABC Phonics Butterfly

ABC Phonics Long Vowels Phonics Monster Town 3 I Can Write 1

Phonics Silly Sentences 2 A+ Spelling Test Build a Word Express ABC Magnetic Alphabet Spelling Test

Bundle Performance Task(s) Students will choose a favorite story by an author the class has been studying. In small groups, with partners, or individual students will make a poster or flip book. Teachers and students will use a search engine on the SMARTboard to find information about the author the class is studying. They may print pictures to include in their poster or flip book. The poster or flip book will contain the question words: who, what, when, where, why, and how. The children will also provide answers to the question words written in simple and compound sentences and will have the correct end punctuation. Students will also share their opinion of their book on the poster or flip book. High frequency words will be spelled correctly and students will use inventive spelling to make their writing readable. When students have completed their flipbook or poster they will share it with a peer, the class, or with a group. As an extension, high frequency words will be spelled correctly and evidence of digraphs and vowel digraphs will be evident.

Grade 1 LA Bundle 5

Quarter 3 Jan.-Feb.

Recommended Read-Alouds G1 - Bundle 5

Big Idea: Building Blocks Title Author Relates to…

Owl Moon Jane Yolen Units of Study for Teaching Writing

Mike Mulligan and His Steam Shovel Virginia Lee Burton Units of Study for Teaching Writing

Koala Lou Mem Fox Units of Study for Teaching Writing

A Picture Book of Martin Luther King David A. Adler Predictions, questioning, retell, story elements

A Picture Book of Rosa Parks David A. Adler Predictions, questioning, retell, story elements

Wemberley Worried Kevin Henkes Predictions, questioning, retell, story elements

Goldilocks and the Three Bears Jan Brett Predictions, questioning, retell, story elements

Three Billy Goats Gruff Peter Christen Asbjrnsen Predictions, questioning, retell, story elements

The Snowy Day Ezra Jack Yeats Predictions, questioning, retell, story elements

Peter’s Chair Ezra Jack Yeats Predictions, questioning, retell, story elements

Reading Workshop G1 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning RL.1

Ask and answer questions about key details in a text.

-Reading with Meaning: Chap. 7 pp. 99-101, Chap. 9 pp. 123-140 -Teaching for Comprehending and Fluency pp. 353-372 -The Continuum of Literacy Learning pp. 23, 55, 77 -Units of Study For Teaching Writing: Book 5 -A Picture Book of Martin Luther King by David A. Adler -A Picture Book of Rosa Parks by David A. Adler -Wemberly Worried by Kevin Henkes -Goldilocks and the Three Bears by Jan Brett -Three Billy Goats Gruff by Peter Christen Asbjrnsen -The Snowy Day by Ezra Jack Keats -Peter’s Chair by Ezra Jack Keats Reading Wonders – Unit 4 -(WK 1) pp. T11, T21, T35C, T35H, T39, Literature Anthology How Bat Got Its Wings pp. 10-29, Bats! Bats! Bats! pp. 30-35 -(WK 2) pp. T89, T99, T113B-T113F, T113H, T117B, Literature Anthology Animal Teams pp. 36-55, Busy As a Bee pp. 56-59 -(WK 3) pp. T167, T177, T191B-T191C, T191E, T195 Literature Anthology Vulture View pp. 60-88, Literature Anthology When It’s Snowing pp. 90-91

-Observation in shared or guided reading -Think About It book appendices 1.2-1.7 -Wonders Assessments -Oral discussion

RL.2 Retell stories, including details, and demonstrate understanding of their central message or lesson. a. Retell a story’s beginning using details from the text. b. Retell a story’s middle using details from the text. c. Retell a story’s end using details from the text.

-Reading with Meaning pp. 100-101,164-165 -The Continuum of Literacy Learning pp.22, 57 -Guided Reading p. 79 -Strategies That Work pp. 96-97 -Units of Study For Teaching Writing: Book 5 -A Picture Book of Martin Luther King by David A. Adler -A Picture Book of Rosa Parks by David A. Adler -Wemberly Worried by Kevin Henkes -Goldilocks and the Three Bears by Jan Brett -Three Billy Goats Gruff by Peter Christen Asbjrnsen -The Snowy Day by Ezra Jack Keats

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading -Wonders Assessments

Reading Workshop G1 - Bundle 5

d. Retell a story using details from the text.

-Peter’s Chair by Ezra Jack Keats -Game classroom Reading Wonders – Unit 3 -(WK 1) T27, R/W Workshop Nate the Snake Is Late pp. 25 -(WK 1) T31, Big Book A Second is a Hiccup -(WK 1) T35B-T35C, T35G-T35H, T35J, Literature Anthology On My Way to School pp. 6-23 -(WK 2) T105 R/W Workshop Time To Plant! p. 45 -(WK 2) T109 Big Book Mystery Vine -(WK 2) T113C, T113E, T113H, T113J, Literature Anthology The Big Yuca Plant pp. 28-45 -(WK 3) T187 Big Book Interrupting Chicken -(WK 4) T265 Big Book The Last Train -(WK 5) T339 R/W Workshop A Look At Breakfast pp. 104-105 -(WK 5) T347B-T347F Literature Anthology From Cows to You pp. 94-101

RL.3

Describe characters, settings, and major events in a story, using key details. a. Identify and describe the plot of a story. b. Identify and describe the setting (place and time) in a story. c. Identify and describe the main characters in a story.

-Reading with Meaning pp. 100-101 -Guided Reading p. 79 -Strategies That Work pp. 96-97 -Units of Study For Teaching Writing: Book 5 -A Picture Book of Martin Luther King by David A. Adler -A Picture Book of Rosa Parks by David A. Adler -Wemberly Worried by Kevin Henkes -Goldilocks and the Three Bears by Jan Brett -Three Billy Goats Gruff by Peter Christen Asbjrnsen -The Snowy Day by Ezra Jack Keats -Peter’s Chair by Ezra Jack Keats Reading Wonders – Unit 3 -(WK 1) T27, R/W Workshop Nate the Snake is Late p. 24 -(WK 1) T35B-T35D, T35G-T35H, Literature Anthology On My Way to

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading -Wonders Assessment

Reading Workshop G1 - Bundle 5

School pp. 6-23

RL.5

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

-Teaching for Comprehending and Fluency pp. 199-208 -The Continuum of Literacy Learning p. 23 -Units of Study For Teaching Writing: Book 5 -A Picture Book of Martin Luther King by David A. Adler -A Picture Book of Rosa Parks by David A. Adler -Wemberly Worried by Kevin Henkes -Goldilocks and the Three Bears by Jan Brett -Three Billy Goats Gruff by Peter Christen Asbjrnsen -The Snowy Day by Ezra Jack Keats -Peter’s Chair by Ezra Jack Keats -Fantasy vs. reality activities -Real Or Make Believe -Distinguish between fiction and non-fiction Reading Wonders – Unit 3 -(WK 1) T26, R/W Workshop Nate the Snake is Late pp. 14-23 -(WK 1) T35E, T35J, Literature Anthology On My Way to School p. 23 -(WK 1) T46 -(WK 4) T260, R/W Workshop Life at Home pp. 74-83 -(WK 4) T269A, T269D, T269J Literature Anthology Long Ago and Now pp. 74-89

-Oral discussion/observation -Book sort -Wonders Assessments

RL.6 Identify who is telling the story at various points in a text.

-Teaching Comprehension and Fluency pp.243, 355, 357 -Units of Study For Teaching Writing: Book 5 -Wemberly Worried by Kevin Henkes -Different versions of The Three Bears -Goldilocks and the Three Bears by Jan Brett -Three Billy Goats Gruff by Peter Christen Asbjrnsen

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading

Reading Workshop G1 - Bundle 5

Reading Wonders – Unit 3 -(WK 1) p. T26, R/W Workshop Nate the Snake is Late pp. 14-23 Reading Wonders – Unit 4 -(WK 4) p. T261, R/W Workshop Creep Low, Fly High pp. 78-89 -(WK 4) pp. 269E-269H, T269K, T269O-T269P, T269R, Literature Anthology Hi! Fly Guy pp. 92-125

RF.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words.

Vowels -Prompting Guide p. 27 -Phonics Lessons pp. 121-124 -Continuum of Literacy Learning pp. 206-207 Reading Wonders – Unit 4 -(WK 1) pp. T22, T54, T168, T196, T246

Vowels -Phonics Lessons Teacher Resource pp. 31, 77 -Observation notes

RF.3

Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. c. Know final –e and common vowel team conventions for representing long vowel sounds. e. Decode two-syllable words following basic patterns by breaking the words into syllables.

Consonant Digraphs -Phonics Lessons pp. 261-265 -The Continuum of Literacy Learning pp. 208 Reading Wonders – Unit 2 -(WK 4) pp. T246-T248, T256-T258, T266-T268, T290-T291, T298, T310 -(WK 5) pp. T324-T326, T334-T336, T344-T346, T352-T353, T360-T361, T368-T369, T376, T388 Vowels -Prompting Guide p. 11 -Phonics Lessons pp. 245-260, 467-486 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 168-188, appendices 35-44 -Recognize and produce letter-sound correspondence Reading Wonders – Unit 3 -(WK 5) T246-T247, T256-T257, T266-T267, T274, T282,T290-T291,

Consonant Digraphs -Phonics Lessons Teacher Resource pp. 325-341, 495, 501 -Wonders Assessments Vowels -Phonics Lessons Teacher Resource pp. 31-32, 68 -Buddy study test and activities -Wonders Assessments Syllables -Writing samples -Buddy study test and activities -Observation notes -Phonics Lessons Teacher Resource p. 32

Reading Workshop G1 - Bundle 5

T298 Syllables -Prompting Guide p. 27 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 168-188, appendices 35-44 -Phonics Lessons pp. 467-486 -Game classroom -Blending activities -Blending word activities -Blend spoken sounds to form words -ABC Magic Reading 3 (app) Reading Wonders – Unit 2 and Unit 3 -(WK 5) T257, T267, T275, T283

Correlating CC/Learning Targets Teacher Notes

RF.3 b, f, g RF.4 a-c

IDOE Resources

Writing Workshop G1 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning W.1 Write opinion pieces in which they

introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

-Units of Study For Teaching Writing: Book 5 -EDocs for Writing Calendar Plan, Unit 3 Realistic Fiction -Guided Reading pp. 79-80 -Reading with Meaning pp. 99-100 -6+1Traits of Writing Chap. 4 pp. 100-133 -Launching the Writer’s Workshop Lesson 4 pp. 31-36 -Continuum of Literacy Learning pp. 116-121 -Creating Young Writers pp. 30-41, 82-84, 104-108, 180 -Lucy Calkins e-docs Unit 5 pp. 57-69 -A Picture Book of Martin Luther King by David A. Adler -A Picture Book of Rosa Parks by David A. Adler -Wemberly Worried by Kevin Henkes -Goldilocks and the Three Bears by Jan Brett -Three Billy Goats Gruff by Peter Christen Asbjrnsen -The Snowy Day by Ezra Jack Keats -Peter’s Chair by Ezra Jack Keats -Story organizer Reading Wonders- Unit 3 -(WK 2) pp. T96, T106, T114-T115, T120-121, T128, R/W Workshop pp. 46-47 -(WK 4) pp. T252, T262, T270-T271, R/W Workshop pp. 270-271 -(WK 5) pp. T330, T340, T348-T349, T354-T355, T362, R/W Workshop pp. 106-107

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading -Writers workshop -Wonders Assessments -Story organizer -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.

-Units of Study For Teaching Writing: Book 5 -6+1 Traits of Writing Chap. 9 pp. 274-296 -The Continuum of Literacy Learning pp. 120-121 -Creating Young Writers pp. 142-147 -Lucy Calkins e-docs Unit 7 pp. 81-97

-Revised writing samples -Wonders Assessments -Units of Study for Teaching Writing Assessment Rubric and Checklist

Writing Workshop G1 - Bundle 5

-Mike Mulligan and His Steam Shovel by Virginia Lee Burton -Koala Lou by Mem Fox -Owl Moon by Jane Yolan Reading Wonders-Unit 3 -(WK 1) pp. T18, T28, T36-T37, T42-T43, R/W Workshop pp. 26-27 -(WK 3) pp. T174, T184, T192-193, T198-T199, T206, R/W Workshop pp. 66-67 -(WK 4) pp. T276-T277 -(WK 5) pp. T354-T355

Correlating CC/Learning Targets Teacher Notes

Language and Word Study G1 - Bundle 5

CC/Learning Targets Resource of Ideas Evidence of Learning L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use verbs to convey a sense of past, present, and future (e.g. Yesterday I walked home; Today I walk home; Tomorrow I will walk home). g. Use frequently occurring conjunctions. (e.g., and, but, or, so, because) j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Verbs -Phonics Lessons pp. 389-396 -The Continuum of Literacy Learning pp. 206-207 -Verb Rap Video Reading Wonders- Unit 3 -(WK 1) pp. T19, T29, T37, T43, T51 -(WK 2)(present) pp. T97, T107, T115, T121, T129, R/W Workshop p. 47 -(WK 3)(past and future) pp. T175, T185, T193, T199, T207, R/W Workshop p. 67 -(WK 4)(is, are) pp. T253, T263, T271, T277, T285, R/W Workshop p. 87 Reading Wonders- Unit 4 -(WK 1)(was, were) pp. T19, T29, T37, T43, R/W Workshop p. 31 -(WK 2)(has, have) pp. T97, T107, T115, T121, T129, R/W Workshop p. 51 Simple and compound sentences -6+1 Traits of Writing pp. 226-234 -Prompting Guide p. 21 Reading Wonders- Unit 5 -(WK 1)(conjunctions) pp. T19, T29, T37, T42, T51, R/W Workshop pp. 133

Simple and compound sentences -Observation

L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use end punctuation for sentences.

End Punctuation -Prompting Guide p. 31 -Launching the Writer’s Workshop pp. 53-60 -6+1 Traits of Writing pp.61-63 -Creating Young Writers pp. 66-73, 92-93 Spelling -Phonics Lessons pp. 341-344

End Punctuation -Writing samples -Think About It Books Spelling - Buddy study test and activities -Writing samples

Language and Word Study G1 - Bundle 5

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

-The Continuum of Literacy Learning pp. 206-207 -Creating Young Writers pp. 67-72 -Word Matters pp. 168-188, appendices 35-44 -Phonics Lessons pp. 467-486 -Smartboard activities Reading Wonders- Unit 3 -(WK 3)(soft c, g, dge) pp. T170, T180, T190, T197, T205 -(WK 4)(o_e, u_e) pp. T248, T258, T268, T277, T283 -(WK 5)(ook, ood)pp. T326, T336, T346, T353, T361

-Phonics Lessons Teacher Resources pp. 98, 100

L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. c. Identify frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking).

-Phonics Lessons Teacher Resource pp. 273-276 -Prompting Guide p. 33 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 96-97, 168-188, 467-486, appendices pp. 35-44 -Ed to verbs -Root words, suffixes, verb endings Reading Wonders- Unit 3 -(WK 3) pp. T179, T189, T197, T205 -(WK 5) pp. T335, T345, T352, T360

-Phonics Lessons Teacher Resource

L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (i.e., because).

Reading Wonders- Unit 3 -(WK 1) pp. T20, T30, T38 -(WK 2) pp. T98, T108, T116 -(WK 3) pp. T176, T186, T194 -(WK 4) pp. T254, T264, T272 -(WK 5) pp. T332, T342

-Wonders Assessments

Correlating CC/Learning Targets Teacher Notes

L.1 b SL.2

Language and Word Study G1 - Bundle 5

SL.3