First Grade 2019-2020

First Grade 2019-2020

2019-

2020

Pacing

Guide

Materials

Reading

Writing

Phonics

Assessments

Schedule: Create a balanced literacy schedule including the components into a separate time in the day. Be sure to include: reading

workshop (45), writing workshop (45), shared reading (10), interactive read aloud (20), phonics (20), snap words (10),

interactive/shared writing (5-10), book browsing/shopping, and oral language practice (maybe in morning meeting?).

Week

of.../# of

days

Materials

Prior to instruction,

gather and plan...

Unit 1: Building Good

Reading Habits

18 sessions

Unit 1: Small Moments

21 sessions

+

13 optional sessions

from kindergarten

Unit 1: Talking and

Thinking about Letters

19 sessions

Be sure to gather the

blue folders for your

class. Look carefully at

last year’s data to try

to get a head start on

student needs.

Prior to the first day:

Gather read aloud

and shared reading

texts.

Reading Read

Alouds: -Ish by

Reynolds

Writing Read Alouds:

-Night of the Veggie

monster by

McClements

Charts:

Gather the charts

you’ll need for the

3 units you’ll be

teaching. The most

important thing to

remember about

charting is to do it

with the students, in

Set out table baskets

or students’ baggies

from last year. Assign

students preliminary

partners that they will

sit next to on the rug

for the mini lesson, as

well as back to back

during private

reading.

Classroom library:

make sure your library

contains the books

that represent your

incoming students’

reading levels.

Workshop:

When you are

facilitating a mini

Writing materials in a

central location in the

room; a writing folder

for each student. Be

sure to include a variety

of paper choice-

maybe 2-3. Look under

the general information

on the Heinemann site

for paper choices.

Plan the sequence for

studying students’

names. This sequence

will influence how

students are situated

in rug clubs. See

planning sheet for this

on Heinemann. (There

are two planning

sheets you will need to

complete.) This initial

rug club is based

solely on children’s

names and not on

any skill level ability.

Think of a routine for

distributing

whiteboards/markers

per rug club. Word

walls are blank at the

beginning of the year.

Word Wall: (snap

words) You will build

your word wall with

your class, but here are

some things to reflect

upon:

-Is it in a place that kids

can easily access

when reading and

writing independently?

-Is organized

alphabetically?

-Does it feature words

that readers will

encounter again and

again in their books?

-Does it include words

that writers are


the moment, so

they see the work;

it’s important to

understand the

chart is a scaffold

to help students

access content

and strategies. This

website is a great

resource for chart

ideas:

https://chartchums.

wordpress.com

lesson you will want to

position students on

the rug in a bus

formation. See the

visual in handbook.

frequently spelling

incorrectly?

-Are you adding 3-5

words to the word wall

every week?

Note: the words you

add across the year

should be introduced

and taught explicitly.

8-26-19/

4 days

Reading: Launch the

year with enthusiasm

to nurture and foster

your students’

passion for reading.

You may want to

include some mini

lessons on How to

Shop for Books

(Remind students to

consider the topics

and characters they

like to read about).

Writing: During the

first day of writing

workshop, you may

only have paper in

your writing center

and then gradually

introduce items.

Set up reading

workshop:

-reading identity

- establishing the

structures,

expectations, and

values that will shape

the work kids do-day

in and day out-during

private and partner

reading.

-establish routines,

such as setting up for

workshop, coming to

the meeting area,

turn/talk, getting

students’ attention,

dispersing materials,

routine for

private/partner time

as far as not

On-Demand Writing

The purpose of this on-

demand is to get a

baseline of your

students’ writing. Provide

each student with a

writing booklet (3 pages

stapled). Tell them that

you would like to learn

what they’re like as a

writer. Tell them to write

a story about

something that

happened over the

summer one time. Tell

them that you would

like them to do the best

job that they can, so for

this reason, you will not

be spelling words for

Set up phonics

workshop:

-routines and

expectations

Writing: On-Demand

Reading/Writing: Table

conferences

Phonics – During Unit 1:

Developmental Spelling.

See A Guide to Phonics

Workshop. My Dog Max

pg. 99 & Snap Words

pg. 107

(For children who have

yet to reach proficiency

levels on other

kindergarten

assessments, return to

relevant assessment

tools p.85 in the guide).


Placing a bin of

paper on each pod

of desks might make

the first day run

smoothly to avoid all

students getting

paper at once. See

the Small Moment

Addendum in

handbook for

detailed information.

interrupting the

teacher.

them. Also, notice how

much stamina the

students have for

writing independently.

Read Night of the

Veggie Monster before

session 1 of the unit.

Creating a heart map

(in handbook) might be

a nice way for students

to generate ideas for

stories. Another option is

for students to create

collages of memories

see

page 20 of unit.

9-2-19/

4 days

Reading: Session 1:

You will need the

demonstration text:

Ollie the Stomper, 2

blank easel papers

with the headings

Readers Build Good

Habits and Reading

Partners Work

Together, strategy

post-its, and baskets

of books ranging

from levels C-G or

students’ reading

baggies. The share

component of

Launch unit:

Bend 1

The first workshop will

include private

reading as well as

partner reading. It is

recommended to

partner students using

similar reading levels

and use anything you

have learned about

your students so far,

such as personalities.

Some teachers have

shortened private

Launch unit:

Bend 1/Any K sessions

that are needed

One procedure that

may help with

transitions is to have

students prepare for

workshop (reading and

writing) before coming

to the rug. This would

equate to table

captains putting the

bins out and for

students to take out the

piece that they will

Launch unit:

Name Study: Bend 1

Reading/Writing:

Table conferences:

refer to kindergarten

charts as a tool to offer

reminders to students.

See handbook.


Developmental Spelling.

See A Guide to Phonics

Workshop. My Dog Max

pg. 99 & Snap Words

pg. 107



levels on other


session 1 will include

the teaching of

another strategy.

Session 3: Reading

mats will be

introduced in the

share (see

handbook).

Writing:

Writing process chart.

Even though most

times we create

charts with students,

we want them to see

the process on day

one. You will be

adding strategies

under the process

components

throughout the unit

however.

The share

component of

session 2 offers an

idea for writing/folder

storage. Students’

desks would not be

ideal for folder

storage due to the

need for ongoing

teacher access. The

share component of

reading and gathered

students back on the

rug to conduct

partnership

expectations, for the

first few days.

To assist with stamina

and volume, some

teachers find it helpful

to create a class goal

(see handbook for

pictures). This might be

relevant in session 4-

setting goals. The

share is a helpful

segue into taking their

reading baggies

home

(See handbook for a

sample class letter to

parents). Students

should be taking

home their entire

reading baggie so

that we may continue

to build their stamina

and reading life. This

bag should also

include their reading

mat and will

eventually include any

charts and snap word

rings you provide.

work on and place it on

top of their folder

before coming to the

rug.

kindergarten


relevant assessment

tools p.85 in the guide).


session 3 introduces

revision strips.

9-9-19/

5 days

Reading:

Goal sheets

(strategies to

habits/mini anchor

charts-see

handbook. See the

reasoning for goal

sheets on p.39 in

unit); 10-12 books in

baggies.

-Students will need to

bring home their

entire baggie

everyday-even on

the weekends. This is

extremely important

for students to have

access to reading, to

develop their

stamina, and to

create good habits

as a reader (See

family letters).

Writing:

The 6th session will

require the

establishment of long

term partnerships,

consider ability levels,

friendships, and

behavior issues.

Most teachers find it

helps for partners to

Bend 1

Note: Session 6 begins

to instruct students to

drop their finger;

students reading

below level D who

may be new to one-

to-one

correspondence

should be using their

finger. (Use a familiar

shared text, such as a

shared reading

text/poem from the

first week.)

End of the first bend:

mini celebration by

doing some self-

reflection. Session 7-in

the share.

The goal is to have

students in their

reading baggies by

the end of bend one.

Bend 1/ Any K sessions

that are needed

Bend 1 Reading: Running

Records will be one of

the best methods of

assessment to help

understand your

readers’ strengths and

needs. The goal will be

to do a running record

a day. At this point in

the year, you are trying

to get to know your

students as readers and

matching them to just

right books.


Developmental Spelling:

My Dog Max pg. 99** &

Snap Words pg. 107



levels on other

kindergarten


relevant assessment

tools p.85)


sit next to each other

in both the meeting

area and during work

time. (See the

Continuum of

partnerships in

binder)

9-16-19/

5 days

Reading:

Students should

begin to shop in

classroom library.

Create a shopping

schedule and post it

in the class library.

Students need to

shop once a week

(See Book Baggies

Levels A-E document

in handbook). You

may want to create

a hospital bin for

damaged books and

a lost bin for books

children find. Session

9: several charts will

be needed.

Bend 2

Session 9: Try to focus

on the bad habits that

you have witnessed

from your class to

make the teaching

more authentic. Also,

to give your students

ownership over this

work, let them come

up with the names of

the bad habits.

Bend 1/Bend 2/

Any K sessions that are

needed

Before Bend 2!

Mini-celebration (time

to reflect-have students

compare their best

piece of writing with

their on-demand piece)

in the share of

session 7

Bend 2

9-23-19/

5 days

Reading:

At the start the bend

3, you will want to

have done a running

record on each

child. Assign long-

term reading partners

who are reading at

the same level. You

Bend 2

Find a system for

collecting conferring

data. Some teachers

keep a binder with

individual sheets or a

class grid on a clip

board. See the

Bend 2 Bend 2/Bend 3 Reading: Running


the best methods of

assessment to help

understand your


needs.


will want to have

your students sitting

next to their partners

on the rug during the

mini lessons. The best

way to describe this is

by having kids in a

bus formation, so that

there is an aisle for

you to walk down

during turn/talks. (see

pictures in

handbook)

samples p. 71 in the

unit

9-30-19/

5 days

Reading

This last bend focuses

on the work of

partnerships. There

are mini lessons in

your handbook, if

your students need

more support. You

might also consider

doing some teaching

on retelling. This work

is at the end of the

bend. Again, see the

handbook for extra

resources.

Bend 3

Session 16: Note: any

mentor text will do.

You may not have

Kazam’s Birds.

Session 17: Some

teachers create

partnership scaffolds

for the work that is

expected, such as

charts or reminders for

options of how this

work goes.

Bend 2

Before Bend 3!



choose one piece to

make their greatest

effort in punctuation

decisions) in

session 13

Bend 3

10-4-19 Reading Celebration

See the share of

session 18 for one

idea.

*note: Students should

be moving up a level

every 4-6 weeks. This

running record may be

informal, so that we

are continually making

sure Ss are matched to


just right books. Do not

wait until you are able

to administer a DRA to

move students to a

different level.

10-7-19/

4 days

Suggested Read

Alouds for upcoming

writing unit:

-The Pumpkin Book

by Gibbons

-How to Lose All Your

Friends by Carlson

-My First Soccer

Game and My First

Karate Class by

Capucilli

-How to Make Slime

and How to Make

Bubbles from Pebble

Plus. You may also

want to add a

basket in your library

for this new genre of

writing: “How to”

Note: For the 2nd

units, you may opt to

start the RUOS prior to

the PUOS, due to the

fact that the PUOS

relies on sessions from

RUOS to have been

started-not many,

but at least the first

one.

Unit: Word Detectives

18 sessions

Bend 1

Before Bend 3!



choose one piece to

make their greatest

effort in punctuation

decisions) in

session 13

Bend 3

Unit 2: The Mystery of

the Silent e

17 sessions

Bend 1

HFWs:

S1 Ext. 3 p.7 eat,

make, take, out, big

S2 Ext. 1 p.14 have

S4 Ext. 2 p. 26 came,

same

Reading: Running


the best methods of

assessment to help

understand your


needs.


10-14-19/

5 days

Bend 1/Bend 2 Bend 3/Bend 4

Writing: As you begin to

think about how you will

celebrate the end of

this unit, a friendly

reminder about

publishing: kids are not

rewriting their stories or

typing them up.

Instead, the cover is

meant as a beautiful

finish on top of what is

likely a very messy

process-driven piece of

writing, with lots of

cross-outs, paper flaps,

and yes, even

misspelled words. Your

celebration is honoring

the hard work writers

have done all unit long.

What better way to

celebrate the process

than to actually see all

the effort right there on

the page!

Bend 1/ Bend 2

HFWs:

S6 Ext. 2 p. 43 put, not,

your, more, home, of

10-18-19 Writing Celebration

(empty students’ writing

folders and send writing

home (attach parent

letter explaining work)

or save to give out at

Writing: The day that

does the most to teach

children that they are

writers is the day you

celebrate children’s

published work.


parent-teacher

conference, before you

start the next unit.)

Celebrations often

reflect the purpose of

the unit, as well as

grow in scale and

complexity across the

year, so you probably

want to keep this first

publication simple.

Look to p. 165 in the

unit for ideas.

10-21-19/

5 days

Writing: Change

materials in the

writing center for the

new unit. Get the

paper that includes

the word “step” at

the top of the page.

Also, a “Things you

need” page. Have

booklets with 4-5

pages as well as

single add-ons.

Additional materials:

phonics tools, paper

strips, flaps, post-its,

tape and perhaps

staplers.

Bend 2/Bend 3 How-To Books: Writing

to Teach Others

kindergarten unit-

19 sessions

Bend 1

Bend 2/ Bend 3

HFWs:

S 11 p.71 into, little,

I’m, three, now

Reading: Running

Records as needed

10-28-19/

5 days

Bend 2/Bend 3 Bend 1/Bend 2 Bend 2/3

HFWs:

S13 Ext 2 p.90 if, or

S16 Ext 2 read

11-4-19/ Bend 3 Bend 2/Bend 3 Bend 3


3 days

11-11-19/

5 days

Begin to think about

your library for the

upcoming reading

unit. If your library is

not separated by

fiction and

nonfiction, that will

need to be done

before the first

session. Having your

class separate the

bins helps you to

learn whether or not

they realize the

differences of the

genres.

Bend 3 Bend 3/Bend 4 Bend 3 Phonics: After Unit 2:

Assess Snap Words for

children who are not

keeping pace with

learning snap words.



levels on other

kindergarten


relevant assessment

tools p.85)


11-18-19/

5 days

Even though the

upcoming unit is

nonfiction, you still

want students to have

access to fiction texts.

A good way to

provide balance is to

have them shop for ½

fiction and ½

nonfiction.

Unit 2: Learning About

the World: Reading

Nonfiction

18 sessions

Bend 1

Bend 4 Unit 3: From Tip to Tail:

Reading Across Words

18 sessions

Bend 1

HFWs:

S 1 p.7 Ext. 3 jump,

where, there, never,

going

Reading: Running

Records as needed

11-19-19 Bend 1/Bend 2 Writing Celebration



home, before you start

the next unit.)


11-20-19,

11-21-19,

11-22-19

Writing: Change

materials in the

writing center for the

new unit. You’ll want

to have 5 page

booklets (maybe

some 3 page

booklets for students

writing many short

books). As well, single

add-ons. Additional

materials: phonics

tools, paper strips,

flaps, post-its, tape

and perhaps staplers.

Bend 1/Bend 2 Administer On-Demand

before you teach the

next unit.

Unit 2: Nonfiction

Chapter Books

20 sessions

Bend 1

Bend 2 HFWs:

S4 p. 24 any, very,

today

Writing – Before Unit,

administer an on

Demand Piece. In bend

1, expect students to

produce a book a day.

As the unit progresses,

students may spend 2-3

days on a book. Pages

124-126 in the Writing

Pathways book are

helpful to guide this

work.

11-25-19/

2 days

Bend 2 Bend 1 Bend 2

HFWs:

S 7 p.45 Ext. 3 just,

back, best, think, with

12-2-19/

5 days

Bend 2/Bend 3 Bend 1/Bend 2 Bend 3 Reading: Running

Records as needed

12-9-19/

5 days

Bend 3 Bend 2 Bend 2/Bend 3

HFWs:

S 9 p.58 Ext. 3 than,

that, when

12-16-19/

5 days

Classroom Library:

Think about taking

away some baskets

that are no longer

useful, due to your

class’ growing

reading.


HFWs:

S 14 p.88 could,

should, would,

mother, from


Anytime:

on or

before

12-20-19

Note: In regards to

the reading unit,

(Readers Get to

Know Characters by

Performing Their

Books,), which will

occur after break,

teachers find that the

unit is far more

successful if strong

partnership routines

have been

established before

the unit. (See the first

grade handbook for

ideas on partner

mini-lessons)

Reading Celebration Writing Celebration



home with parent letter

explaining the work,

before you start the

next unit.)

Complete Unit 3 of the

phonics before break

Happy New Year!!! 1-6-20/

5 days

Writing: The first bend

of the unit asks students

to bring in collections of

things from home.

(sample letter in

handbook). You may

want to delay the unit

for a week so that

students have time to

bring their collection.

You will only need

students to have the

collection during the

first bend; then, send

them home! Use this

time to do some oral

language experiences

with opinions, such as

Readers Get to Know

Characters by

Performing Their Books

(If...Then...)

Bend 1

Administer

On-Demand before

you teach the unit.

Unit 3: Writing Reviews

18 sessions

Bend: Opinion writing

with collections

Administer

Developmental

Spelling

assessment(whole

class) before you go

into the next unit.

Mini-Unit in Phonics:

Reading and Writing

with More Power: Snap

Words, Editing, and

More! (If...Then...)

Bend 1

Phonics – After Unit 3:

Developmental Spelling:

My Stick Ball Game pg.

99** & Snap Words pg.

107



levels on other

kindergarten


relevant assessment

tools p.85)

Writing – Before Unit,

administer on Demand

Piece. Look at the

learning progressions in


holding whole class

debates on various

topics. Use the charts in

the first bend to help.

Change materials in

the writing center for

the new unit. Get the

paper that includes the

ribbon. Have booklets

with 4-5 pages as well

as single add-ons.

Additional materials:

phonics tools, paper

strips, flaps, post-its,

tape and perhaps

staplers. Suggested Read

Alouds for writing

unit:

Reading:

the Writing Pathways

p.82-83 and samples of

students’ writing p. 101-

103 to inform your

instruction.

Reading-Whole class

read aloud with stop

and jots or turn and

talks to assess

predictions, character

thinking/feeling-

changes across the

text, retelling.

1-13-20/

5 days

Bend 1/Bend 2

Bend 1

Mini-Celebration!

(clear out writing folder)

Bend 2: Writing Persuasive

Reviews

Bend 2

1-20-20/

4 days

Before Bend 3 in

reading: You will shift

partner work into

reading clubs-no

more than 4 students

in a club. Some

teachers have simply

joined two

partnerships to

Bend 2 Bend 2 Bend 2/Bend 3 Reading: Running

Records as needed


create a club. You

will want to pull

books from your

library to create

some categories of

tubs, such as Biscuit

books or Piggy and

Elephant books.

1-27-20/

5 days

Reading: Make sure

you read the

demonstration text

for the upcoming unit

prior to beginning the

new unit: The

Dinosaur Chase.

Bend 3 Bend 2

Mini-Celebration!

(Clear out writing

folder)

Bend 3: Writing Persuasive

Book Reviews

Bend 3


2-3-20/

5 days

Reading: During read

aloud, read Zelda

and Ivy: The

Runaways, because

you will use it as a

demonstration text

across Bends 1 and 2.

Unit 3: Readers Have

Big Jobs to Do

18 sessions

Bend 1

Bend 3 Unit 4: Word Builders:

Using Vowel Teams to

Build Big Words

17 sessions

Bend 1

HFWs:

S 1 p.8 Ext. 3 wait,

easy, away, each

S4 p.28 Ext. 2 near,

need, next, last

S5 p. 35 Ext 2. been

2-7-20 Writing: One

suggestion to

celebrate writing is to

have students record

a book review

Reading Rainbow

Writing Celebration




the next unit.)

Reading: Analyze

running records and

conference notes to

guide instruction. Carry

the charts with you as

you confer with


style. Check out

YouTube for some

student examples.

Time to change

some items in your

writing center to

prepare for the

upcoming poetry

unit. Have some

options available for

paper choice, Blank

paper works nice for

poems.

Writing: Prior to

launching the next

writing unit, you will

need to think of the

centers you want to

introduce, how you

want to introduce

them, etc.

students. The work of

Bend 1 can also guide

your assessment. As

you confer and teach

small groups, study

kids’ reading

behaviors. Which kids

in are not stopping at

the first sign of trouble?

Which kids don’t

attempt anything

when the words get

hard? Which kids

come up with

attempts but neglect

to check them when

they are uncertain?

2-10-20/

4 days

Reading: You will

need the word-

solving chart, “Good

Habits for Solving

Tricky Words,” from

Unit 1. You will revise

it with the class

during Bend 2.

Bend 1/Bend 2 Music in Our Hearts:

Writing Songs and

Poetry

(If...Then...)

Bend 1

Bend 1/Bend 2

HFWs:

S 8 p.53 house, about,

down, our

S9 p.59 know

S10 p.65 school

Writing: Administer an

on-demand for poetry.

Simply ask your

students to create

poems. Supply them

with ample paper and

writing supplies, and let

them take time to

create and publish.

Study what they do as


writers. (see ways to

study your students’

on-demand for poetry)

2-17-20/

4 days


2-24-20/

5 days

Bend 2/ Bend 3 Bend 2 Bend 3

HFWs:

S 12 p.84 Ext. 1 much,

such, two, who

S 13 p.91 Ext 1 few

3-2-20/

5 days

Bend 3/ Bend 4 Bend 2

Mini-Celebration: Small

group concerts

/ Bend 3

Bend 3

HFWs:

S 15 p.102 Ext. 1

because

S 16 p.105 high, might

Phonics – After Unit 4: Assess Snap Words for children who are not keeping pace with learning snap words. (For children who have yet to reach proficiency levels on other kindergarten assessments, return to relevant assessment tools p.85)

3-9-20/

3.5 days

Reading: Some

teachers have

created audio books

using an app called

Seesaw, which is

available on the

Chromebooks.

Bend 4 Bend 4 Unit 5: Marvelous

Bloopers: earning

through Wise Mistakes

17 sessions

Bend 1

HFWs:

S 1 p.2 Ext. 3 under,

over, were, want, their


3-12-20 Writing: You’ll want to

make your poetry

celebration a big

deal. Children can

create anthologies of

poems, or you can

gather poems to

publish a class

anthology. Some

teachers transform

their classroom into a

café and host a

poetry slam or open-

mic poetry reading.

Thing big and have

fun!

Reading Celebration Writing Celebration (empty students’ writing



the next unit.)

Writing – Before Unit 4,

administer on Demand

Piece. Look to p.182 in

Writing Pathways.

Instead of prefacing a

true story, like small

moments, you’ll ask

students to make up a

story that could be real.

Look at the learning

progressions in the

Writing Pathways p.178-

181and samples of

students’ writing p. 198-

202 to inform your

instruction.

3-16-20/

5 days

Writing: Think about

what paper choices

you’ll out in your

writing center. You’ll

want to have a few

options, but expect

that the bulk of your

class will use paper

that has a picture

box and 8-8 lines per

page. Create 5 page

booklets with

additional sheets for

add-ons, revision

strips. Besides the

revision strips, you

may want to

introduce new

revision tools to make

Unit 4: Meeting

Characters and

Learning Lessons: A

Study of Story

Elements

18 sessions

Bend 1

Unit 4: From Scenes to

Series: Writing Fiction

20 sessions

Bend 1

Bend 1/ Bend 2

HFWs:

S 9 p.56 Ext. 1 kind,

find

S 10 p.58 ask, walk,

them, what, things

Reading: Analyze

running records, read

aloud, small group and

conferring data to

think about the

comprehension work

students need. In

particular, study the

way children retell

stories:

-Are they retelling in

sequence?

-Do they retell big

events or small details?

Accurately?

-Do they rely heavily

on the text to recall

details? Require lots of

prompting and support


it feel fresh and new.

Some teachers add

paper speech or

thought bubbles that

students can tape

into their booklets, to

encourage students

to add dialogue and

internal thinking.

to move through the

parts of the story?

-Do they move beyond

a summary of events

to include how

characters

feel/change?

-Do they grow ideas

about the story?

Reactions? Lessons

learned?

3-23-20/

5 days

Writing: Begin to

collect cereal boxes

for the writing

celebration, which

will have students

create boxed sets of

series books about

their characters. (see

sample letter)

Bend 1/ Bend 2

Bend 1

Mini-Celebration before

going to

Bend 2

Bend 2

3-30-20/

5 days

Writing: oral

language rehearsal is

imperative to the

success of your

students’ writing

progress. Some

teachers have had

students create

paper puppets of

their character to

assist them in acting

out their stories.

Allocate a separate

time outside of

workshop where the

Bend 2/ Bend 3 Bend 2/ Bend 3

Bend 3

HFWs:

S 12 p.72 and S14 p.85

Ext 2 everything,

everyone, myself

S 15 p.90 Ext. 1 after,

always, soon


class may tell stories

about their

characters and the

adventures they go

on.

Have a nice spring break!!! 4-13-20/

4 days

Bend 3 Bend 3 Phonics – After Unit 5: Developmental Spelling: My Stick Ball Game pg. 99** & Snap Words pg. 107 (For children who have yet to reach proficiency levels on other kindergarten assessments, return to relevant assessment tools p.85)

4-20-20/

5 days

Writing: For the

upcoming

independent writing

project unit, students

will be able to select

the genre of text that

they will write. Begin

to gather some

different genres so

you pose some ideas.

Create a mentor

basket to keep in the

library that students

can utilize during

writing. The goal of

this unit is

independence and

choice.

Bend 4 Bend 4 If...Then...Phonics


4-24-20 Reading Celebration Writing Celebration (empty students’ writing



the next unit.)

4-27-20/

5 days

Reading: For this

nonfiction reading

unit, after students

independently read,

you will have them

meet with their book

clubs rather than with

their partners. If you

feel your students are

not quite ready, use

the first bend to

strengthen

partnerships and

then move into clubs

during the second

bend. Your clubs will

consist of two pairs of

leveled partnerships

Reading Nonfiction

Cover to Cover:

Nonfiction Book Clubs

(If...Then...)

Bend 1

Independent Writing

Projects (If...Then...)

Bend 1

Reading: Conduct an

informal pre-

assessment of

information reading at

the start of the unit.

You can set students

up to do a few stop-

and-jots during a

nonfiction read aloud,

at benchmark level

(I,J,K). Plan a few

stopping places,

prompting students to

jot their thinking in

order to assess the

comprehension work

they are doing.

5-4-20/

5 days

Bend 1/Bend 2 Bend 1/ Bend 2

5-11-20/

5 days

Bend 2 Bend 2/ Bend 3 Reading: Begin to

administer DRAs for

end ot year blue folder

5-18-20/

5 days

Bend 2/Bend 3 Bend 3

5-25-20/

4 days

Bend 3 Bend 4

6-1-20/

5 days


6-5-20 Writing: A nice way to

celebrate at the end

of this unit is to have

students create their

own toolkits for their

summer projects.

Reading Celebration Writing Celebration (empty students’ writing


home.)

6-8-20/

3 days

Move up baggies to

the next grade!

Writing: Administer an

on-demand narrative

writing either small

moment or fiction and

put in students’ blue

folder.

Have a relaxing summer!

First Grade 2019-2020

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Transcript of First Grade 2019-2020