Houghton Mifflin Anthology Reading List for Grade...

Caribbean Elementary School 2010-2011GRADE 1 FOCUS CALENDAR -1ST NINE WEEKS

COMMITMENT * EQUITY * HIGH EXPECTIONS * RESPONSIBILITY * TEAM WORKMrs. Christina Guerra, Principal

Mr. Carl Robinson, Assistant PrincipalMrs. Carolyn Conwell, Reading Coach

Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks

AT-A-GLANCE BENCHMARK CONTENT and ASSESSMENTSWeek 1 Week 2 Weeks 3-4 Weeks 5-6 Weeks 7-8 Weeks 9-10

Reciprocal Teaching Strategies

Listening ComprehensionAlphabet ReviewCapital and LowercaseLettersPhonemic AwarenessRhymePhonics: Sounds for

Letters

Reciprocal Teaching Strategies

Listening Comprehension

Alphabet ReviewCapital and

Lowercase LettersPhonemic AwarenessRhymePhonics: Sounds for Letters

Strategy Focus: Predict/ InferComprehension Skill Focus:

Sequence of EventsPhonemic Awareness: Beginning Sounds, Blending Onset & RimePhonics Skills:

Consonants /m/, /s/, /c/, /t/ Blending –at wordsPhonics Skill Review: Alphabet

ReviewHigh Frequency Words: go, on,

theSpelling & Phonics: Letters &

Sounds: m, s, c, t, -atWord Wall: HFW’s; Word Family–

atVocabulary: Names for Animals;

Animals Sound WordsListening/Speaking/ Viewing:

Listening Comprehension; Compare/ Contrast

Strategy Focus: SummarizeComprehension Skill Focus:

Compare & ContrastPhonemic Awareness: Beginning SoundsBlending Onset & RimePhonics Skills: Consonants /n/, /f/, /p/ Blending –an wordsPhonics Skill Review: Words

with a, c, m, s, t High Frequency Words: and,

here, jump, not, too, weSpelling & Phonics: Letters &

Sounds: n, f, p, anWord Wall: HFW’s; Word

Family –anVocabulary: Rhyming Words;

School WordsListening/Speaking/Viewing: Using Non-Verbal

cues; Listening to a Story

Strategy Focus: EvaluateComprehension Skill:

Cause & EffectPhonemic awareness: Beginning sounds Blending Onset & RimePhonics Skills:

Consonants: b, r, h, g; Blending –it , ig

Phonics Skill Review: Blending with an words

High Frequency Words: a, find, have, one, to, who

Spelling & Phonics: Letters & sounds b, r, h, g, it , ig

Word Wall: High Frequency Words; Word families –it and –ig

Vocabulary : Shape Words, Words for Feeling

Grammar: Punctuation Writing: A Class Story;

Creating a New EndingListening/Speaking/

Viewing: Choral Reading; Singing Songs

Strategy Focus: Question

Comprehension Skill Focus: Noting Details

Phonemic Awareness: Beginning Sounds, Blending Onset & Rime

Phonics Skills: Consonants /d/, /w/, /l/, /x/

Blending : ot and ox Words

Phonics Skill Review: Word Family Wheels with ot

High Frequency Words: five, four, in, once, three, two, upon, what

Spelling & Phonics: Letters and Sounds: d, l

Word Wall: High Frequency Words; Word Families –ot and ox

Vocabulary: Number Words; Fun Things

Listening/Speaking/Viewing: Sharing

Information, Compare & Contrast

Assessment Assessment Assessment Assessment Assessment AssessmentInterim Baseline: August 31-September 2

Bi-weekly #1 Bi-weekly #2 Bi-weekly #3 Bi-weekly #4

Bi-weekly Test Dates September 17 October 1 October 15 October 29Bi-weekly Assessment For a grade For a grade For a grade For a grade


Houghton Mifflin Weekly Test For a grade For a grade For a grade For a gradeSecondary Focus Calendar-

Maintenance-

Week &

DatesNEXT GENERATION

SUNSHINE STATE STANDARDS

Houghton Mifflin Story Title & Instructional

Tools-THEME 1

FCAT COACH &Assessments

BenchmarkObjectives

1

08/23/10-

08/27/10

5 Days

LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections; LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.7 Decode base words; LA.1.1.7.3 Retell the main idea or essential message;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.1.7.4 Identify supporting details;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing; andLA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end.

THEME: Back to SchoolMy Best Friend /The ABC’s in

Rhyme, Chant, and Song

Vocabulary:FCAT Vocabulary

Elements of Reading: VocabularyHoughton Mifflin Vocabulary Readers

Technology:Audio Tapes/ CDsGet Set to ReadSuccess MakerTicket to Read

RiverdeepFCAT Explorer

FOCUS/ACHIEVESCPALMS

www.eduplace.comwww.bookadventure.com

Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin TE for Above, On

& Below level differentiation.

ELL:Enrichment:

Prepare students for Baseline Benchmark

Assessments.

Share test-taking strategies with

students.

Familiarize students with the New Generation Standards.

Use CPALMS to preview the New

Generation Standards

INTERIM ASSESSMENT

August 23–September 10

Interim Assessment

The student will b e apply the following phonics skills:

Recognize Initial Sounds:Phoneme recognition: /ă/, /b/, /k/, /d/, /f/, /g/, /h/, /j/, /i/Blending onset & rime Phoneme recognition: /j/, /k/, /l/, /m/, /n/, /p/, x /kw/, /r/, /s/, /t/, /v/ Rhyme Blending onset & rime Alphabet Letters: A-JSounds: /b/, /k/, /d/, /f/, /g/, /h/, /i/, /j/

The student will be able to apply the following Reciprocal Teaching Reading Comprehension Strategies: Predict/ infer Question Evaluate Summarize Monitor/clarify

http://www.bookadventure.com/

http://www.eduplace.com/

Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks SPED:

Weekly Grade Suggestions:Week 1 Weekly Selection Test

Tests: BaselineReading, Mathematics,

and ScienceSee the Assessment

Calendar

Week &

Dates

NEXT GENERATIONSUNSHINE STATE STANDARDS


Tools -THEME 1


BenchmarkObjectives

2

08/30/10-

09/03/10

5 Days

LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.7 -Decode base words; LA.1.1.7.3 Retell the main idea or essential message;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.1.7.4 Identify supporting details;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.1.1 -Write numbers and uppercase and lowercase letters using left to right sequencing; andLA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end.

THEME: Back to SchoolMy Best Friend /The ABC’s in

Rhyme, Chant, and Song







Strategies: Refer to “Meeting Individual Needs” in Houghton Mifflin

TE for Above, On & Below level differentiation.

ELL:Enrichment:

Prepare students for Baseline Benchmark

Assessments.


students.




INTERIM ASSESSMENT

An Assessment is to be given at the

The student will b e apply the following phonics skills:

Recognize Initial Sounds:Phoneme recognition: /w/,x /ks/, /y/,

/z/ Blending onset & rime Rhyme Alphabet Letters: W-Z Sounds: /w/,/ x/, /y/,/ z/

The student will be able to apply the following Reading Comprehension Strategies:

Predict/ infer Question Evaluate Summarize Monitor/clarify



Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks SPED:

Weekly Grade Suggestions:Week 1 Weekly Selection Test

end of each Theme

Weeks &

Dates



Tools- THEME 1


BenchmarkObjectives

3 and 4

09/07/10-

09/17/10

9 days

LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections; LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.7 Decode base words; LA.1.1.7.3 Retell the main idea or essential message;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.1.7.4 Identify supporting details;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing; andLA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end.

THEME: All Together NowI Am Six/ The Cat Sat/ The Mat/

Cat and At Night









ELL:Enrichment:SPED:


students.




ASSESSMENTSAn Assessment is to be given at the

end of each Theme

The student will recognize & apply blending strategies with the following:

Blending short a (VC, CVC) words

Blend Phonograms: -at, -am High Frequency Words: go, on,

the Letters & sounds initial/final consonants: m, s, c, t Letters: A-Z

The student will read to build Fluency and Comprehension strategies and skills: Predict/ infer

The student will be introduced to/and review the following content vocabulary: Animal names & sounds Story words Cow, goat, dog




Weekly Grade Suggestions:Week 1 Weekly Selection TestWeek 2 Bi-weekly Assessment

Weeks &

Dates



Tools- THEME 1


BenchmarkObjectives

5 and 6

09/20/10-

10/01/10

10 days

LA.1.1.3.1 Identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC);LA.1.1.3.2 Blend three to five phonemes to form words;LA.1.1.3.3 Segment single syllable words into individual phonemes; LA.1.1.3.4 Manipulate individual phonemes to create new words through addition, deletion, and substitution;LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short (vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.5 Recognize high frequency words; LA.1.1.5.1 Apply letter sound knowledge to decode phonetically regular words quickly and accurately inisolation and in context;LA.1.1.5.2 Recognize high frequency and familiar words in isolation and in context; LA.1.1.6.1 Use new vocabulary that is introduced and taught directly;LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text;LA.1.1.6.4 Categorize key vocabulary and identify salient features;LA.1.1.6.5 Relate new vocabulary to prior knowledge;LA.1.1.6.6 Identify and sort common words into conceptual categories;LA.1.1.6.10 Determine meanings of unfamiliar words by using a beginning dictionary, illustrations, and digital tools;

THEME: 1 All Together Now

Ten Dogs in the Window/ Nan and Fan/ We Can!

The More We Get Together








ELL:Enrichment:


students.





end of each Theme

The student will recognize & apply blending strategies with the following:

Blend phonemes Rhyme words Consonants: /n/, /p/

Phonograms: an, ap HFW: jump, here, we, and, too,

not, an Word wall: hen, cut, pot, an

Initial/final consonants: n, f, p Short a words Consonants: c, m, s, t Review HFW from Wk 1

The student will be introduced to / review the following content vocabulary:

Rhyming words School words Story Words

o Draw, read, writeThe student will reread various texts to build fluency and comprehension.



Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to makepredictions, and establish a purpose for reading;LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.3 Retell the main idea or essential message;LA.1.1.7.4 Identify supporting details;LA.1.1.7.5 Distinguish fact from fiction and cause from effect;LA.1.1.7.8 Identify the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear;LA.1.2.1.2Retell the main events (e.g., beginning, middle, end) in a story;LA.1.2.1.3 Identify the characters and settings in a story;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.2.1.5 Respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); LA.1.3.1.3 Organizing ideas using simple webs, maps, or lists;LA.1.3.4.1 Common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) andconventional spelling of high frequency words;LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet, person)is important to them;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing;LA.1.5.2.1 Listen attentively and understand directions for performing tasks (e.g., multi-step oraldirections), retell specific details of information heard;LA.1.5.2.3 Solving problems, and following rules;LA.1.5.2.2 Listen attentively to fiction and nonfiction read- alouds and demonstrate understanding;

SPED:


The student will read to build oral language, reading strategies, & comprehension skills:

Strategy: Summarize Skill: Compare and contrast

Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks LA.1.5.2.4 Use formal and informal language appropriately;LA.1.5.2.5Communicate effectively when relating experiences and retelling stories read and heard; andLA.1.5.2.6 Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.

Weeks &

Dates



Tools- THEME 1


BenchmarkObjectives

7 and 8

10/04/1010/15/10

10 days

LA.1.1.3.1 Identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC);LA.1.1.3.2 Blend three to five phonemes to form words;LA.1.1.3.3 Segment single syllable words into individual phonemes; LA.1.1.3.4 Manipulate individual phonemes to create new words through addition, deletion, and substitution;LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.4 Decode words from common word families;LA.1.1.4.5 Recognize high frequency words; LA.1.1.5.1 Apply letter-sound knowledge to decode phonetically regular words quickly and accurately inisolation and in context;LA.1.1.5.2 Recognize high frequency and familiar words in isolation and in context;LA.1.1.6.1 Use new vocabulary that is introduced and taught directly;LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text;LA.1.1.6.4 Categorize key vocabulary and identify salient features;LA.1.1.6.5 Relate new vocabulary to prior knowledge;LA.1.1.6.6 Identify and sort common words into conceptual categories;LA.1.1.6.10 Determine meanings of unfamiliar words by using a beginning dictionary, illustrations, anddigital tools;

THEME 1: All Together NowCharles Tiger/ The Big Hit/

Big PigThere Was a Small Pig Who Wept

Tears








ELL:Enrichment:SPED:


students.




ASSESSMENTSTheme 1

Assessment

The Student will recognize & apply blending strategies with the following:

Blending short i (VC, CVC) words

Blending phonemes Rhyming words Short i (VC, CVC) words Phonograms: it, ig HFW: a, have, find, one, who, to Initial/final consonants: b, h, g, r Short a words Letter/sound: a, i, b, f, g, h, m, p,

r, s, ,t HFW: week 1 & 2 words Spiral Review of T1 skills HFW from T1

The student will read to build fluency & comprehension strategies.

The student will reread to apply phonics skills and HFW’s.

The student will read: to build oral language, reading



Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading;LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.3 Retell the main idea or essential message;LA.1.1.7.4 Identify supporting details;LA.1.1.7.5 Distinguish fact from fiction and cause from effect;LA.1.2.1.2 Retell the main events (e.g., beginning, middle, end) in a story;LA.1.2.1.3 Identify the characters and settings in a story;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.2.1.5 Respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); LA.1.3.1.1 Generating ideas from multiple sources (e.g., brainstorming, webbing, drawing, group discussion, other activities);LA.1.3.4.1 Common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) andconventional spelling of high frequency words;LA.1.3.4.2 Capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year;LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet, person)is important to them;LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing;LA.1.5.1.2 Use appropriate spacing between letters, words, and sentences;LA.1.5.2.1 Listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules;LA.1.5.2.2 Retell specific details of information heard;LA.1.5.2.3 Listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;LA.1.5.2.4 Use formal and informal language appropriately;LA.1.5.2.5 Communicate effectively when relating experiences and retelling stories read and heard; andLA.1.5.2.6 Participate courteously in conversation, such as asking


strategies, & comprehension skills:

Strategy: Evaluate Skill: Cause and Effect Spiral Review:

o Sequence of Events o Compare

Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.

Weeks &

Dates



Tools- THEME 1


BenchmarkObjectives

9 and 10

10/18/10-

10/29/10

10 days

End of the

grading period.

LA.1.1.1.1 Locate the title, table of contents, names of author and illustrator, glossary, and index; LA.1.1.1.2 Distinguish informational text (e.g., store sign, stop sign, recipe) from entertaining text (e.g., song, poem);LA.1.1.3.1 Identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC);LA.1.1.3.2 Blend three to five phonemes to form words;LA.1.1.3.3 Segment single syllable words into individual phonemes;LA.1.1.3.4 Manipulate individual phonemes to create new words through addition, deletion, and substitution;LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.2 Identify the sounds of vowels and consonant digraphs in printed words; LA.1.1.4.3 Decode words with r-controlled letter-sound associations;LA.1.1.4.4 Decode words from common word families;LA.1.1.4.5 Recognize high frequency words; LA.1.1.4.6 Identify common, irregular words, compound words, and contractions;LA.1.1.4.7 Decode base words and inflectional endings;LA.1.1.4.8 Use self-correction when subsequent

THEME: 2 SurpriseTo Be a Kid/ The Box/

Wigs in BoxThe Bee HiveVocabulary:

FCAT VocabularyElements of Reading: Vocabulary

Houghton Mifflin Vocabulary Readers




Strategies: Refer to “Meeting Individual Needs” in Houghton

Mifflin TE for Above, On & Below level differentiation.

ELL:Enrichment:


students.





end of each Theme

The student will recognize and apply blending strategies with the following:

Blending short o (VC, CVC) words

Blending phonemesShort o (VC, CVC) words Phonograms: on, ox, ot, og, od HFW: what, in, once, upon, two, three, four, five

Initial/Final consonants: d, l, w, x

Short i words HFW from T1

The student will read to build fluency & comprehension strategies.

The student will reread to apply phonics skills and HFW’s

The student will be introduced to/and review the following content vocabulary:

o Number wordso Fun things



Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks reading indicates an earlier misreading;LA.1.1.5.1 apply letter-sound knowledge to decode phonetically regular words quickly and accurately inisolation and in context;LA.1.1.5.2 Recognize high frequency and familiar words in isolation and in context;LA.1.1.5.3 Adjust reading rate based on purpose, text difficulty, form, and style;LA.1.1.6.1 Use new vocabulary that is introduced and taught directly;LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text;LA.1.1.6.3 Use context clues;LA.1.1.6.4 Categorize key vocabulary and identify salient features;LA.1.1.6.5 Relate new vocabulary to prior knowledge;LA.1.1.6.6 Identify and sort common words into conceptual categories;LA.1.1.6.7 Identify common antonyms and synonyms;LA.1.1.6.8 Use meaning of individual words to predict meaning of unknown compound words;LA.1.1.6.9 Determine the correct meaning of words with multiple meanings (e.g., mine) in context;LA.1.1.6.10 Determine meanings of unfamiliar words by using a beginning dictionary, illustrations, and digital tools;LA.1.1.7.1 Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to makepredictions, and establish a purpose for reading;LA.1.1.7.2 Use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;LA.1.1.7.3 Retell the main idea or essential message;LA.1.1.7.4 Identify supporting details;LA.1.1.7.5 Distinguish fact from fiction and cause from effect;LA.1.1.7.6 Arrange events in sequence;LA.1.1.7.7 Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events);

SPED:Weekly Grade Suggestions:

Week 1 Weekly Selection TestWeek 2 Bi-weekly Assessment

o Story words Ball, shelf, thanks, wigs

The student will read to build oral language, reading strategies, & comprehension skills:

Strategy: Question Skill: Noting Details

Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks LA.1.1.7.8 Identify the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear; LA.1.1.7.9 Self monitor comprehension and reread when necessary;LA.1.2.1.1 Identify various literary forms (e.g., stories, poems, fables, legends, picture books);LA.1.2.1.2 Retell the main events (e.g., beginning, middle, end) in a story;LA.1.2.1.3 Identify the characters and settings in a story;LA.1.2.1.4 Identify rhyme, rhythm, alliteration, and patterned structures in poems for children;LA.1.2.1.5 Respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); LA.1.2.1.6 Select age and ability appropriate fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge;LA.1.2.2.1 Locate specific information by using organizational features (e.g., directions, graphs, charts, signs, captions) in informational text;LA.1.2.2.2 Select age and ability appropriate nonfiction materials to read, based on interest and teacherrecommendations, to begin building a core base of knowledge; andLA.1.2.2.3 Organize information found in nonfiction text through charting, listing, mapping, or summarizing.


Grade Title Author Level Lexile Spache DRP Location 1 The Cat Sat Lynn Munsinger A BR 1.1 24.0 Anthology 1.1 1 Nan and Fan Lisa Campbell Ernst B BR 1.2 26.1 Anthology 1.1 1 The Big Hit Angela Shelf Medearis B BR 1.2 25.6 Anthology 1.1 1 The Mat Nadine Bernard Westcott B BR 1.1 24.5 Anthology 1.1 1 We Can! Diane-Hoyt Goldsmith B 160 1.3 25.9 Anthology 1.1 1 Big Pig David McPhail C 200 1.3 30.2 Anthology 1.1 1 The Box Andrew Clements C 200 1.3 29.9 Anthology 1.1 1 What Can a Vet Do? Gare Thompson C 230 1.4 34.9 Anthology 1.1 1 Wigs in a Box Valeria Petrone C 360 1.4 32.5 Anthology 1.1 1 A Hut for Zig Bug Bernard Adnet D 340 1.5 33.9 Anthology 1.1 1 Hot Fox Soup Satoshi Kitamura D 240 1.5 32.2 Anthology 1.1 1 Seasons Michael Medearis D 120 1.5 29.7 Anthology 1.1 1 The Rope Tug Veronica Freeman Ellis D 100 1.4 33.2 Anthology 1.1 1 Bud’s Day Out G. Brian Karas E 120 1.6 34.4 Anthology 1.2 1 Mr. C’s Dinner Francisco Mora E BR 1.6 31.9 Anthology 1.2 1 The Best Pet Anna Rich E 200 1.7 34.6 Anthology 1.2 1 What a Trip! Norbert Wu E 90 1.7 35.9 Anthology 1.2

1 Who’s in a Family? Sheila Kelly and Shelly Rotner E 100 1.6 36.4 Anthology 1.2

Houghton Mifflin Grade 1 Focus Calendars-First Nine Weeks 1 EEK! There’s a Mouse in the House Wong Herbert Yee F 200 2.0 43.5 Anthology 1.3 1 Me on the Map Joan Sweeney F 240 1.7 36.8 Anthology 1.3 1 Moving Day Robert Kalan F 410 1.8 37.8 Anthology 1.3 1 The Kite Alma Flor Ada F 50 1.9 42.1 Anthology 1.3

1 The Sleeping Pig Carmen Tafolla and Jan Epton Seale F 430 1.9 42.9 Anthology 1.3

1 Red-Eyed Tree Frog Joy Cowley G 290 2.2 43.5 Anthology 1.3 1 That Toad Is Mine! Barbara Shook Hazen G 220 2.0 34.1 Anthology 1.4 1 Butterfly Mary Ling H 320 2.3 39.6 Anthology 1.4 1 Lost! David McPhail H 180 1.9 38.7 Anthology 1.4 1 The Forest Isidro Sánchez H 610 2.5 45.3 Anthology 1.4


HOME LEARNING must correlate with daily skills.Week 1 Week 2 Weeks 3-4 Weeks 5-6 Weeks 7-8 Weeks 9-10

Back to School Back to School Week 1 Week 1 Week 1 Week 1

Week 2 Week 2 Week 2 Lake- Week 2


NOTES AND REMINDERS FOR NEXT YEAR:

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