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Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 1: Getting to Know Us

Time Frame: 6 WeeksDescription: The Big Idea: What makes you special?Reading Comprehension: Visualize, Ask and Answer Questions, Key Details.Phonological/ Phonemic Awareness: Identify Rhyme, Phoneme Isolation/ Blending/ Segmentation/ Deletion, Alliteration, Contrast Vowel Sounds.

Reading Strategy Reading Skill Writing Grammar, Mechanics Speaking and Listening Word Work

Visualize Key details Trait ideas Sentences Readers theater Short a, i,o,

Ask and answer questions

Trait organization

Capitalization Fluency: phrasing, rate, expression

Ending: -s

periods Writing celebration Blends: l-r-s

Exclamation marks Double final consonants

Writing: Organization, Compare and Contrast, Order of Events, Ideas, Describing Details, Focus on a Single Event.

Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment

Standards Topics Activities Resources AssessmentL.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [7 lessons] L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson] L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons] L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson] RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson] RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson] RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons] RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons] RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [3 lessons] RF.1.3.b Decode regularly spelled one-syllable words. [18 lessons] RF.1.3.f Read words with inflectional endings. [7 lessons] RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [13 lessons] RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons] RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,

Week 1: At SchoolEssential Question:

What do you do at your school?

Reading

Language- Vocabulary- Phonics- Grammar and

Mechanics

Writing

Research and Inquiry

Handwriting

Technology

Literature Big BookTitle: This School Year Will Be the Best!Genre: Realistic FictionStrategy: VisualizeConcepts of Print: Book Handling

Read AloudTitle: "School Around the World"Genre: NonfictionStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Text: Jack CanGenre: Realistic FictionStrategy: VisualizeSkill: Key Details

Literature AnthologyMain Selection, Paired SelectionStrategy: VisualizeSkill: Key Details

Main SelectionTitle: Nat and SamGenre: Realistic Fiction

Paired SelectionTitle: "Rules at School"Genre: NonfictionText Feature: Photographs

Grade 1,Wonders, McGraw-Hill, 2014

Your Turn Practice Book

www.connected.mcgraw-hill.com

Gloucester Township Share Network

*Benchmark*Wonders Smart Start Assessments

Wonders Weekly Assessment

Wonders Fluency Assessment

Writer’s Workshop

Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment

http://www.connected.mcgraw-hill.com/


electronic menus, icons) to locate key facts or information in a text. [2 lessons]RI.1.7 Use the illustrations and details in a text to describe its key ideas. [2 lessons] RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons] RL.1.1 Ask and answer questions about key details in a text. [10 lessons] RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson] RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [6 lessons] RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons] SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons] SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson] SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson] SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson] SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons] W.1.5 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. [5 lessons] W.1.6 With guidance and support from adults, use a variety of digital tools to produce

Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Key DetailsMain SelectionsGenre: Realistic FictionTitles:A: A Fun DayO: We Like to ShareE: We Like to ShareB: Class Party

Paired SelectionsGenre: NonfictionTitles:A: "We Share"O: "Look at Signs"E: "Look at Signs"B: "Our Classroom Rules"LexilesA: BRO: 60LE: 100LB: 360LAccess Complex Text (ACT)Literature Big Books: Organization, Connection of IdeasVocabulary WordsAdditional Domain Words:rules, obey, safetyAdditional Academic Vocabulary:events, illustrations, punctuationHigh-Frequency Words

and publish writing, including in collaboration with peers. [1 lesson] W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]

down, out, up, veryOral Vocabulary Wordslearn, subjects, common, object, recognizePhonicsPhonological/ Phonemic Awareness:Identify Rhyme, Phoneme Isolation/ Blending/ SegmentationPhonics/ Spelling Skill: short a Consonants reviewed throughout Unit 1Structural Analysis: -s (inflectional ending)

Fluency SkillAppropriate Phrasing

WritingWriting Trait: Ideas: Focus on a Single EventWriting Product:Personal NarrativeGrammar Skill: SentencesGrammar Mechanics: Sentence CapitalizationWrite About Reading: Analyze Key Details

ResearchWeekly:What kinds of activities do we do at school?

Handwriting: practice using weekly spelling words

Technology: Go Digital!

Unit Overview

Standards Topics Activities Resources Assessment L.1.2.b Use end punctuation for sentences. [6

lessons]L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]

RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson]

RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]

RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [12 lessons]

RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [2 lessons]

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [7 lessons]

RF.1.3.b Decode regularly spelled one-syllable words. [11 lessons]

RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [13 lessons]

RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]

RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]

Week 2: Where I LiveEssential Question:

What is it like where you live?Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: Alicia's Happy DayGenre: Realistic FictionStrategy: VisualizeConcepts of Print: Book Handling

Read AloudTitle: "City Mouse and Country Mouse"Genre: FableStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Text: Six KidsGenre: FantasyStrategy: VisualizeSkill: Key Details


Main SelectionTitle: Go, Pip!Genre: Fantasy







Writer’s Workshop



RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]

RL.1.1 Ask and answer questions about key details in a text. [13 lessons]

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]

RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [1 lesson]

RL.1.6 Identify who is telling the story at various points in a text. [1 lesson]

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [4 lessons]

RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [1 lesson]

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [4 lessons]

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [3 lessons]

SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]

SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [6 lessons]

SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]

W.1.5 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. [5 lessons]

W.1.6 With guidance and support from

Paired SelectionTitle: "I Live Here"Genre: NonfictionText Feature: Bold printLeveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Key Details

Main SelectionsGenre: FantasyTitles:A: What Can We See?O: A Trip to the CityE: A Trip to the CityB: Harvest Time

Paired SelectionsGenre: NonfictionTitles:A: "My Home"O: "Where I Live"E: "Where I Live"B: "Where We Live"LexilesA: BRO: 30LE: BRB: 330L

Access Complex Text (ACT)Literature Big Books: Organization, Lack of Prior Knowledge

adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]

Vocabulary WordsAdditional Domain Words:building, yard, playgroundAdditional Academic Vocabulary:author, bold print, sequenceHigh-Frequency Wordsdown, out, up, veryOral Vocabulary Wordscity, county, bored, feast, scurried

PhonicsPhonemic Awareness:Alliteration, Phoneme Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: short iConsonants reviewed throughout Unit 1Structural Analysis: double final consonants

Fluency SkillIntonation

WritingWriting Trait: Ideas: Describing DetailsWriting Product: Descriptive Sentences About a PlaceGrammar Skill:Word OrderMechanics: Sentence Punctuation (periods)

Write About Reading: Analyze Key Details

ResearchWeekly:How are places in our community similar to, or different from, places in other communities?



Standards Topics Activities Resources Assessment L.1.1.j Produce and expand complete simple

and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [3 lessons]

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson]

L.1.2.b Use end punctuation for sentences. [3 lessons]

L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]

L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]


Week 3: Our PetsEssential Question:

What makes a pet special?Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: Cool Dog, School Dog Genre: FictionStrategy: VisualizeConcepts of Print: Track Print and Return Sweep

Read AloudTitle: "Our Pets"Genre: NonfictionStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Text: A Pig for CliffGenre: FantasyStrategy: Visualize







Writer’s Workshop Pieces








RF.1.3.f Read words with inflectional endings. [4 lessons]




RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]

RL.1.1 Ask and answer questions about key details in a text. [4 lessons]


RL.1.3 Describe characters, settings, and major events in a story, using key details. [5 lessons]

RL.1.5 Explain major differences between books that tell stories and books that give

Skill: Key Details


Main SelectionTitle: FlipGenre: Fantasy

Paired SelectionTitle: "What Pets Need"Genre: NonfictionText Feature: Labels

Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Key Details

Main SelectionsGenre: FantasyTitles:A: Mouse’s Moon PartyO: Pet ShowE: Pet ShowB: Polly the Circus Star

Paired SelectionsGenre: NonfictionTitles:A: "A Mouse in the House"O: "Love That Llama!"E: "Love That Llama!"

information, drawing on a wide reading of a range of text types. [1 lesson]

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [1 lesson]

RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [4 lessons]



SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [2 lessons]

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [5 lessons]



W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]


B: "Birds That Talk"

LexilesA: 120LO: 200LE: 20LB: 280L

Access Complex Text (ACT)Literature Big Books: Sentence Structure, Connection of Ideas

Vocabulary WordsAdditional Domain Words:living things, need, caresAdditional Academic Vocabulary:consonant, label, publishHigh-Frequency Wordsbe, come, good, pullOral Vocabulary Wordscare, train, groom, companion, popular

PhonicsPhonemic Awareness: Contrast Vowel Sounds,Phoneme Blending/ Substitution/ SegmentationPhonics/ Spelling Skill: beginning consonant blends:l-blendsConsonants reviewed throughout Unit 1Structural Analysis: -s (plural

nouns)

Fluency SkillAppropriate PhrasingWritingWriting Trait: Ideas: Describing DetailsWriting Product: Descriptive Sentences About an AnimalGrammar Skill:StatementsMechanics: Capitalization and Punctuation (periods)Write About Reading: Analyze Key Details

ResearchWeekly:What are the ways to care for pets?

Handwriting: practice using weekly spelling wordsTechnology: Go Digital!

Standards Topics Activities Resources Assessment L.1.2.b Use end punctuation for

sentences. [5 lessons] L.1.2.d Use conventional spelling for words

with common spelling patterns and for frequently occurring irregular words. [7 lessons]


L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to

Week 4: Let’s Be FriendsEssential Question:What do friends do

together?Reading


Mechanics

Literature Big BookTitle: Friends All AroundGenre: NonfictionStrategy: Ask and Answer QuestionsConcepts of Print: Book Handling and Labels

Read AloudTitle: "Games Long Ago"Genre: Nonfiction










signal simple relationships (e.g., because). [1 lesson]









RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]

RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]

RI.1.1 Ask and answer questions about key details in a text. [10 lessons]

RI.1.2 Identify the main topic and retell key details of a text. [1 lesson]

RI.1.7 Use the illustrations and details in a text to describe its key ideas. [5 lessons]


RI.1.10 With prompting and support, read informational texts appropriately complex for

Writing


Handwriting

Technology

Strategy: Ask and Answer Questions

Reading/Writing Workshop ComprehensionShort Text: Toss! Kick! Hop!Genre: NonfictionStrategy: Ask and Answer QuestionsSkill: Key Details

Literature AnthologyMain Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details

Main SelectionTitle: FriendsGenre: Nonfiction

Paired SelectionTitle: "There Are Days and There Are Days"Genre: Poetry

Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details Main SelectionsGenre: NonfictionTitles

grade 1. [3 lessons] RL.1.1 Ask and answer questions about key

details in a text. [2 lessons] RL.1.5 Explain major differences between

books that tell stories and books that give information, drawing on a wide reading of a range of text types. [1 lesson]

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]



SL.1.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [1 lesson]


W.1.3 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. [3 lessons]



W.1.7 Participate in shared research and

A: Friends Are FunO: Friends Are FunE: Friends Are FunB: Friends Are FunPaired SelectionsGenre: PoetryTitles:A: "I Like to Play"O: "I Like to Play"E: "I Like to Play"B: "I Like to Play"


Access Complex Text (ACT)Literature Big Books: Organization, Connection of Ideas

Vocabulary WordsAdditional Domain Words:poemAdditional Academic Vocabulary:evaluate, rhymeHigh-Frequency Wordsfun, make, they, tooOral Vocabulary Wordscooperate, relationship, deliver,chore, collectPhonicsPhonemic Awareness: Phoneme Categorization/ Segmentation/

writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]

Deletion, Rhyme, Phoneme BlendingPhonics/ Spelling Skill: short o Consonants reviewed throughout Unit 1Structural Analysis: alphabetical order (one letter)


WritingWriting Trait: Organization: Compare and ContrastWriting Product: Personal NarrativeGrammar Skill: Questions and ExclamationsGrammar Mechanics: Question and Exclamation MarksWrite About Reading: Analyze Key Details

ResearchWeekly:What can we learn about our favorite games or sports?



Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. [1 lesson]

L.1.1.b Use common, proper, and possessive nouns. [4 lessons]

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson]




L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [1 lesson]








Week 5: Let’s Move!Essential Question:

How does your body move?Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: Move!Genre: NonfictionStrategy: Ask and Answer QuestionsConcepts of Print: Special Text Treatments

Read AloudTitle: "Rabbit andCoyote Race"Genre: FolktaleStrategy: Ask and Answer Questions

Reading/Writing Workshop ComprehensionShort Text: Move and Grin!Genre: NonfictionStrategy: Ask and Answer QuestionsSkill: Key Details

Literature AnthologyMain Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details

Main SelectionTitle: Move It!Genre: Nonfiction














RI.1.7 Use the illustrations and details in a text to describe its key ideas. [4 lessons]

RI.1.8 Identify the reasons an author gives to support points in a text. [1 lesson]


RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [8 lessons]

RL.1.1 Ask and answer questions about key details in a text. [1 lesson]

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]




W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event

Paired SelectionTitle: "Using Diagrams"Genre: NonfictionText Feature: Diagram

Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details

Main SelectionsGenre: NonfictionTitles:A: We Can Move!O: We Can Move!E: We Can Move!B: We Can Move!

Paired SelectionsGenre: NonfictionTitles:A: "What’s Under Your Skin?"O: "What’s Under Your Skin?"E: "What’s Under Your Skin?"B: "What’s Under Your Skin?"


Access Complex Text (ACT)Literature Big Books: Purpose, Vocabulary

order, and provide some sense of closure. [4 lessons]

W.1.5 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. [1 lesson]



Vocabulary WordsAdditional Academic Vocabulary:diagram, first, last, nextHigh-Frequency Wordsjump, move, run, twoOral Vocabulary Wordsphysical, exercise, agree, exhausted, difficult

PhonicsPhonemic Awareness: Phoneme Categorization/ Segmentation/ Deletion/ BlendingPhonics/ Spelling Skill: Beginning consonant blends:r-blends;s-blendsConsonants reviewed throughout Unit 1Structural Analysis: possessives


WritingWriting Trait: Organization: Order of EventsWriting Product: Personal NarrativeGrammar Skill:Writing SentencesMechanics: Capitalization and Punctuation(periods, question and exclamation marks)

Write About Reading: Analyze Key Details

ResearchWeekly:How does the human body move?

Unit Level:Research Skill: Selecting a TopicUnit Project: Self-select and develop from weekly research projects.



Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-

syllable words. [3 lessons] RF.1.3.g Recognize and read grade-

appropriate irregularly spelled words. [4 lessons]

RF.1.4.a Read on-level text with purpose and understanding. [1 lesson]




RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or

Week 6:

Reading


Mechanics

Writing


Handwriting

Reader’s Theatre: Focus on Vocabulary

Fluency: Pronunciation, Expression, Phrasing,

Level Up Accelerating Progress

WritingShare Your WritingPortfolio ChoiceGenre Writing

Research and InquiryRelevant Facts





*Benchmark*Required Common Assessment:Wonders unit1 assessment


Published Genre Writing



information in a text. [1 lesson] RI.1.10 With prompting and support, read

informational texts appropriately complex for grade 1. [4 lessons]

SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [3 lessons]

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [4 lessons]

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]

Technology Unit ProjectsPresentation of Ideas

TechnologyReading Digitally

Navigating Links

Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 2: Our Community

Unit 2 Time Frame: 6 WeeksDescription: The Big Idea: What makes a community?Reading Comprehension: Make and Confirm Predictions, RereadPhonological/ Phonemic Awareness: Phoneme Categorization/ Blending/ Substitution/ Segmentation /Isolation/ AdditionWriting: Focus on an Idea; Beginning, Middle, End; Main Idea; Supporting Details

Standards Topics Activities Resources Assessment L.1.1.b Use common, proper, and possessive

nouns. [5 lessons] L.1.2.b Use end punctuation for

sentences. [1 lesson] L.1.2.c Use commas in dates and to separate

single words in a series. [2 lessons] L.1.2.d Use conventional spelling for words


L.1.6 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 (e.g., because). [1 lesson]


RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson]



RF.1.3 Know and apply grade-level phonics

Week 1: Jobs Around Town

Essential Question:What jobs need to be done

in a community?

Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: Millie Waits for the MailGenre: FictionStrategy: Make and Confirm Predictions Concepts of Print: Ellipses and Dashes

Read AloudTitle: "Jobs Around Town"Genre: NonfictionStrategy: Make and Confirm Predictions

Reading/Writing Workshop ComprehensionShort Text: Good Job, Ben!Genre: Realistic FictionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events

Grade 1, Wonders, McGraw-Hill, 2014









and word analysis skills in decoding words. [5 lessons]




RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]



RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]



RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [1 lesson]



Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events

Main SelectionTitle: The Red HatGenre: Realistic Fiction

Paired Selection Title: "Firefighters at Work"Genre: NonfictionText Feature: Labels

Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events

Main SelectionsGenre: Realistic FictionTitlesA: Pick Up DayO: Ben Brings the Mail E: Ben Brings the MailB: At Work with Mom

Paired SelectionsGenre: nonfictionTitles:A: "The Recycling Center"O: "At the Post Office"E: "At the Post Office"

SL.1.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [2 lessons]

L.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]SL.1.6 Produce complete sentences when appropriate to task and situation. [3 lessons]




B: "Tools for the School Nurse" LexilesA: 70LO: 200LE: 70LB: 330LAccess Complex Text (ACT)Literature Big Books: Sentence Structure, Organization

Vocabulary WordsAdditional Domain Words:firefighter, siren, protectAdditional Academic Vocabulary:brainstorm, end, middleHigh-Frequency Wordsagain, help, new, there, useOral Vocabulary Wordsoccupation, community, equipment, fortunately, astonishing

PhonicsPhonemic Awareness: Phoneme Blending/Isolation/ SegmentationPhonics/ Spelling Skill: short e spelled e and eaStructural Analysis: inflectional ending -ed (no spelling change)


WritingWriting Trait: Organization:

Focus on an IdeaWriting Product: StoryGrammar Skill: NounsMechanics: Commas in a SeriesWrite About Reading: Analyze Character, Setting, Events

ResearchWeekly: What can we learn about jobs that help the community?




nouns. [6 lessons] L.1.2.d Use conventional spelling for words



L.1.6 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 (e.g., because). [2 lessons]

RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1 lesson]

RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes),

Week 2: Buildings All Around

Essential Question:What buildings do you

know? What are they made of?

Reading


Mechanics

Writing


Handwriting

Literature Big BookTitle: The 3 Little DassiesGenre: FantasyStrategy: Make and Confirm Predictions Concepts of Print: Quotations

Read AloudTitle: "The Three Little Pigs"Genre: FolktaleStrategy: Make and Confirm Predictions

Reading/Writing Workshop ComprehensionShort Text: Cubs in a HutGenre: FantasyStrategy: Make and Confirm Predictions










including consonant blends. [4 lessons] RF.1.2.c Isolate and pronounce initial,

medial vowel, and final sounds (phonemes) in spoken single-syllable words. [7 lessons]

RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [1 lesson]







RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [2 lessons]


RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [4 lessons]



SL.1.1 Participate in collaborative conversations with diverse partners about

TechnologySkill: Character, Setting, Events

Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events

Main SelectionTitle: The Pigs, the Wolf, and the MudGenre: Fantasy

Paired SelectionTitle: "Homes Around the World"Genre: NonfictionText Feature: Captions

Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, EventsMain SelectionsGenre: FantasyTitles:A: What a Nest!O: Staying AfloatE: Staying AfloatB: City Armadillo, Country Armadillo

grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]






W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]

Paired SelectionsGenre: NonfictionTitles:A: "Stone Castles"O: "A Day on a Houseboat"E: "A Day on a Houseboat"B: "City or Country?"LexilesA: 170LO: 150LE: 10LB: 330L

Access Complex Text (ACT)Literature Big Books: Vocabulary

Vocabulary WordsAdditional Domain Words:homes, build, shelterAdditional Academic Vocabulary:apostrophe, dialogue, presentationHigh-Frequency Wordscould, live, one, then, threeOral Vocabulary Wordsshelter, materials, collapsed, furious, refused

PhonicsPhonemic Awareness: Rhyme, Phoneme Identity/Blending/ SegmentationPhonics/ Spelling Skill: short uStructural Analysis: contractions with ’s

Fluency SkillExpression

WritingWriting Trait: Organization: Beginning, Middle, EndWriting Product: StoryGrammar Skill: Singular and Plural NounsMechanics: Adding -s and -es to form plural nounsWrite About Reading: Analyze Character, Setting, Events

ResearchWeekly: What can we learn about the buildings in our community? What are they made of?







RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1

Week 3: A Community in Nature

Essential Question:Where do animals live

together?Reading


Literature Big BookTitle: Babies in the BayouGenre: NonfictionStrategy: Reread Concepts of Print: Distinguish Sentences










lesson] RF.1.2.b Orally produce single-syllable

words by blending sounds (phonemes), including consonant blends. [3 lessons]










RI.1.2 Identify the main topic and retell key details of a text. [14 lessons]



RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [1 lesson]


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Animals in the Desert"Genre: Nonfiction Strategy: Reread

Reading/Writing Workshop ComprehensionShort Text: The Best SpotGenre: NonfictionStrategy: RereadSkill: Main Topic and Key Details

Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Main Topic and Key Details

Main Selection Title: At a PondGenre: Nonfiction

Paired SelectionTitle: "Way Down Deep"Genre: Poetry

Leveled Reader Main Selection, Paired SelectionStrategy: RereadSkill: Main Topic and Key Details

Main SelectionsGenre: NonfictionTitles:A: Meerkat Family





W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [3 lessons]




O: Meerkat FamilyE: Meerkat FamilyB: Meerkat Family

Paired SelectionsGenre: Poetry

Titles:A: "I Live in a House!"O: "I Live in a House!"E: "I Live in a House!"B: "I Live in a House!"LexilesA: 170LO: 210LE: 170LB: 370LAccess Complex Text (ACT)Literature Big Books: Purpose, Organization

Vocabulary WordsAdditional Domain Word:poemAdditional Academic Vocabulary:draft, repetition, rhythmHigh-Frequency Wordseat, no, of, under, whoOral Vocabulary Wordshabitat, depend, hibernate, tranquil, toleratePhonicsPhonemic Awareness: Phoneme Categorization/ Blending/ Substitution/ SegmentationPhonics/ Spelling Skill: ending

consonant blends nd, nk, nt, st, sk, mp Structural Analysis: inflectional ending -ing (no spelling change); first introduction to two-syllable words


WritingWriting Trait: Ideas: Main IdeaWriting Product: Sentences That ExplainGrammar Skill: Possessive NounsMechanics: Apostrophe with Possessive NounsWrite About Reading: Analyze Main Topic and Key Details

ResearchWeekly: What can we learn about a habitat? What kinds of creatures live there?













RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [15 lessons]


RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [4 lessons]


RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on

Week 4: Let’s HelpEssential Question:

How do people help out in the community?

Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: The Story of Martin Luther King Jr. Genre: Nonfiction/ BiographyStrategy: Reread Concepts of Print: Special Text Treatments

Read AloudTitle: "Luis's Library”Genre: NonfictionStrategy: Reread

Reading/Writing Workshop ComprehensionShort Text: Thump Thump Helps Out Genre: FantasyStrategy: RereadSkill: Character, Setting, Events

Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Character, Setting, Events

Main Selection Title: Nell's BooksGenre: Fantasy

Paired Selection Title: "Kids Can Help!"Genre: Nonfiction










successive readings. [2 lessons] RF.1.4.c Use context to confirm or self-

correct word recognition and understanding, rereading as necessary. [2 lessons]





RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [1 lesson]



SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson]

RL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]


W.1.3 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. [3

Text Feature: ListLeveled Reader Main Selection, Paired SelectionStrategy: RereadSkill: Character, Setting, Events

Main SelectionsGenre: FantasyTitles:A: The Sick Tree O: Squirrels HelpE: Squirrels HelpB: Wow, Kitty!

Paired SelectionsGenre: NonfictionTitles:A: "Beach Clean-Up"O: "Food Drive"E: "Food Drive"B: "Sharing Skills"LexilesA: 40LO: 200LE: 190LB: 390L

Access Complex Text (ACT)Literature Big Books: Genre, Prior Knowledge

Vocabulary WordsAdditional Domain Words:neighborhood, garden, recycleAdditional Academic Vocabulary:

lessons] W.1.5 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. [2 lessons]



highlight, imaginary, stressHigh-Frequency Wordsall, call, day, her, wantOral Vocabulary Wordsleadership, admire, enjoy, rely, connections

PhonicsPhonemic Awareness: Phoneme Isolation/ Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: consonant digraphs th, sh, -ngStructural Analysis: closed syllables


WritingWriting Trait: Organization: Beginning, Middle, EndWriting Product: StoryGrammar Skill: Common and Proper NounsMechanics: Capitalize Proper Nouns (people, pets, places, and things)Write About Reading: Analyze Character, Setting, Events

ResearchWeekly: How can we make our classroom a better place?



Standards Topics Activities Resources Assessment L.1.2.d Use conventional spelling for words












Week 5:Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: Me on the MapGenre: Realistic FictionStrategy: Reread Concepts of Print: Reading Sentences across Pages

Read AloudTitle: "Map It!"Genre: Nonfiction Strategy: Reread

Reading/Writing Workshop ComprehensionShort Text: Which Way on the Map? Genre: NonfictionStrategy: RereadSkill: Main Topic and Key Details

Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Main Topic and Key Details




Gloucester Township Share NetworkSkill Lesson








RI.1.1 Ask and answer questions about key details in a text. [1 lesson]












Main Selection TitlesGenre: NonfictionTitles:A: How Maps Help O: How Maps HelpE: How Maps HelpB: How Maps Help

Paired SelectionsGenre: NonfictionTitles:A: "On the Map" O: "On the Map"E: "On the Map"B: "On the Map"


Access Complex Text (ACT)Literature Big Books: Purpose, Organization

Vocabulary WordsAdditional Academic Vocabulary:blog, landmark, variousHigh-Frequency Wordsaround, by, many, place, walkOral Vocabulary Wordslocate, route, height, model, separate


W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [1 lesson]W.1.5 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. [4 lessons]



PhonicsPhonemic Awareness: Phoneme Segmentation/ Addition/ BlendingPhonics/ Spelling Skill: consonant digraphs ch, -tch, wh, phStructural Analysis: -es (plural nouns)


WritingWriting Trait: Ideas: Supporting DetailsWriting Product: Sentences That ExplainGrammar Skill: Irregular Plural NounsMechanics: Capital Letters and Periods (in sentences)Write About Reading: Analyze Main Topic and Key Details

ResearchWeekly: What can we learn about maps?Unit Level:Research Skill: Collecting InformationUnit Project: Self-select and develop from weekly research projects.



Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-

syllable words. [5 lessons] RF.1.3.g Recognize and read grade-

appropriate irregularly spelled words. [5 lessons]







RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [1 lesson]



W.1.1 Write opinion pieces in which they

Week 6:Reading


Mechanics

Writing


Handwriting

Technology





Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas


Navigating Links




*Benchmark*Unit Assessment

Published Genre Pieces

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. [1 lesson]



W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]

Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 3: Changes Over Time

Unit 3 Time Frame: 6 WeeksDescription: The Big Idea: What can happen over time?Reading Comprehension: Make and Confirm Predictions; RereadPhonological/ Phonemic Awareness: Alliteration, Phoneme Deletion/ Segmentation/ BlendingWriting: Word Choice: Sensory Details, Use Specific Words; Expression; Give Reasons for an Opinion


conventions of standard English grammar and usage when writing or speaking. [5 lessons]

L.1.2.c Use commas in dates and to separate single words in a series. [5 lessons]


L.1.4.a Use sentence-level context as a clue to the meaning of a wordsor phrase. [1 lesson]

L.1.6 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 (e.g., because). [2 lessons]


RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. [3 lessons]

RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes)

Week 1: What Time Is It?Essential Question:

How do we measure time?Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: A Second Is a HiccupGenre: FictionStrategy: Make and Confirm PredictionsConcepts of Print: Capitalization and Punctuation

Read AloudTitle: "Measuring Time"Genre: NonfictionStrategy: Make and Confirm Predictions

Reading/Writing Workshop ComprehensionShort Text: Nate the Snake Is Late Genre: FantasyStrategy: Make and Confirm PredictionsSkill: Character, Setting, Plot

Literature Anthology Main










in spoken single-syllable words. [6 lessons] RF.1.2.d Segment spoken single-syllable

words into their complete sequence of individual sounds (phonemes). [3 lessons]



RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [14 lessons]











Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Plot

Main SelectionTitle: On My Way to SchoolGenre: Fantasy

Paired Selection Title: "It's About Time"Genre: NonfictionText Feature: Bold print

Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Plot

Main SelectionsGenre: FantasyTitles:A: Busy’s WatchO: Kate Saves the Date!E: Kate Saves the Date!B: Uncle George Is Coming

Paired SelectionsGenre: NonfictionTitles: A: "Make a Clock"O: "Use a Calendar"E: "Use a Calendar"B: "So Many Clocks!"LexilesA: 40L








O: 220LE: 330LB: 320L

Access Complex Text (ACT)Literature Big Books: Purpose, Organization

Vocabulary WordsAdditional Domain Words:clock, sundial, shadowAdditional Academic Vocabulary:capitalization, flare, rubric, timetableHigh-Frequency Wordsaway, now, some, today, way, whyOral Vocabulary Wordsschedule, immediately, weekend, calendar, occasion

PhonicsMissing


WritingWriting Trait: Word Choice: Sensory DetailsWriting Product: PoemGrammar Skill: VerbsMechanics: Commas in SeriesWrite About Reading: Analyze Character, Setting, Plot

ResearchWeekly: What are the different ways to measure time?



Standards Topics Activities Resources Assessment L.1.1.c Use singular and plural nouns with

matching verbs in basic sentences (e.g., He hops; We hop). [1 lesson]

L.1.1.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). [6 lessons]


L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]




RF.1.2.d Segment spoken single-syllable words into their complete sequence of

Week 2: Watch It Grow!Essential Question:

How do plants change as they grow?

Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: Mystery VineGenre: Informational FictionStrategy: Make and Confirm Predictions Concepts of Print: Punctuation Within Sentences

Read AloudTitle: "The Great Big, Gigantic Turnip"Genre: FolktaleStrategy: Make and Confirm Predictions

Reading/Writing Workshop ComprehensionShort Text: Time to Plant!Genre: DramaStrategy: Make and Confirm PredictionsSkill: Plot: Sequence










individual sounds (phonemes). [3 lessons] RF.1.3 Know and apply grade-level phonics

and word analysis skills in decoding words. [4 lessons]






RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]








SL.1.1 Participate in collaborative

Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Sequence

Main SelectionTitle: The Big Yuca PlantGenre: Play

Paired Selection Title: "How Plants Grow"Genre: NonfictionText Feature: Diagram

Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Sequence

Main SelectionsGenre: PlayTitles:A: Corn FunO: Yum, Strawberries!E: Yum, Strawberries!B: A Tree’s Life

Paired SelectionsGenre: NonfictionTitles:A: "Ear of Corn"O: "Strawberry Plant"E: "Strawberry Plant"B: "Inside Trees"

conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]




W.1.1 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. [4 lessons]




LexilesA: NPO: NPE: NPB: NP

Access Complex Text (ACT)Literature Big Books: Prior Knowledge, Vocabulary

Vocabulary WordsAdditional Domain Words:seed, root, sprout Additional Academic Vocabulary:audience, harvest, vegetables

High-Frequency Wordsgreen, grow, pretty, should, together, waterOral Vocabulary Wordsbloom, sprout, grasped, assist, spied

PhonicsPhonemic Awareness: Alliteration, Phoneme Deletion/ Segmentation/ BlendingPhonics/ Spelling Skill: long i: i_eStructural Analysis: plurals (with CVCe words)


WritingWriting Trait: Word Choice: Use Specific WordsWriting Product: Opinion About a TopicGrammar Skill: Present-Tense VerbsMechanics: Capitalize and Underline Titles of PlaysWrite About Reading: Analyze Plot: Sequence

ResearchWeekly: How do plants change as they grow?



Standards Topics Activities Resources Assessment L.1.1.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). [6 lessons]




RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1

Week 3: Tales Over TimeEssential Question:What is a folktale?

Reading


Mechanics

Writing


Literature Big BookTitle: Interrupting ChickenGenre: FictionStrategy: Make and Confirm Predictions Concepts of Print: Quotation Marks/ Text Styles

Read AloudTitle: "The Foolish, Timid Rabbit" Genre: Folktale

Strategy: Make and Confirm










lesson] RF.1.2.b Orally produce single-syllable















RL.1.10 With prompting and support, read

Handwriting

Technology

Predictions

Reading/Writing Workshop ComprehensionShort Text: The Nice MittenGenre: FolktaleStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect

Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect

Main SelectionTitle: The Gingerbread ManGenre: Folktale

Paired SelectionTitle: "Mother Goose Rhymes"Genre: Rhyme

Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect

Main SelectionsGenre: FolktaleTitles:A: How Coquí Got Her Voice O: The Magic Paintbrush

prose and poetry of appropriate complexity for grade 1. [4 lessons]







E: The Magic PaintbrushB: The Storytelling Stone

Paired Selections: Genre: Poetry/SongTitles:A: "El Coquí/The Coquí"O: "Make New Friends"E: "Wanted: A Friend"B: "Family Stories"


Access Complex Text (ACT)Literature Big Books: Organization, Connection of Ideas

Vocabulary WordsAdditional Domain Words:poemAdditional Academic Vocabulary:element, puppet, styleHigh-Frequency Wordsany, from, happy, once, so, uponOral Vocabulary Wordstale, hero, timid, foolish, eventually

PhonicsPhonemic Awareness: Rhyme, Phoneme Blending/ SegmentationPhonics/ Spelling Skill: soft c; soft g, dgeStructural Analysis: inflectional endings -ed and -ing (drop final e)


WritingExpression

ResearchWeekly: What can we learn about folktales?




matching verbs in basic sentences (e.g., He hops; We hop). [5 lessons]



L.1.4 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. [1 lesson]









RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on

Week 4: Now and ThenEssential Question:

How is life different than it was long ago?

Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: The Last TrainGenre: FictionStrategy: Reread Concepts of Print: Reading Sentences Across Pages

Read AloudTitle: "Pioneers"Genre: Nonfiction Strategy: Reread

Reading/Writing Workshop ComprehensionShort Text: Life at HomeGenre: NonfictionStrategy: Reread Skill: Connections Within Text: Compare and Contrast

Literature Anthology Main Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Compare and Contrast

Main SelectionTitle: Long Ago and NowGenre: Nonfiction

Paired SelectionTitle: "From Horse to Plane"Genre: NonfictionText Feature: CaptionsLeveled Reader Main










successive readings. [2 lessons] RF.1.4.c Use context to confirm or self-

correct word recognition and understanding, rereading as necessary. [1 lesson]


RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [13 lessons]










Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Compare and Contrast

Main SelectionsGenre: NonfictionTitles:A: Schools Then and NowO: Schools Then and NowE: Schools Then and NowB: Schools Then and Now

Paired SelectionsGenre: NonfictionTitles: A: "School Days"O: "School Days"E: "School Days"B: "School Days"LexilesA: 170LO: 220LE: 270LB: 380L

Access Complex Text (ACT)Literature Big Books: Prior Knowledge, Vocabulary

Vocabulary WordsAdditional Domain Words:transportation, engines, inventedAdditional Academic Vocabulary:confusion, frontier, proofreader’s marks





High-Frequency Wordsago, boy, girl, how, old, peopleOral Vocabulary Wordscentury, past, present, future, entertainment

PhonicsPhonemic Awareness: Phoneme Segmentation/ Isolation/ BlendingPhonics/ Spelling Skill: long o: o_e; long u: u_e; long e: e_eStructural Analysis: CVCe syllables


WritingWriting Trait: Ideas: Give Reasons for an OpinionWriting Product: Opinion About a TopicGrammar Skill: Is and AreMechanics: Commas in DatesWrite About Reading: Analyze Connections Within Text: Compare and Contrast

ResearchWeekly: How has our way of life changed over time?

Handwriting: practice using

weekly spelling words




L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [4 lessons]


L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [1 lesson]




RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [1 lesson]




Week 5: From Farm to Table Essential Question:How do we get our food?

Reading


Mechanics

Writing


Handwriting

Technology

Literature Big BookTitle: Where Does Food Come From?Genre: NonfictionStrategy: Reread Concepts of Print: Special Text Treatments

Read AloudTitle: "The Little Red Hen"Genre: Folktale Strategy: Reread

Reading/Writing Workshop ComprehensionShort Text: A Look at BreakfastGenre: NonfictionStrategy: Reread Skill: Connections Within Text: Sequence

Literature Anthology Main Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Sequence

Main Selection
























Title: From Cows to YouGenre: Nonfiction

Paired SelectionTitle: "A Food Chart"Genre: NonfictionText Feature: ChartLeveled Reader Main Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Sequence

Main SelectionsGenre: NonfictionTitles:A: Apples from Farm to TableO: Apples from Farm to TableE: Apples from Farm to TableB: Apples from Farm to Table

Paired SelectionsGenre: NonfictionTitles:A: "A Dairy Treat" O: "A Dairy Treat"E: "A Dairy Treat"B: "A Dairy Treat"LexilesA: 330LO: 550LE: 430LB: 580L

Access Complex Text (ACT)

SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]





Literature Big Books: Purpose, Genre

Vocabulary WordsAdditional Academic Vocabulary:advantages and disadvantages, process, productHigh-Frequency Wordsafter, buy, done, every, soon, workOral Vocabulary Wordsdelicious, nutritious, responsibility, enormous, delighted

PhonicsPhonemic Awareness: Phoneme Segmentation/ Blending/Deletion Phonics/ Spelling Skill: variant vowel spellings with digraphs: oo, uStructural Analysis: inflectional endings -ed and -ing (double final consonant)


WritingWriting Trait: Ideas: Give Reasons for an OpinionWriting Product: Opinion About a Topic

Grammar Skill:

Contractions with NotMechanics: Apostrophes in ContractionsWrite About Reading: Analyze Connections Within Text: Sequence

ResearchWeekly: Where does food come from? How is food produced?Unit Level:Research Skill: Using Different ResourcesUnit Project: Self-select and develop from weekly research projects.



Standards Topics Activities Resources Assessment














Week 6:Reading


Mechanics

Writing


Handwriting

Technology







Navigating Links






*Benchmark*Wonders Unit Assessment 3




Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 4: Animals Everywhere

Unit 4 Time Frame: 6 WeeksDescription: The Big Idea: What animals do you know about? What are they like?Reading Comprehension: Ask and Answer Questions, VisualizeVocabulary: Use a dictionary, Context Clues: Sentence Clues, Word Categories, Root WordsPhonological/ Phonemic Awareness: Rhyme, Phoneme Categorization/ Blending/ Segmentation/ Identify/ SubstitutionWriting: Word Choice: Figurative Language; Organization: Introduce the Topic, Write a Concluding Sentence; Word Choice: Words That Tell Order


matching verbs in basic sentences (e.g., He hops; We hop). [4 lessons]

L.1.1.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). [1 lesson]

.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [4 lessons]

L.1.4 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. [3 lessons]

L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]

L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]

L.1.6 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 (e.g.,

Week 1: Animal FeaturesEssential Question:

How do animals’ bodies help them?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "The Elephant's Child"

Genre: Fantasy


Reading/Writing Workshop ComprehensionShort Text: A Tale of a Tail: “How the Beaver Got Its Flat Tail”

Lexile: 430L

Genre: Folktale


Skill: Plot: Sequence

Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer










because). [1 lesson] RF.1.2.a Distinguish long from short

vowel sounds in spoken single-syllable words. [1 lesson]














QuestionsSkill: Plot: Sequence

Main Selection Title: How Bat Got Its WingsGenre: FolktaleLexile: 410L

Paired Selection Title: "Bats! Bats! Bats!"Genre: NonfictionLexile: 400L Text Feature: Chart

Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Plot: SequenceMain SelectionsGenre: FolktaleA: The King of the AnimalsO: Fly to the Rescue!E: Fly to the Rescue!B: Hummingbird’s Wings

Paired SelectionsGenre: Nonfiction

Titles:A: "Lions and Elephants" O: "Animal Traits"E: "Animal Traits"B: "What Is a Hummingbird?"LexilesA: 350LO: 290LE: 270LB: 520LAccess Complex Text (ACT)Literature Anthology: Prior

SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [3 lessons]



SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [1 lesson]





Knowledge

Vocabulary WordsVocabulary Words: special, splendidAdditional Domain Words:mammal,bird,hunt

Additional Academic Vocabulary:image, traditions, unusualVocabulary Strategy: Use a DictionaryHigh-Frequency Wordsabout,animal,carry,eight,give,ourOral Vocabulary Wordsfeature,appearance,determined,predicament,relief

PhonicsPhonemic Awareness: Rhyme, Phoneme Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: long a: a, ai, ayStructural Analysis: alphabetical order (two letters)


WritingWriting Trait: Word Choice: Figurative LanguageWriting Product: StoryGrammar Skill: Was and WereMechanics: Apostrophe with Contractions Write About Reading: Analyze Plot: Sequence

ResearchWeekly: What can we learn about animal features?




L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson]





L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [2 lessons]

L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [2 lessons]






RF.1.3.b Decode regularly spelled one-syllable words. [7 lessons

RF.1.3.c Know final -e and common vowel

Week 2: Animals TogetherEssential Question:

How do animals help each other?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Animals Working Together"Genre: NonfictionStrategy: Ask and Answer Questions

Reading/Writing Workshop ComprehensionShort Text: A Team of Fish Lexile: 340LGenre: NonfictionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Feature: Captions

Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain Selection Title: Animal TeamsGenre: NonfictionLexile: 480LText Feature: CaptionsPaired Selection Title: "Busy As a Bee"Genre: NonfictionLexile: 500L Text Feature: Captions

Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: NonfictionA: Penguins All Around










team conventions for representing long vowel sounds. [8 lessons]













W.1.5 With guidance and support from adults, focus on a topic, respond to questions

O: Penguins All AroundE: Penguins All AroundB: Penquins All Around

Paired SelectionsGenre: NonfictionTitles:A: "Animals Work Together!"P: "Animals Work Together!"E: "Animals Work Together!"B: "Animals Work Together!"LexilesA: 340LO: 450LE: 340LB: 610L

Access Complex Text (ACT)Literature Anthology: Purpose, Connection of Ideas

Vocabulary WordsVocabulary Words: partner,dangerAdditional Domain Words:worker,honey, queenAdditional Academic Vocabulary:accomplish,cooperate,investigate,logical orderVocabulary Strategy: Context Clues: Sentence CluesHigh-Frequency Wordsbecause,blue,into,or,other,

and suggestions from peers, and add details to strengthen writing as needed. [2 lessons]



smallOral Vocabulary Wordsbehavior,beneficial,dominant,instinct,endangered

PhonicsPhonemic Awareness: Phoneme Identity/ Segmentation, Rhyme, Phoneme BlendingPhonics/ Spelling Skill: long e: e, ee, ea, ieStructural Analysis: prefixes re-, un-, pre-Fluency SkillAppropriate Phrasing

WritingWriting Trait: Organization: Introduce the TopicWriting Product: ReportGrammar Skill: Has and HaveMechanics: Capitalization and End Punctuation

Write About Reading: Analyze Main Idea and Key Details

ResearchWeekly: How can animals help one another?



Standards Topics Activities Resources Assessment L.1.1.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). [5 lessons]

L.1.2.a Capitalize dates and names of people. [1 lesson]



L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [1 lesson]





RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [1 lesson]



Week 3: In the WildEssential Question:

How do animals survive in nature?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Animals in Winter"Genre: NonfictionStrategy: Ask and Answer Questions

Reading/Writing Workshop ComprehensionShort Text: Go Wild!Lexile: 530LGenre: NonfictionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Feature: Illustrations/ Photographs

Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain Selection Title: Vulture ViewLexile: 70L Genre: NonfictionText Feature: Illustrations/ PhotographsPaired Selection Title: "When It's Snowing"Genre: PoetryLexile: NP (Non-Prose)

Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key










RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [2 lessons]







. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [1 lesson]






Details

Main SelectionsGenre: NonfictionA: Go, Gator!O: Go, Gator!E: Go, Gator!B: Go, Gator!

Paired SelectionsGenre: PoetryTitles: A: "Ducklings"O: "Ducklings"E: "Ducklings"B: "Ducklings"LexilesA: 320LO: 510LE: 270LB: 590L

Access Complex Text (ACT)Literature Anthology: Organization, Sentence Structure

Vocabulary WordsVocabulary Words: search,seek

Additional Domain Words:poem

Additional Academic Vocabulary:diorama, experience, scene,surviveVocabulary Strategy: Word Categories






High-Frequency Wordsfind,food,more,over,start,warm

Oral Vocabulary Wordssurvive,provide,wilderness,communicate,superiorPhonicsPhonemic Awareness: Phoneme Categorization/ Blending, Contrast Sounds, Phoneme SegmentationPhonics/ Spelling Skill: long o: o, oa, ow, oeStructural Analysis: open syllables

Writing

Writing Trait: Organization: Write a Concluding Sentence

Writing Product: Report

Grammar Skill: Go and Do

Mechanics: Capitalize Proper Nouns

Write About Reading: Analyze Main Idea and Key Details

ResearchWeekly: How do animals survive in their habitats?










.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [2 lessons]

Week 4: Insects!Essential Question:

What insects do you know about? How are they alike

and different?Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Insect Hide and Seek"Genre: NonfictionStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Text: Creep Low, Fly High Lexile: 290L Genre: FantasyStrategy: VisualizeSkill: Point of View

Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: Point of ViewMain Selection Title: Hi! Fly GuyGenre: FantasyLexile: 200L

Paired Selection Title: "Meet the Insects"Genre: NonfictionLexile: 420LText Feature: Headings










RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. [1 lesson]












RL.1.3 Describe characters, settings, and major events in a story, using key details. [1 lesson]

RL.1.6 Identify who is telling the story at various points in a text. [10 lessons]

RL.1.9 Compare and contrast the

Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Point of ViewMain SelectionsGenre: Fantasy

A: Where Is My Home?O: The HatE: The HatB: Come One, Come All

Paired SelectionsGenre: NonfictionTitles:A: "Wings"O: "Let’s Look at Insects!"E: "Let’s Look at Insects!"B: "Compare Insects"


Access Complex Text (ACT)Literature Anthology: Organization

Vocabulary WordsVocabulary Words: beautiful,fancyAdditional Domain Words:body,protects,sensesAdditional Academic Words:alike,edit,narrator

adventures and experiences of characters in stories. [2 lessons]







W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [1 lesson]




Vocabulary Strategy: Context Clues: Sentence CluesHigh-Frequency Wordscaught,flew,know,laugh,listen,were

Oral Vocabulary Wordsflutter,different,resemble(s),protect(s),imitatePhonicsPhonemic Awareness: Phoneme Categorization/ Identity/ Segmentation/ Substitution Phonics/ Spelling Skill: long i: i, y, igh, ie

Structural Analysis: inflectional endings (change y to i)


WritingWriting Trait: Organization: Write a Concluding StatementWriting Product: Opinion about a StoryGrammar Skill: See and SawMechanics: Underline Titles of BooksWrite About Reading: Analyze Point of View

ResearchWeekly: What can we learn about insects?











RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. [1 lesson]

RF.1.2.b Orally produce single-syllable

Week 5: Working with Animals

Essential Question:How do people work with

animals?Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Ming's Teacher"Genre: FolktaleStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Text: Time for Kids: From Puppy to Guide DogLexile: 680L Genre: NonfictionStrategy: VisualizeSkill: Connections Within Text: SequenceText Feature: Captions

Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: Connections Within Text: SequenceMain Selection Title: Time for Kids: Koko and PennyGenre: NonfictionLexile: 370LPaired Selection Title: "Saving Mountain Gorillas"Genre: Nonfiction
























RL.1.3 Describe characters, settings, and major events in a story, using key details. [1

Lexile: 450LText Feature: Captions

Leveled ReaderMain Selection,Paired SelectionStrategy: Visualize

Skill: Connections Within Text: Sequence

Main SelectionsGenre: Nonfiction

A: Teach a Dog!O: Teach a Dog!E: Teach a Dog!B: Teach a Dog!

Paired SelectionsGenre: NonfictionTitles: A: "Working with Dolphins"O: "Working with Dolphins"E: "Working with Dolphins"B: "Working with Dolphins"


Access Complex Text (ACT)Literature Anthology: Organization, Genre

Vocabulary WordsVocabulary Words: clever, signalAdditional Academic Words:graphic organizer, guide dog,

lesson] SL.1.1 Participate in collaborative

conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]








series,tasksVocabulary Strategy: Root WordsHigh-Frequency Wordsfound,hard,near,woman,would,writeOral Vocabulary Wordscareer,soothe,remarkable,advice,trust

PhonicsPhonemic Awareness: Phoneme Categorization/ Deletion/ Blending/ Addition Phonics/ Spelling Skill: long e: y, ey Structural Analysis: compound words


WritingWriting Trait: Word Choice: Words That Tell OrderWriting Product: How-to SentencesGrammar Skill: Adverbs That Tell WhenMechanics: Commas in a SeriesWrite About Reading: Analyze Connections Within Text: Sequence

ResearchWeekly: How do people and animals work together?

Unit Level:Research Skill: Asking QuestionsUnit Project: Self-select and develop from weekly research projects.



Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-syllable

words. [5 lessons] RF.1.3.g Recognize and read grade-appropriate

irregularly spelled words. [4 lessons] RF.1.4.a Read on-level text with purpose and

understanding. [1 lesson] RF.1.4.b Read on-level text orally with accuracy,

appropriate rate, and expression on successive readings. [1 lesson]








W.1.1 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. [1 lesson]



Week 6:Reading


Mechanics

Writing


Handwriting

Technology







Navigating Links






*Benchmark*Required common Assessment:Wonders UnitAssessment week 4




Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 5: Figure It Out

Unit 5 Time Frame: 6 WeeksDescription: The Big Idea: How can we make sense of the world around us?Reading Comprehension: Make and Confirm Predictions, Ask and Answer QuestionsVocabulary: Context Clues: Multiple Meanings, Shades of Meaning/ Intensity, Prefixes, Suffixes, Inflectional EndingsPhonological/ Phonemic Awareness: Contrast Sounds, Phoneme Categorization/ Blending/ Segmentation/ Substitution/ Deletion/ Isolation Writing: Sentence Fluency: Use Complete Sentences; Word Choice: Describing Adjectives, Time-Order Words; Organization: Steps in Order



L.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because). [6 lessons]

L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [1 lesson]




L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]


RF.1.2.b Orally produce single-syllable words

Week 1: See It, Sort ItEssential Question:

How can we classify and categorize things?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Goldilocks"Genre: FolktaleStrategy: Make and Confirm Predictions

Reading/Writing Workshop ComprehensionShort Text: A Barn Full of HatsLexile: 320LGenre: FantasyStrategy: Make and Confirm PredictionsSkill: Point of View

Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Point of ViewMain Selection Title: A Lost Button (from Frog and Toad Are Friends)

Genre: Fantasy


Your Turn Practice Bookwww.connected.mcgraw-hill.com







by blending sounds (phonemes), including consonant blends. [1 lesson]













RL.1.6 Identify who is telling the story at various points in a text. [5 lessons]



Lexile: 340LPaired Selection Title: "Sort It Out"Genre: NonfictionLexile: 210LText Feature: Photographs

Leveled ReaderMain Selection,Paired SelectionStrategy: Make and Confirm PredictionsSkill: Point of View

Main SelectionsGenre: FantasyA: Nuts for WinterO: Dog BonesE: Dog BonesB: Spark's Toys

Paired SelectionsGenre: Nonfiction

Titles: A: "Sort by Color!"O: "Sorting Balls"E: "Sorting Balls"B: "Sorting Fruit"


Access Complex Text (ACT)







.1.5 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. [1 lesson]



Literature Anthology: Organization, Connection of Ideas

Vocabulary WordsVocabulary Words: trouble, wholeAdditional Domain Words:alike,different,sort Additional Academic Words:categorize,directions,errors,revisionVocabulary Strategy: Context Clues: Multiple MeaningsHigh-Frequency Wordsfour,large,none,only,put,roundOral Vocabulary Wordsdistinguish,classify,organize,entire,startled

PhonicsPhonemic Awareness: Contrast Sounds, Phoneme Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: r-controlled vowel arStructural Analysis: plurals

(irregular)Fluency SkillPhrasing

WritingWriting Trait: Sentence Fluency: Use Complete SentencesWriting Product: Directions to a PlaceGrammar Skill: Words That JoinMechanics: Capitalize Proper Nouns (places)Write About Reading: Analyze Point of View

ResearchWeekly: How do we classify and categorize objects?



Standards Topics Activities Resources Assessment L.1.1.f Use frequently occurring adjectives. [7

lessons] L.1.2.d Use conventional spelling for words






L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [1 lesson]







RF.1.4.b Read on-level text orally with

Week 2: Up in the SkyEssential Question:

What can you see in the sky?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Why the Sun and Moon Are in the Sky"Genre: FolktaleStrategy: Make and Confirm Predictions

Reading/Writing Workshop ComprehensionShort Text: A Bird Named FernLexile: 360L Genre: FantasyStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect

Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Cause and EffectMain Selection Title: Kitten's First Full MoonGenre: FantasyLexile: 550L

Paired Selection Title: "The Moon"Genre: NonfictionLexile: 400LText Feature: Captions

Leveled ReaderMain Selection,Paired SelectionStrategy: Make and Confirm










accuracy, appropriate rate, and expression on successive readings. [3 lessons]












W.1.7 Participate in shared research and

PredictionsSkill: Plot: Cause and Effect

Main SelectionsGenre: FantasyA: Little Blue’s DreamO: Hide and Seek E: Hide and SeekB: The Foxes Build a Home

Paired SelectionsGenre: NonfictionTitles: A: "Hello, Little Dipper!"O: "Our Sun Is a Star!"E: "Our Sun Is a Star!"B: "Sunrise and Sunset"LexilesA: 280LO: 310LE: 310LB: 420L

Access Complex Text (ACT)Literature Anthology: Connection of Ideas, Sentence StructureVocabulary WordsVocabulary Words: leaped, stretchedAdditional Domain Words:earth,telescope, astronautAdditional Academic Words:enthusiasm, excitement,observe

Vocabulary Strategy: Shades of

writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]

Meaning/ IntensityHigh-Frequency Wordsanother,climb, full, great,poor,throughOral Vocabulary Wordsobserve,vast,thoughtful,certain,remained

PhonicsPhonological Awareness: Rhyme, Phoneme Substitution/ Blending/Deletion/SegmentationPhonics/ Spelling Skill: r-controlled vowels er, ir, ur, orStructural Analysis: inflectional ending -er


WritingWriting Trait: Word Choice: Describing Adjectives

Writing Product: Description of a PlaceGrammar Skill: AdjectivesMechanics: Capitalization and End

Marks Write About Reading: Analyze Plot: Cause and effect

ResearchWeekly: What can we see in the sky?



Standards Topics Activities Resources Assessment L.1.1.f Use frequently occurring adjectives. [6

lessons] L.1.2 Demonstrate command of the

conventions of standard English capitalization, punctuation, and spelling when writing. [2 lessons]






RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken

Week 3: Great Inventions

Essential Question:What inventions do you

know about?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Great Inventions"Genre: NonfictionStrategy: Ask and Answer Questions

Reading/Writing Workshop ComprehensionShort Text: The Story of a Robot InventorLexile: 420L Genre: Nonfiction/ BiographyStrategy: Ask and Answer QuestionsSkill: Connections Within Text: Problem and Solution

Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer Questions










single-syllable words. [6 lessons] RF.1.2.d Segment spoken single-syllable

words into their complete sequence of individual sounds (phonemes). [4 lessons]



RF.1.3.f Read words with inflectional endings. [1 lesson]











SL.1.1 Participate in collaborative

Skill: Connections Within Text: Problem and Solution Main Selection Title: Thomas Edison, InventorGenre: Nonfiction/ BiographyLexile: 510L

Paired Selection Title: "Windshield Wipers" and "Scissors"Genre: PoetryLexile: NP

Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Connections Within Text: Problem and Solution

Main SelectionsGenre: BiographyA: The Wright BrothersO: The Wright BrothersE: The Wright BrothersB: The Wright Brothers

Paired SelectionsGenre: PoetryTitles: A: "Fly Away, Butterfly" O: "Fly Away, Butterfly"E: "Fly Away, Butterfly"B: "Fly Away, Butterfly"

Lexiles









A: 410LO: 500LE: 430LB: 660L

Access Complex Text (ACT)Literature Anthology: Genre, Purpose, Organization

Vocabulary WordsVocabulary Words: idea,unusualAdditional Domain Words:poemAdditional Academic Words:alliteration, change,robotVocabulary Strategy: PrefixesHigh-Frequency Wordsbegan,better, guess, learn,right,sureOral Vocabulary Wordscurious,improve,complicated,imagine,device

PhonicsPhonemic Awareness: Phoneme Categorization/ Substitution/ Blending/Addition

Phonics/ Spelling Skill: r-controlled vowels or, ore, oarStructural Analysis: abbreviations


WritingWriting Trait: Word Choice: Time-Order WordsWriting Product: Personal Narrative

Grammar Skill: Adjectives That Compare(-er and -est)Mechanics: Capitalize Days, Months, and Holidays

Write About Reading: Analyze Connections Within Text: Problem and Solution

ResearchWeekly: What can we learn about an invention?Handwriting: practice using weekly spelling words


Standards Topics Activities Resources Assessment L.1.1.h Use determiners (e.g., articles,

demonstratives). [6 lessons] L.1.2.d Use conventional spelling for words






RF.1.2.b Orally produce single-syllable words by blending sounds (phoemes), including consonant blends. [5 lessons]









Week 4: Sounds All Around

Essential Question:What sounds can you hear? How are they

made?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "The Squeaky Bed"Genre: FolktaleStrategy: Ask and Answer Questions

Reading/Writing Workshop ComprehensionShort Text: Now, What’s That Sound?Lexile: 240LGenre: Realistic FictionStrategy: Ask and Answer QuestionsSkill: Plot: Problem and Solution

Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Plot: Problem and Solution Main Selection Title: Whistle for WillieGenre: Realistic FictionLexile: 520L

Paired Selection Title: "Shake! Strike! Strum!"Genre: NonfictionLexile: 290LText Feature: Directions

Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer





















W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [1 lesson]


QuestionsSkill: Plot: Problem and Solution

Main SelectionsGenre: Realistic FictionA: Thump, Jangle, Crash O: Down on the FarmE: Down on the FarmB: Going on a Bird Walk

Paired SelectionsGenre: How-toTitles: A: "How to Make Maracas"O: "How to Make a Rain Stick" E: "How to Make a Rain Stick"B: "How to Make a Wind Chime" LexilesA: 180LO: 390LE: 170LB: 420L

Access Complex Text (ACT)Literature Anthology: Organization, Sentence Structure

Vocabulary WordsVocabulary Words: suddenly,scrambledAdditional Domain Words:pitch,volume,instrument Additional Academic Words:emphasis,favorite,



realistic,sound effectVocabulary Strategy: SuffixesHigh-Frequency Wordscolor,early,instead, nothing,oh,thoughtOral Vocabulary Wordsvolume,senses,squeaky,nervous,distract

PhonicsPhonemic Awareness: Phoneme Substitution/ Isolation/BlendingPhonics/ Spelling Skill: diphthongs ou, ow Structural Analysis: comparative inflectional endings -er, -est


WritingWriting Trait: Sentence Fluency: Use Complete SentencesWriting Product: Opinion About a StoryGrammar Skill: Using a, an, and theMechanics: Capitalize/Underline Book Titles

Write About Reading: Analyze Plot: Problem and Solution

ResearchWeekly: What can we learn about the sounds we hear, specifically the radio?



Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the conventions

of standard English grammar and usage when writing or speaking. [1 lesson]

L.1.1.i Use frequently occurring prepositions (e.g., during, beyond, toward). [5 lessons]




L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]








RF.1.3.e Decode two-syllable words following

Week 5: Build It!Essential Question:

How do things get built?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "The Sheep, the Pig, and the Goose Who Set Up House"Genre: FolktaleStrategy: Ask and Answer Questions

Reading/Writing Workshop ComprehensionShort Text: Time for Kids: The Joy of a ShipLexile: 560L Genre: NonfictionStrategy: Ask and Answer QuestionsSkill: Plot: Cause and EffectText Features: Captions

Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Plot: Cause and EffectMain Selection Title: Time for Kids: Building BridgesGenre: NonfictionLexile: 550L

Paired Selection Title: "Small Joy"Genre: NonfictionLexile: 490LText Feature: Captions

Leveled ReaderMain Selection,Paired Selection










basic patterns by breaking the words into syllables. [4 lessons]














W.1.2 Write informative/explanatory texts in

Strategy: Ask and Answer QuestionsSkill: Plot: Cause and Effect

Main SelectionsGenre: NonfictionA: What Is a Yurt?O: What Is a Yurt?E: What Is a Yurt?B: What Is a Yurt?Paired SelectionsGenre: NonfictionTitles: A: "Treehouses"O: "Treehouses"E: "Treehouses"B: "Treehouses"LexilesA: 430LO: 440LE: 390LB: 620L

Access Complex Text (ACT)Literature Anthology: PurposeVocabulary WordsVocabulary Words: balance, sectionAdditional Academic Vocabulary:demonstrate,magazine,reorderVocabulary Strategy: Inflectional Endings

which they name a topic, supply some facts about the topic, and provide some sense of closure. [4 lessons]




High-Frequency Wordsabove,build,fall, knew,money,towardOral Vocabulary Wordsstructure,project,contented,intend,marvelous

PhonicsPhonemic Awareness: Phoneme Blending/ Segmentation/ CategorizationPhonics/ Spelling Skill: diphthongs oi, oyStructural Analysis: final stable syllables

Fluency SkillIntonation, Appropriate Phrasing

WritingWriting Trait: Organization: Steps in OrderWriting Product: How-to ArticleGrammar Skill: Prepositions/Prepositional Phrases Mechanics: Name Titles (capitals and periods with Mr., Mrs., Ms., Dr.)

Write About Reading: Analyze Plot: Cause and Effect

ResearchWeekly: How are things built? Unit Level:Research Skill: Taking NotesUnit Project: Self-select and develop from weekly research projects.



Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-syllable

words. [5 lessons] RF.1.3.g Recognize and read grade-appropriate

irregularly spelled words. [5 lessons] RF.1.4.a Read on-level text with purpose and

understanding. [1 lesson] RF.1.4.b Read on-level text orally with

accuracy, appropriate rate, and expression on successive readings. [1 lesson]










Week 6:Reading


Mechanics

Writing


Handwriting

Technology







Navigating Links






*Benchmark*Wonders UnitAssessment




Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 6: Together We Can!

Unit 6 Time Frame: 6 WeeksDescription: The Big Idea: How does teamwork help us?Reading Comprehension: Reread, VisualizeVocabulary: Synonyms, Antonyms, Similes, Compound Words, MetaphorsPhonological/ Phonemic Awareness: Phoneme Identity/ Segmentation/ Substitution/ Categorization/ Reversal/ Blending, Rhyme, Syllable DeletionWriting: Sentence Fluency: Varying Sentence Length; Voice: Use Your Own Voice; Ideas: Main Idea and Details

Standards Topics Activities Resources Assessment L.1.1.d Use personal, possessive, and indefinite

pronouns (e.g., I, me, my; they, them, their; anyone, everything). [6 lessons]

L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [1 lesson]







Week 1: Taking ActionEssential Question:

How can we work together to make our

lives better?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "The Cat's Bell"Genre: FableStrategy: Reread

Reading/Writing Workshop ComprehensionShort Text: Super ToolsLexile: 430L Genre: FantasyStrategy: RereadSkill: Theme

Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: ThemeMain Selection Title: Click, Clack, Moo: Cows That TypeGenre: FantasyLexile: 380L











RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [1 lesson]





RF.1.3.f Read words with inflectional endings. [1 lesson]

RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons


RF.1.4.b Read on-level text orally with accuracy, appropriate rat, and expression on successive readings. [3 lessons]






RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the

Paired Selection Title: "March On!"Genre: NonfictionLexile: 510L Text Feature: Captions

Leveled ReaderMain Selection,Paired SelectionStrategy: RereadSkill: ThemeMain SelectionsGenre: FantasyA: Two Hungry ElephantsO: What a Feast!E: What a Feast!B: Beware of the Lion!

Paired SelectionsGenre: NonfictionTitles: A: "Dogs Helping People"O: "Helpers Bring Food"E: "Helpers Bring Food"B: "Pete Seeger"


Access Complex Text (ACT)Literature Anthology: Organization, Connection of Ideas, Specific Vocabulary

senses. [5 lessons] RL.1.7 Use illustrations and details in a story to

describe its characters, setting, or events. [1 lesson]











Vocabulary WordsVocabulary Words: demand, emergency

Additional Domain Words:rights, protest,improve Additional Academic Vocabulary:collaborate, disagreement, length,reasonableVocabulary Strategy: SynonymsHigh-Frequency Wordsanswer, brought,busy,door,enough,eyesOral Vocabulary Wordsfair,conflict,shift,risk,argument

PhonicsPhonemic Awareness: Phoneme Identity/ Segmentation/ Substitution, Rhyme, Syllable Deletion Phonics/ Spelling Skill: variant vowel spellings with digraphs: oo, u, u_e, ew, ue, ui, ou

Structural Analysis: suffixes -ful and -less


WritingWriting Trait: Sentence Fluency: Varying Sentence LengthWriting Product: Story

Grammar Skill: Pronouns I, you, he, she, it, we, theyMechanics: Capitalize IWrite About Reading: Analyze Theme

ResearchWeekly: How can people work together to make things better?



Standards Topics Activities Resources Assessment L.1.1.d Use personal, possessive, and

indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [6 lessons]

L.1.2.a Capitalize dates and names of people. [4 lessons]










RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [1 lesson] RF.1.3.b Decode regularly spelled one-syllable words. [13 lessons]

Week 2: My TeamEssential Question:

Who helps you?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Anansi's Sons"Genre: FolktaleStrategy: Reread

Reading/Writing Workshop ComprehensionShort Text: All Kinds of Helpers Lexile: 530L Genre: NonfictionStrategy: RereadSkill: Author's Purpose

Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Author's PurposeMain Selection Title: Meet RosinaGenre: NonfictionLexile: 420LPaired Selection Title: "Abuelita's Lap"Genre: PoetryLexile: NP

Leveled ReaderMain Selection,Paired SelectionStrategy: RereadSkill: Author's PurposeMain SelectionsGenre: NonfictionA: Helping Me, Helping You!










RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [5 lessons] RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [9 lessons]





RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [1 lesson]




RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson] SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]

SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons] SL.1.2 Ask and answer questions about

O: Helping Me, Helping You!E: Helping Me, Helping You!B: Helping Me, Helping You!Paired SelectionsGenre: PoetryTitles: A: "Fire!"O: "Fire!"E: "Fire!"B: "Fire!"LexilesA: 310LO: 400LE: 290LB: 540L

Access Complex Text (ACT)Literature Anthology: Purpose, Organization

Vocabulary WordsVocabulary Words: accept, oftenAdditional Domain Words:poemAdditional Academic Vocabulary:admire, interview,intonation Vocabulary Strategy: AntonymsHigh-Frequency Wordsbrother,father,friend, love,mother,

key details in a text read aloud or information presented orally or through other media. [2 lessons] SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]



pictureOral Vocabulary Wordsinspire,respect,distance,swiftly,decision

PhonicsPhonemic Awareness: PhonemeCategorization/ Reversal/Blending/Segmentation/ SubstitutionPhonics/ Spelling Skill: variant vowel spellings with digraphs: a, aw, au, augh, al Structural Analysis: vowel-team syllables


WritingWriting Trait: Voice: Use Your Own VoiceWriting Product: Thank-You NoteGrammar Skill: Possessive PronounsMechanics: Capitalize Days, Months, and HolidaysWrite About Reading: Analyze Author's Purpose

Research

Weekly: What are the different parts of a newspaper?



Standards Topics Activities Resources Assessment L.1.1.d Use personal, possessive, and

indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [5 lessons]

L.1.2.c Use commas in dates and to separate single words in a series. [1 lesson]





L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]


RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [1 lesson]

RF.1.2.c Isolate and pronounce initial,

Week 3: Weather Together

Essential Question:How can weather affect

us?Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Paul Bunyan and the Popcorn Blizzard"Genre: FolktaleStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Text: Wrapped in IceLexile: 320LGenre: Realistic FictionStrategy: VisualizeSkill: Plot: Cause and Effect

Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: Plot: Cause and EffectMain Selection Title: Rain SchoolGenre: Realistic FictionLexile: 440L

Paired Selection Title: "Rainy Weather" Genre: NonfictionLexile: 470L




















RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [1 lesson]



RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [3 lessons]

Text Feature: Headings

Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Plot: Cause and Effect

Main SelectionsGenre: Realistic FictionA: Snow DayO: Heat Wave E: Heat Wave B: Rainy Day Fun

Paired SelectionsGenre: NonfictionTitles: A: " A Mountain of Snow"O: "Stay Safe When It's Hot"E: "Stay Safe When It's Hot"B: "Let's Stay Dry!"LexilesA: 390LO: 460LE: 370LB: 420L

Access Complex Text (ACT)Literature Anthology: Prior Knowledge

Vocabulary WordsVocabulary Words: country, gathers

Additional Domain Words:










storm,damage,predict Additional Academic Vocabulary:affect,closing,tornado Vocabulary Strategy: SimilesHigh-Frequency Wordsbeen,children, month, question,their,yearOral Vocabulary Wordspredict,cycle,creative,frigid,scorching

PhonicsPhonemic Awareness: Phoneme Categorization/ Segmentation/ SubstitutionPhonics/ Spelling Skill: silent letters wr, kn, gn Structural Analysis: compound words


WritingWriting Trait: Voice: Use Your Own VoiceWriting Product: LetterGrammar Skill:

Special Pronouns(anyone, everyone, anything, everything, nothing)Mechanics: Commas in Dates and LettersWrite About Reading: Analyze Plot: Cause and Effect

ResearchWeekly: What can we learn about tornadoes?




L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [5 lessons]

L.1.2.c Use commas in dates and to separate single words in a series. [1 lesson]







L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [4 lessons]

L.CCR.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [1 lesson]


RF.1.2.c Isolate and pronounce initial,

Week 4: Sharing Traditions

Essential Question:What traditions do you

know about?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Let's Dance"Genre: NonfictionStrategy: Visualize

Reading/Writing Workshop ComprehensionShort Text: A Spring Birthday Lexile: 380L Genre: Realistic FictionStrategy: VisualizeSkill: Theme

Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: ThemeMain Selection Title: Lissy's FriendsGenre: Realistic FictionLexile: 460L

Paired Selection Title: "Making Paper Shapes"Genre: NonfictionLexile: 510LText Feature: Directions

Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Theme

Main SelectionsGenre: Realistic Fiction






















RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [4 lessons]


RL.1.10 With prompting and support, read prose and poetry of appropriate complexity

A: The Quilt O: Latkes for SamE: Latkes for SamB: Patty Jumps!

Paired SelectionsGenre: How-toTitles: A: "Making a Quilt Square"O: "What Is a Taco?"E: "What Is a Taco?"B: "How to Play Four Square" LexilesA: 380LO: 410LE: 290LB: 440L

Access Complex Text (ACT)Literature Anthology: Genre, Connection of Ideas

Vocabulary WordsVocabulary Words: difficult, nobodyAdditional Domain Words:origami, decorations, holiday Additional Academic Vocabulary:celebrate,greeting, signatureVocabulary Strategy: Compound Words

High-Frequency Wordsbefore,

for grade 1. [3 lessons] SL.1.1 Participate in collaborative








front,heard,push,tomorrow,yourOral Vocabulary Wordstradition,effort,ancient,movement,drama

PhonicsPhonemic Awareness: Syllable Addition, Phoneme Segmentation/ Blending/ Substitution Phonics/ Spelling Skill: three-letter blends scr, spl, spr, str, thr, shr Structural Analysis: inflectional endings -ed, -ing


WritingWriting Trait: Sentence Fluency: Varying Sentence TypesWriting Product: LetterGrammar Skill: I and MeMechanics: Commas in Dates and Letters Write About Reading: Analyze Theme

ResearchWeekly:

Why are traditions important?








L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]





Week 5: Celebrate America!

Essential Question:Why do we celebrate

holidays?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: "Celebrate the Flag"Genre: NonfictionStrategy: Reread

Reading/Writing Workshop ComprehensionShort Text: Time for Kids: Share the Harvest and Give Thanks Lexile: 680L Genre: NonfictionStrategy: Reread Skill: Author's Purpose

Literature Anthology Main Selection, Paired SelectionStrategy: Reread Skill: Author's Purpose

Main Selection Title: Time for Kids: Happy Birthday, U.S.A.!Genre: NonfictionLexile: 580LPaired Selection Title: "A Young Nation Grows"Genre: NonfictionLexile: 390LText Feature: Map
















RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [1 lesson]







Leveled ReaderMain Selection,Paired SelectionStrategy: Reread Skill: Author's PurposeMain SelectionsGenre: Nonfiction

A: It’s Labor Day!O: It’s Labor Day!E: It’s Labor Day!B: It’s Labor Day!

Paired SelectionsGenre: NonfictionTitles: A: "Four Voyages"O: "Four Voyages"E: "Four Voyages"B: "Four Voyages"LexilesA: 440LO: 620LE: 360LB: 660L

Access Complex Text (ACT)Literature Anthology: Purpose, Organization

Vocabulary WordsVocabulary Words: nation, unite

Additional Academic Vocabulary:holiday,origins,








phrasingVocabulary Strategy: MetaphorsHigh-Frequency Wordsfavorite,few,gone,surprise, wonder,youngOral Vocabulary Wordspride,display,design,purpose,represent

PhonicsPhonemic Awareness: Phoneme Reversal/ Blending/ Deletion/Addition, Syllable Deletion/AdditionPhonics/ Spelling Skill: r-controlled vowels air, are, ear Structural Analysis: r-controlled vowel syllables


WritingWriting Trait: Ideas: Main Idea and DetailsWriting Product: ReportGrammar Skill: Adverbs That Tell How Mechanics: Name Titles (capitals and periods with Mr., Mrs., Ms., Dr.)

Write About Reading: Analyze Author's Purpose

ResearchWeekly: What can we learn about national holidays in other countries?

Unit Level Research Skill: Using Key WordsUnit Project: Self-select and develop from weekly research projects.














W.1.1 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. [1 lesson]



Week 6:Reading

Language- Vocabular

y- Phonics- Grammar

and Mechanics

Writing


Handwriting

Technology






TechnologyReading DigitallyNavigating Links






*Benchmark*Unit Assessment




Appendix A Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS

Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning

styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visulaize events as they read

Study using flash cards

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read directions aloud to themselves.

Utilize read alouds

Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events

Trace words/sounds on paper, sand, or water

Use manipulatives

Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.

Accommodations:

Repeat/rephrase directions

Provide a checklist or step by step written directions

Break assignments in to chunks

Provide samples of desired products

Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.

Accommodations:

Provide detailed directions for assignments

Provide checklists

Provide frequent feedback and encouragement

Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences

Accommodations:

Allow to work independently or as a leader of a group

Give opportunities to solve problems and not memorize information

Plan hands-on tasks

Explain relevance and real world application of the learning

Will be likely to respond to intrinsic motivators, and may not be motivated by grades

Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.

Accommodations:

Allow choice in assignments

Encourage creative solutions to problems

Allow students to experiment or use trial and error approach

Will likely be motivated by autonomy within a task and creative assignments

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX CUniversal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose Examples

To present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose Examples

To make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size

Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose Examples

To provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions

Graphic organizers and concept maps

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples

To provide materials that all learners can physically utilize

Use of computers to type when available

Provide help with cutting, pasting, or other physical tasks

Preferential or alternate seating

Provide assistance with organization

Strategy #5: Options for expression and communication

Purpose Examples

To allow the learner to express their knowledge in different ways

Allow oral responses or presentations

Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose Examples

To scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics

Modeling skills and tasks

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose Examples

To make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and graphics on written documents

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Strategy #8: Options for sustaining effort and persistence

Purpose Examples

To create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plans

Strategy #9: Options for self-regulation

Purpose Examples

To develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records, journals, or checklists

Ask students to reflect on behavior and effort

Appendix D Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest

And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for Accommodation

High Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete information

Tiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade progress

K-2

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

K-2

Intermediate Level:

Allow extra time to complete tests. Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Grades 3-5

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

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