Comprehension Focus: Making Connections/Predicting/Questioning€¦ · Web view69H, 83F, 87H, 111O, 111Q, 111S, 111Y, 113F, 117H d. Use knowledge that every syllable must have a

First GradeInstructional Period 1 & 2

Comprehension Focus: Stories vs. Informative Texts and Informative TextsStandards Description of Mastery Materials/Instruction

Knowledge/Skills/Processes Tier 2 Academic Vocabulary

Tier 3 Content Vocabulary

1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

5.0 Explain differences between stories and informational books. (K)

Distinguish between story and informational text structure

explaindifference

storynarrativeexpositorycharactersfictionnon-fictionpoeminformationtext

Refer to ELA CCSS Appendix B (p. 32) for sample stories and books.Story StructureUnit 1 7A, 11I-25, 35A, 39I-53, 79A, 83I-97Unit 2: 67A, 69I-76Unit 3: 37A, 41I-57Unit 4: 85A, 85L-100Unit 5: 101A, 102-116Unit 6: 139A, 139L-169AText StructureUnit1: (Sequential) 63A, 65I-72, 107A, 111I-126Unit 3: (Compare & Contrast) 117A, 121I-140Unit 4: 117A, 121I-140Story vs Text StructureUnit 1: 31AUnit 3: 106, 145AUnit 4: 135AUnit 6: 133A

1.RI.2 Identify the main topic and retell key details of a text.

2.1 Identify the main topic. (S)2.2 Retell the key details. (s)

Understand how to retell text, recounting key details

identifyretellimportant

textdetailsmain topickey details

Retelling Cards

Unit 2Animal Moms and DadsSummarizeMain Idea and DetailTE 7A, 11I-12/13-26On the MapSummarizeMain Idea and DetailTE 67A,70/71-76Unit 3Masks! Masks! Masks!Main Ideas and DetailsTE 67A, 70/71-76

1.RI.3 Describe the connection between two individuals, events,

3.0 Describe the connection between pieces of information in

eventsdetails

The connection can be related to time, sequence, and cause/effect (as in later

ideas, or pieces of information in a text.

text. (S) information grades). Information refers to events, ideas, and individuals.

Sequence of EventsUnit 1How You GrewAnalyze Text StructureSequence of EventsTE 63A, 65I-72

Compare and ContrastUnit 3Kids Have Fun!Analyze Text StructureCompare and ContrastTE 117A, 121I-140

Unit 5Stormy WeatherMonitor ComprehensionCompare & ContrastTE 85A, 85F, 86/87-92/93, 129A, 129F

Classify and CategorizeUnit 6Cool JobsClassify and CategorizeTE 85A, 85F, 85K-93A

1.RI.5 Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CA

5.1 Know and use text structures to locate key facts or information in a text.

Sequence of events Compare & Contrast Classify & Categorize

KnowUseLocate

Text structureSequenceCompare & contrastClassify & Categorize

Unit 1How You GrewAnalyze Text StructureSequence of EventsTE 63A, 65I-72SoccerText StructureAuthor’s PurposeTE 112/113-126Unit 3Kids Have Fun!Analyze Text StructureCompare and ContrastTE 117A, 121I-140Unit 5Stormy Weather

Monitor ComprehensionCompare & ContrastTE 85A, 85F, 86/87-92/93, 129A, 129FUnit 6Cool JobsClassify and CategorizeTE 85A, 85F, 85K-93A

1.RI.5 Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CA

5.1 Know and Use text features to locate information. (headings, captions, and table of contents.)5.2 Know and Use glossaries to locate information.5.3 Know and Use electronic menus and icons to locate information.

KnowUseLocate

Text featuresGlossariesElectronic menusText structureSequenceCompare & contrast

Unit 1“Our Best Days” PhotographsTE 26-31“Run! Jump! Swim!” LabelsTE 54-59“What Pets Need” ListsTE 26-31Unit 2“From Wheat to Bread” DiagramsTE 58-63“Homes Around the World” PhotographsTE 106/107-108/109“Shake a Rattle”Photographs TE 136-139Unit 3“Take a Riddle Ride”Signs and SymbolsTE 30/31-32/33“Healthy Eating”ChartsTE 60/61-62/63“A Bottle Takes a Trip” Floor PlansTE 108/109-112/113Unit 4“Busy as a Bee”

CaptionsTE 30/31-32/33“Chinese New Year”PhotographsTE 60/61-62/63“The Wright Brothers” ChartTE 102/103-106/107Unit 5“Ellen Ochoa in Space”CaptionsTE 54Y-48/49“A Close Look”Bold PrintTE 76/77-78/79“Seasons” DiagramsTE 118/119-122/123Unit 6 “Cats in Art”CaptionsTE 36/37-38/39“Seeing-Eye Dogs”Numerical ListsTE 76/77-78/79“The World of Insects” HeadingsTE 130/131-132/133

1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Identify story For example, a picture may show how a plant needs water and light, whereas the text may explain why it is important for plants to have water and light.

ActivitiesUNIT 1: 26/27, 28/29 UNIT 2: 58/59, 60/61, 106/107, 108/109 UNIT 5: 76/77

1.RI.1 Ask and answer questions about key details in a text.

1.1 Ask and answer questions about text.1.2 Answer questions about text.

Askanswer

questions Unit 1“Birds Get Big” Answer Questions: Right ThereTE 74/75Unit 2“The Farmers Market” Answer Questions: Right ThereTE 78/79Unit 3“Art in Caves” Ans. Q’s: Think & SearchTE 77-78/79Unit 4Drakes TailGenerate QuestionsMake PredictionsTE 9A, 9L-28Gram and MeGenerate QuestionsCharacter and SettingTE 39A, 39L-56/57“Grown in California” Ans. Q’s: Think & SearchTE 78/79Unit 5Kitten’s First Full MoonGenerate QuestionsTE 9A, 10/11-28“Dangerous Storms” Ans. Q’s: Author & MeTE 94/95Unit 6Whistle for WillieAsk QuestionsMake InferencesTE 45A, 46/47-72/73

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

7.1 Use illustrations to describe key ideas.7.2 Use details to describe key ideas.

Usedescribe

IllustrationsdetailsKey ideas

Unit 3 ChartTE 59LUnit 4 ChartTE 101YPhotographs

Unit 1“Our Best Days” PhotographsTE 26-31“Run! Jump! Swim!” LabelsTE 54-59“What Pets Need” ListsTE 100/101-102/103Unit 2“From Wheat to Bread” DiagramsTE 58-63“Homes Around the World” PhotographsTE 106/107-108/109“Shake a Rattle”Photographs TE 136-139Unit 3 “A Bottle Takes a Trip” Floor PlansTE 108/109-112/113Unit 4“Chinese New Year”PhotographsTE 60/61-62/63Unit 5 “A Close Look”Bold PrintTE 75X, 76/77-78/79“Seasons” DiagramsTE 118/119-122/123Unit 6“Seeing-Eye Dogs”Numerical ListsTE 75X, 76/77-78/79

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

9.0 Identify similarities and differences on the same topic. (S)

identify SimilaritiesDifferencestopic

UNIT 3: TE 81ITE 147G

UNIT 4: 81I UNIT 5: 97I UNIT 6: 97I

1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.a. Activate prior knowledge

related to the information and events in a text. CA

10.0 Read informational text. (P) Read Informational text

Vocabulary1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language standards 4-6 for additional expectations.) CA

4.1 Ask questions to determine the meaning of words.4.2 Answer questions to determine the meaning of words.

Understand the use of context clues to determine the meaning of unknown words.

ClarifyDetermineAskAnswer

Unknown wordsClueContext

ActivitiesUNIT 2: 72/73 UNIT 3: 74/75 UNIT 6: 38/39

Instructional Period 3 & 4Comprehension Focus: Narrative

Description of MasteryStandards Knowledge/Skills/Processes Tier 2 Academic

VocabularyTier 3 Domain

VocabularyMaterials/Instruction

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2.1 Retell stories.2.2 Identify the central message of the story.

retell

details main event story problem resolution/ending lesson or moral sequence (Beginning, middle, end)

Retelling Cards and the following resources

Unit 2: 57, 65GUnit 3: 107Unit 4: 29, 29N, 83A, 101, 101R, 133RUnit 6: 163R

Central message or lesson is called theme, starting in 4th grade.

1.RL.1 Ask and answer questions about key details in a text.

1.1 Ask questions about text.1.2 Answer questions about text.

Askanswer

questions Unit 1“Birds Get Big” Answer Questions: Right ThereTE 74/75Unit 2“The Farmers Market” Answer Questions: Right ThereTE 78/79Unit 3“Art in Caves” Ans. Q’s: Think & SearchTE 77-78/79Unit 4Drakes TailGenerate QuestionsMake PredictionsTE 10/11-28Gram and MeGenerate QuestionsCharacter and SettingTE 40/41-56/57“Grown in California” Ans. Q’s: Think & SearchTE 78/79Unit 5

Kitten’s First Full MoonGenerate QuestionsTE 10/11-28“Dangerous Storms” Ans. Q’s: Author & MeTE 94/95Unit 6Whistle for WillieAsk QuestionsMake InferencesTE 46/47-72/73“Jobs at School” Answer Questions: Author and MeTE 94/95“Jobs at School” Answer Questions: Author and MeTE 94/95

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

6.0 Identify who is telling the story. Identify story Who is telling the story refers to who is speaking during various parts in the text.

Activity:Unit 3: 58

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

9.0 Compare and contrast experiences of characters.

CompareContrast

Experiences adventurescharacters

Adventures refer to daring or exciting events, and experiences are any events that happen to a character.

Unit 1: 25, 25A, 53A, 99AUnit 4: 29N

ActivityUnit 6: 163A

1.RL.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

10.1 Read prose.10.2 Read poetry.

prosepoetry

ActivitiesUnit 1: 128/129Unit 2: 28/29-32/33Unit 3: 141K-144/145Unit 4: 133Y-135AUnit 5: 155Y-156/157Unit 6: 163Y-164/165

a. Activate prior knowledge Activate Prior knowledge

related to the information and events in a text. CA

confirm InformationEventstext

b. Confirm predictions about what will happen next in a text. CA

Confirm Predictionstext

Unit 3Smile, Mike!Analyze Story StructureMake and Confirm PredictionsTE 42/43-58

Unit 4Drakes TailGenerate QuestionsMake PredictionsTE 10/11-28

Unit 6Dot and Jabber and the Big Bug MysteryMake PredictionsTE 102/103-126/127

Unit 3: 37A, 37JUnit 4: 9AUnit 6: 101B

ActivitiesUNIT 2: 46/47, 54/55, 102/103, 132/133 UNIT 3: 41I, 40/41, 44/45, 46/47, 50/51, 54/55, 56/57, 65G, 65X, 65BB, 94/95, 104/105 UNIT 4: 9F, 9L, 26/27, 35BBUNIT 6: 124/125, 135X, 135AA, 135BB

1.RL.3 Describe characters, settings, and major events in a story, using key details.

3.1 Describe characters in a story.3.2 Describe settings in a story.3.3 Describe major events in a story.

describe key detailscharacter settingmajor events

For example, students may describe the characters as tall and mean.

Unit 1: S16, S46, S58, 7A (activity), 35J, 63j, 79A (activity), 83I, 86/87, 90/91, 94/95Unit 1

Pam and SamAnalyze Story StructureCharacter and SettingTE 13, 22-25I Can, Too!Analyze Story StructureSequence of EventsTE 40/41-52FlipAnalyze Story StructurePlot: Beginning, Middle, EndTE 84/85-98Unit 2The Pigs, the Wolf, and the MudAnalyze Story StructurePlotTE 88/89-104Unit 3Smile, Mike!Analyze Story StructureMake and Confirm PredictionsTE 42/43-58Unit 4Gram and MeGenerate QuestionsCharacter and SettingTE 40/41-56/57The KiteProblem & SolutionTE 86/87-100Unit 5Happy FallSequence of EventsTE 102/103-116Unit 6Super OscarAnalyze Story StructureCharacter, Setting, Plot

TE 140/141-160/161Unit 2: 46/47, 83A (activity), 83J, 90/91, 94/95, 96/97, 98/99, 100/101 Unit 3: 37A (activity), 37JUnit 4: 39A, 39F, 39L, 42/43, 44/45, 46/47, 48/49, 50/51, 52/53, 54/55Unit 6: 24/25, 35N (activity), 75N (activity), 139F, 139L, 142/143, 144/145, 146/147, 148/149, 150/151, 154/155, 156/157, 158/159

Vocabulary1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4-6 for additional expectations.) CA

4.1 Identify words that suggest feelings.4.2 Identify phrases that suggest feelings.4.3 Identify words that appeal to the senses.4.4 Identify phrases that appeal to the senses.

Identify WordsPhrases

For example, feeling words could be sad, happy, mad, scared, etc. Sense words could be hot, cold dry, wet, salty, sweet, soft, hard, etc.

Unit 1: 24, 128/129Unit 2: 28/29, 32/33 (activity)Unit 3: 20/21, 30/31 (activity), 141K (activity), 142/143 Unit 4: 133YUnit 5: 155Y (activity), 156/157 Unit 6: 163Y

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.

7.0 Use illustrations and details to describe a story.

Usedescribe

IllustrationsDetailsStoryCharactersSettingevents

The lesson could be taught in parts. For example, in The Three Bears, students could use the illustration to describe the broken chair.

UNIT 1: S16, S46, S58, 7A, 7J (activity), 11I, 14/15, 16/17, 18/19, 20/21, 3G, 35A, 35J (activity), 38/39, 39I, 42/43, 44/45, 48/49, 61G, 63J (activity), 79A, 79J (activity), 82/83, 83I (activity), 86/87, 90/91, 92/93, 94/95 (activity), 105G UNIT 2: 83A, 83J (activity), 98/99, 100/101, 11G UNIT 3: 37A, 37J (activity), 52/53, 65G UNIT 4: 39A, 39F (activity), 50/51, 65G UNIT 6: 24/25, 41X, 41AA, 41BB, 139A, 139F (activity), 139L, 42/143, 144/145, 146/147, 148-151 (activity), 150/151

(acitivity), 154-155-159 (activity) 163A, 164/165, 167G

Instructional Period 1Phonological Awareness




2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Demonstrate WordsSyllablessounds

UNIT 1: S55, S67, S73, 11D, 33C, 39D, 61C, 63K, 77E, 105C, 131C UNIT 2: 7B, 11D, 35C, 35M, 41D, 65C, 67K, 81E, 87D, 111C, 117D, 141CUNIT 3: 35C, 65C, 69D, 81E, 81S, 115C, 117K, 147C, 147O UNIT 4: 29E, 35C, 65C, 69G, 81E, 133E UNIT 5: 43E, 51C, 75E, 81C, 93E, 97E, 97S, 117E, 125C, 127B, 155T, 159C, 159M, 159S UNIT 6: 129E, 135C, 139G, 167O

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

2.0b Produce words by blending sounds.

Orally Produce Single-syllableWordsBlendingSoundsConsonant blends

Onset/Rime BlendingUnit 1: S19, S37Short aUnit 1: 11D, 33C, 39D, 61CShort iUnit 1: 63K, 77El-blendsUnit 1: 105CFinal blendsUnit 1: 131CShort oUnit 2: 7B, 11D, 35CShort EUnit 2: 41D, 65CInitial blendsUnit 2: 67K, 81EShort UUnit 2: 87D, 111CSh, thUnit 2: 117D, 141C

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

2.0c.1 Isolate initial sounds.2.0.c.2 Isolate medial vowel sounds.

IsolatePronounce

BeginningMiddleEnding

Phoneme IsolationUnit 1: S7, S13, 7K, 25HUnit 2: 7K, 27G, 83B

spoken single-syllable words. 2.0.c.3 Isolate final sounds. Vowel sounds Phoneme CategorizationUnit 1: 35K, 79B, 107B, 127GUnit 2: 67B, 77G, 83K, 105HPhoneme IdentityUnit 2: 37K, 57G

d. Segment spoken single- syllable words into their complete sequence of individual sounds (phonemes).

2.0d Segment words into their individual sounds.

Segment WordIndividual sounds

Short aUnit 1: 33C, 61CShort iUnit 1: 77El-blendsUnit 1: 79K, 105CFinal BlendsUnit 1: 107K, 131CShort oUnit 2: 35CShort eUnit 2: 65CInitial blendsUnit 2: 81EShort uUnit 2: 111CTh, shUnit 2: 113B, 141C










Long aUnit 3: 35CLong iUnit 3: 65C, 69D, 81C,Long o, u, eUnit 3: 115C3-Letter BlendsUnit 3: 117k, 147CLong Vowels (Various Spellings)Unit 4: 29E, 35C, 65C, 69G, 81E, 109C, 133E

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

2.0c.1 Isolate initial sounds.2.0.c.2 Isolate medial vowel sounds.2.0.c.3 Isolate final sounds.

IsolatePronounce

BeginningMiddleEndingVowel sounds

Phoneme IdentityUnit 3: 7B, 29H, 83K, 107GUnit 4: 37B, 59T, 85G, 101TUnit 6 : 7BContrast SoundsUnit 4 : 77C



segment WordIndividual sounds

Long aUnit 3: 35CLong iUnit 3: 41D, 65C, 67K, 77g, 81CLong o,u,eUnit 3: 83B, 87D, 115C3-Letter BlendsUnit 3: 117B, 141G, 147CLong Vowels (Various Spellings)Unit 4: 35C, 39G, 65C, 81E, 101E, 109C










R-ControlledUnit 5: 43E, 51C, 75E, 81C, 93E, 97EDiphthongsUnit 5: 117E, 125C, 127B, 155T, 159CUnit 6: 75E, 129E, 135C, 139G

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

2.0c.1 Isolate initial sounds.2.0.c.2 Isolate medial vowel sounds.2.0.c.3 Isolate final sounds.

IsolatePronounce

BeginningMiddleEndingVowel sounds

Unit 5: 7BPhoneme CategorizationUnit 5: 9G, 43T, 83B, 155E

Unit 6: 43B, 75T, 83B, 93TPhoneme IsolationUnit 5: 101G, 117T



segment WordIndividual sounds

Long VowelsUnit 4: 35C, 39G, 65C, 81E, 101E, 109CR-ControlledUnit 5: 51C, 81C, 97EDiphthongsUnit 5: 125C, 129G, 159CUnit 6: 9G, 41C, 81C, 85G, 97F, 101G, 129T, 135C

Instructional Period 1Phonics




3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA

a. Know the spelling-sound correspondences for common consonant digraphs.

3.0a Read consonant digraphs. Read Consonant digraphs UNIT 1: 107L, 127H, 131CC sh, th UNIT 2: 113C–113D, 113E, 113F, 113K–113L, 113M, 117E–117F, 17G, 117H, 135H–135I, 135J, 141D, 141E, 141Y, 141CC

b. Decode regularly spelled one-syllable words.

3.0b Decode words. Decode words Short a and i and l blendsUNIT 1: 7F, 11H, 35F, 39H, 63F, 65H, 79F, 83H, 107F, 111H Short o, e , u and r, s blendsUNIT 2: 7F, 11H, 37F, 41H, 67F, 69H, 83F, 87H, 111O, 111Q, 111S, 111Y, 113F, 117H

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

3.0d Determine the number of syllables in words.

Determine Number of syllables UNIT 1: S25, S49

f. Read words with inflectional endings.

3.0f Read words with inflectional endings.

Read WordsInflectional endings

UNIT 2: 11F, 69F

g. Recognize and read grade-appropriate irregularly

spelled words.

3.0g Read irregularly spelled words.

Read Irregularly spelled words

We will continue to assess the same High-Frequency Words. You may use Treasure’s books for this purpose. However, their High-Frequency Words lessons don’t match our current list, so we don’t need to use them.

Fluency4. Read with sufficient accuracy

and fluency to support comprehension.

Read AccuracyFluencycomprehension

a. Read on-level text with purpose and understanding.

4.0a Read texts with purpose and understanding.

Read textPurposeunderstanding

UNIT 1: 6J, 7F, 7L, 11H, 25I, 33D, 34J, 35F, 35L, 39H, 53I, 61D, 62J, 63F, 63L, 65H, 73H, 77F, 78J, 79F, 79L, 83H, 99H, 105D, 106J, 107F, 107L, 111H, 127H, 131D UNIT 2: 6J, 7F, 7L, 11H, 27H, 35D, 36J, 37F, 37L, 41H, 57H, 65D, 66J, 67F, 67L, 69H, 77H, 81F, 82J, 83F, 83L, 87H, 105I, 111D, 111O, 111Q, 111S, 111Y, 112J, 113F, 113L, 117H, 135I, 141D

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

4.0b Read text with accuracy, rate, and expression.

Read TextAccuracyAppropriate rateexpression

Unit 1 : 25G, 33B, 53G, 61B, 73F, 77D, 99F, 105B, 127E, 131BUnit 2: 27F, 35B, 57F, 65B, 77F, 81D, 105G, 111B, 135G, 141B

UNIT 1: 7J, 20/21, 33B, 63J, 77D, 79J, 88/89, 105B UNIT 2: 7J, 37J, 65B, 67J, 81D, 81F, 111D, 113J, 141B






a. Know the spelling-sound correspondences for common consonant digraphs.

3.0a Read consonant digraphs. Read Consonant digraphs Ch, tch, wh, phUNIT 3: 67C–67D, 67E, 67F, 67K–67L, 67M, 69E–69F, 69G, 69H, 77G–77H, 77I, 81F, 81G, 81AA, 81EE


3.0b Decode words. Decode words Three-letter blends and Long Vowels (silent e)UNIT 3: 7F, 11H, 37F, 41H, 67F, 69H, 81O, 81Q, 81S, 81U, 81AA, 83F, 87H, 115M, 115O, 115Q, 115S, 117F, 121H, 147M, 147O, 147Q, 147S Long Vowels (various spellings)UNIT 4: 7F, 29I, 35M, 35O, 35Q, 35S, 37F, 59I, 65M, 65O, 65Q, 65S, 67F, 77I, 83F, 101I, 109M, 109O, 109Q, 109S, 111F, 133I, 137M, 137O, 137Q, 137S

c. Know final -e and common vowel team conventions for representing long vowel sounds.

3.0c Read long vowel sounds. Read Long vowel sounds UNIT 2: 35CC, 65CC, 111CC, 141CC Long Vowels (silent e)UNIT 3: 7C–7D, 7E, 7F, 7K–7L, 7M, 11E–11F, 11G, 11H, 29H–29I, 29J, 35D, 35E, 35Y, 35CC, 37C–37D, 37E, 37F, 37K, 37M, 41E–41F, 41G, 41H, 59H–59I, 59J, 65D, 65E, 65Y, 65CC, 81EE, 83F, 83K–83L, 87E–87F, 115Y, 115CC Long Vowels (various spellings)UNIT 4: 7C–7D, 7E, 7F, 9G, 9H, 9I, 29F–29G, 29H, 35D, 35E, 35S, 35Y, 35CC, 37C–37D, 37E, 37F, 59F–59G, 59H, 65D, 65E, 65CC, 67C–67D, 67E, 67F, 69G–69H, 69I, 77F–77G, 77H,

77T–77U, 77V, 81F, 81G, 81AA, 81EE, 83C–83D, 83F, 85G–85H, 101F–101G, 101I, 109D, 109Y, 109CC

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

3.0e Decode two-syllable words. Decode Two-syllable word UNIT 4: 77G



Read Inflectional endings UNIT 3: 11F, 69F, 121F UNIT 4: 29G, 101G, 133G

g. Recognize and read grade-appropriate irregularly

spelled words.


RecognizeRead

Sight words We will continue to assess the same High-Frequency Words. You may use Treasure’s books for this purpose. However, their High-Frequency Words lessons don’t match our current list, so we don’t need to use them.



read AccuracyFluencycomprehension




Unit 3: 29G, 35B, 59G, 65B, 77F, 81D, 107F, 115B, 141F, 147BUnit 4: 29S, 35B, 59S, 65B, 77S, 81D, 101S, 109B, 133F, 137B

UNIT 3: 6J, 7F, 7L, 11H, 29I, 35D, 36J, 37F, 37L, 41H, 59I, 65D, 66J, 67F, 67L, 69H, 77H, 81F, 81O, 81Q, 81S, 81U, 81AA, 82J, 83F, 83L, 87H, 107H, 115D, 115M, 115O, 115Q, 115S, 116J, 117F, 117L, 121H, 141H, 147D, 147M, 147O, 147Q, 147S UNIT 4: 6J, 7F, 9H, 29I, 29U, 35D, 35M, 35O, 35Q, 35S, 36J, 37F, 59I, 59U, 65D, 65M, 65O, 65Q, 65S, 66J, 67F, 69H, 77I, 77U, 81F, 82J, 83F, 85H, 101I, 101U, 109D, 109M, 109O, 109Q, 109S, 110J, 111F, 113H, 133I, 133U, 137D, 137M, 137O, 137Q, 137S

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


Read TextAccuracyAppropriate rate

UNIT 3: 7J, 35B, 37J, 65B, 67J, 81D, 81F, 83J, 115B, 115D, 117J, 124/125, 147B, 147D

successive readings. expression UNIT 4: 9F, 16/17, 35B, 35D, 59M, 65B, 69F, 77M, 81F, 85F, 96/97, 101M, 109B, 113F, 118/119, 28/129, 137B

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.0c Use context to confirm or self-correct words.

UseConfirmSelf-correct

Context UNIT 4 : 9K , 39K , 59J , 69K , 85K , 113K , 124/125, 133JUNIT5: 9K, 55K, 85K, 101K, 129K, 155J







3.0b Decode words. Decode words R-controlledUNIT 5: 7F, 43I, 51M, 51O, 51Q, 51S, 51Y, 53F, 75I, 83F, 93I, 99F, 117I, 127F, 155I Oo, au, awUNIT 6: 7F, 35I, 43F, 75I, 83F, 93I, 99F, 129I, 137F, 163I

c. Know final -e and common vowel team conventions for representing long vowel sounds.

Read Long vowel sounds oi, oyUNIT5: 127C–127D, 127E, 127F, 129G–129H, 129I, 155F–155G, 155H, 155T–155U, 155V, 159D, 159E, 159Y, 159CC

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

3.0d Determine the number of syllables in words.

UNIT 6: 83C, 135Y, 135CC, 137C

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

3.0e Decode two-syllable words. Decode Two-syllable word UNIT 6: 81AA, 83C–83D, 83F, 85G–85H, 85I, 93F–93G, 93I, 93T–93U, 97F, 97AA, 97CC, 97EE, 99C–99D, 99F, 101G–101H, 101I, 129F–129G, 129H, 129I, 129T–129U, 35D, 135Y, 135AA, 135CC, 137C–137D, 139G–139H, 139I, 163F–163G, 163T–163U, 167D, 167E, 167Y, 167AA, 167CC



Read Inflectional endings UNIT 5: 43G, 110/111 UNIT 6: 99D, 129V, 135D

3. Recognize and read grade- appropriate irregularly spelled words.


read Sight words We will continue to assess the same High-Frequency Words. You may use Treasure’s books for this purpose. However, their High-Frequency Words

lessons don’t match our current list, so we don’t need to use them.



read AccuracyFluencycomprehension




UNIT 5: 6J, 7F, 9H, 43I, 43U, 51D, 51M, 51O, 51Q, 51S, 51Y, 52J, 53F, 55H, 75I, 75U, 81D, 82J, 83F, 85H, 93I, 93U, 97F, 98J, 99F, 101H, 117I, 117U, 125D, 126J, 127F, 129H, 155I, 155U, 159DUNIT 6: 6J, 7F, 9H, 35I, 35U, 41D, 42J, 43F, 45H, 75I, 75U, 81D, 82J, 83F, 85H, 93I, 93U, 97F

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.


Read TextAccuracyAppropriate rateexpression

Unit 5: 43S, 51B, 75S, 81B, 93S, 97D, 117S, 125B, 155S, 159BUnit 6: 35S, 41B, 75S, 81B, 93S, 97D, 129S, 135B, 163S, 167B

UNIT 5: 9F, 20/21, 24/25, 43M, 51B, 51D, 55F, 70/71,75M, 81B, 81D, 85F, 97F, 159B, 159D UNIT 6: 35M, 41B, 41D, 81D, 93M, 97D, 97F, 129M, 135D, 163M, 167D

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4.0c Use context to confirm or self-correct words.

UseConfirmSelf-correct

Context UNIT 5: 9K, 55K, 85K, 101K, 129K, 155JUNIT 6: 9K, 45K, 75J, 85K, 101K, 139K, 152/153, 163J

Instructional Period 1

Writing SentencesDescription of Mastery

Standards Knowledge/Skills/Processes Tier 2 Academic Vocabulary

Tier 3 Domain Vocabulary

Materials/Instruction

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

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

1.0a Follow rules for discussions.1.0c Continue a conversation.

FollowContinueRulesDiscussionconversation

Refer to Discussion Rules poster.

1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

4.1 Describe people.4.2 Describe places.4.3 Describe things.4.4 Describe events.

Describeexpress

PeoplePlacesThingsEventsRelevant detailsIdeasfeelings

See attached Writing Prompts Resource

Narrative SentenceUnit 1: 7H, 11B, 25E, 35H, 39B, 53E, 107H, 111B, 127EUnit2: 83H, 87B, 105D, 113H, 117B, 135D

Expository/InformativeUnit 1: 63H, 65B, 73C, 79H, 83B, 99DUnit 2: 7H, 11B, 27C, 67H, 69B, 77D

Add Drawings or Other Visual Displays to Descriptions1.SL.5. Add drawings or other

visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Grammar & ConventionsL.1.1 Demonstrate command of

the conventions of standard English grammar and usage when writing or speaking.a. Print all upper- and lowercase 1.0a.1 Print uppercase letters. Print Uppercase letters

letters. 1.0a.2 Print lowercase letters. Lowercase lettersb. Use common, proper, and

possessive nouns.1.0b.1 Use common nouns.1.0b.2 Use proper nouns.1.0b.3 Use possessive nouns.

Use Common nounsProper nounsPossessive nouns

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1.0c.1 Use singular nouns with matching verbs.1.0c.2 Use plural nouns with matching verbs.

Use Singular nounsMatching verbsPlural nouns

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).

1.0e.1 Use past tense verbs.1.0e.2 Use present tense verbs.1.0e.3 Use future tense verbs.

Use Past tense verbsPresent tense verbsFuture tense verbs

h. Use determiners (e.g., articles, demonstratives).

1.0h.1 Use articles.1.0h.2 Use demonstratives.

Use Articlesdemonstratives

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1.0j.1 Produce simple sentences.1.0j.2 Expand simple sentences.1.0j.3 Produce compound sentences.1.0j.4 Expand compound sentences.

Produceexpand

Simple sentencesCompound sentences

Narrative SentenceUnit 1: 31B, 59B, 129BUnit2: 109B, 139C

Expository/InformativeUnit 1: 77B, 103BUnit2: 33B, 81B

1.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sentence CapitalizationUnit 1: 7G, 11A, 25B, 25C, 31B, 33H, 35G, 39A, 53B, 59B, 61ICapital Letters and End PunctuationUnit 1: 73A, 63G, 65A, 73A, 75A, 77J, 79 g, 83A, 99B, 103B, 105I, 107G, 111B, 127B, 129B, 131HCapitalizing Proper NounsUnit 2: 7G, 11A, 27B, 33B, 35H, 37G, 41A, 57B, 63B, 65H, 67G, 69A, 77A, 81A, 81J, 83G, 87A, 105B, 109B, 111H, 113G, 117A, 135B, 139A, 141H

a. Capitalize dates and names of people.

2.0a.1 Capitalize dates.2.0a.2 Capitalize names of people.

Capitalize DatesNames of people

b. Use end punctuation for sentences.

2.0b Use end punctuation marks for sentences.

Usepunctuate

End punctuation marksPeriodQuestion markExclamation marksentence

c. Use commas in dates and to separate single words in a

2.0c.1 Use commas in dates.2.0c.2 use commas in a series.

Use CommasDates

series. seriesd. Use conventional spelling for

words with common spelling patterns and for frequently occurring irregular words.

2.0d.1 Spell words with common spelling patterns.2.0d.2 Spell words with irregular spelling patterns.

Spell WordsSpelling pattern

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

2.0e Spell words phonetically. Spell phonetically

1.RF.1. Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first

word, capitalization, ending punctuation).

1.0a Recognize features of a sentence.

Recognize First wordCapitalizationEnding punctuation

1.SL.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

6.0 Produce complete sentences orally.

Produce Complete sentences Narrative SentenceUnit 1: 33I, 61I, 131IUnit 2: 111I, 141I

Expository/InformativeUnit 1: 77K, 105HUnit 2: 35I, 81K

Instructional Period 2Writing Informative/Explanatory Texts




W.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).

7.1 Participate in shared research projects.7.2 Participate in shared writing projects.

Participate Research projectWriting project

W.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

8.1 Recall information from experiences.8.2 Gather information from sources to answer a question.

RecallGatherAnswer

InformationExperienceSourcesquestion

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

2.1 Write informative texts.2.2 Write explanatory texts.

write Informative textExplanatory text

This lesson could be taught in parts; (a) Name the Topic, (b) Supply facts about the topic; (c) Provide a sense of closure. Explanatory explains steps and directions; while informative gives information about something.


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.

5.1 Respond to questions on topic.5.2 Add details to strengthen writing.

Respondwrite

Topicdetails

UNIT 2: 7H, 11B, 27D, 33B, 35I, 67H, 69B, 77C, 77D, 79A, 81A, 81B, 81K, 99D UNIT 3: 63A UNIT 4: 69D, 77C, 77Q, 79A, 81A, 81K, 113D, 133C, 133Q, 135B–135C, 137I UNIT 5: 55D, 75C, 75Q, 79B, 81I, 85D, 93C, 93Q, 95A, 97A, 97B, 97K, 165A–165G UNIT 6: 9D, 35C, 35Q, 39B, 41I, 45D, 75C, 75Q, 79B, 81I, 85D, 93C, 97A, 101D, 129C, 129Q, 133B, 135I, 173A–173E

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing,

6.1 Use digital tools to produce writing.6.2 Use digital tools to publish

Use Digital toolspublish

including in collaboration with peers.

writing.

Add Drawings or Other Visual Displays to Descriptions1.SL.5. Add drawings or other

visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.


Grammar & Conventions1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking.

See attached Grammar Conventions Resource



Use CommasDatesseries

UNIT 1: 7G, 11A, 27B, 33B, 35HUNIT 2: 7G, 11A, 27B, 33B, 35H, 37G, 41A, 57B, 63B, 65H, 67G, 69A, 77A, 81A, 81J UNIT 3: 83G, 87A, 107B, 113B, 115HUNIT 4: 39C, 59B, 59O, 63B, 65H



Produceexpand


UNIT 1: 11A, 25B, 31B, 33A, 35G, 39A, 61F, 61H, 63G, 65A, 73A, 77A, 77J, 79G, 83A, 99B, 99C, 103B, 105H, 105I, 107G, 111A, 127B, 127D, 129B, 131I, UNIT 2: 7G, 35J, 40/41, 41B, 57D, 63B, 65A, 65B, 65J, 67H, 69B, 81B, 111A, 111F, 111I, 141A, 141F, 141I, 147E UNIT 3: 29C, 29D, 35H, 59D, 69A, 81K, 82L, 120/121, 147A UNIT 4: 9C, 29B, 29O, 33B, 35H, 39C, 59O, 59B, 63B, 65H, 69C, 77B, 77P, 81J, 101C, 107B, 133L, 137I, 143D UNIT 5: 9C, 43B, 43O, 49B, 51H, 81H, 159A, 159I UNIT 6: 35C, 41I, 45C, 75B, 75O, 75Q, 79B, 81H, 93P, 93Q, 97A, 97J, 101C, 129B, 129O, 133B, 135H, 139C, 163B, 163O, 165B, 167H

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.a. Capitalize dates and names

of people.2.0a.1 Capitalize dates.2.0a.2 Capitalize names of people.




Usepunctuate


c. Use commas in dates and to separate single words in a series.



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





Instructional Period 3Writing Opinions




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.

The lesson could be taught in parts: (a) Introduce the topic or name of book; (b) State an opinion and supply reasons, (c) Provide a sense of closure. See attached Writing Prompts Resource

W.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


RecallGatherAnswer




Respondwrite

Topicdetails

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

6.1 Use digital tools to produce writing.6.2 Use digital tools to publish writing.











Produceexpand


UNIT 1: 11A, 25B, 31B, 33A, 35G, 39A, 61F, 61H, 63G, 65A, 73A, 77A, 77J, 79G, 83A, 99B, 99C, 103B, 105H, 105I, 107G, 111A, 127B, 127D, 129B, 131I, UNIT 2: 7G, 35J, 40/41, 41B, 57D, 63B, 65A, 65B, 65J, 67H, 69B, 81B, 111A, 111F, 111I, 141A, 141F, 141I, 147E UNIT 3: 29C, 29D, 35H, 59D, 69A, 81K, 82L, 120/121, 147A UNIT 4: 9C, 29B, 29O, 33B, 35H, 39C, 59O, 59B, 63B, 65H, 69C, 77B, 77P, 81J, 101C, 107B, 133L, 137I, 143D UNIT 5: 9C, 43B, 43O, 49B, 51H, 81H, 159A, 159I UNIT 6: 35C, 41I, 45C, 75B, 75O, 75Q, 79B, 81H, 93P, 93Q, 97A, 97J, 101C, 129B, 129O, 133B, 135H, 139C, 163B, 163O, 165B, 167H

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize dates and names





Usepunctuate










Speaking and Listening

SL.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

a. Give, restate, and follow simple two-step directions. CA

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Instructional Period 4Writing Narratives




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.

3.0 Write narratives WriteUseprovide

NarrativesSequenced eventsDetailsWhat happenedTemporal wordsEvent orderSense of closure

The lesson could be taught in parts; (a) Use sequential events, (b) Signal event order using temporal words; (c) Provide a sense of closure.




Respondwrite

Topicdetails

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

6.1 Use digital tools to produce writing.6.2 Use digital tools to publish writing.


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


RecallGatherAnswer











Produceexpand


UNIT 1: 11A, 25B, 31B, 33A, 35G, 39A, 61F, 61H, 63G, 65A, 73A, 77A, 77J, 79G, 83A, 99B, 99C, 103B, 105H, 105I, 107G, 111A, 127B, 127D, 129B, 131I, UNIT 2: 7G, 35J, 40/41, 41B, 57D, 63B, 65A, 65B, 65J, 67H, 69B, 81B, 111A, 111F, 111I, 141A, 141F, 141I, 147E

UNIT 3: 29C, 29D, 35H, 59D, 69A, 81K, 82L, 120/121, 147A UNIT 4: 9C, 29B, 29O, 33B, 35H, 39C, 59O, 59B, 63B, 65H, 69C, 77B, 77P, 81J, 101C, 107B, 133L, 137I, 143D UNIT 5: 9C, 43B, 43O, 49B, 51H, 81H, 159A, 159I UNIT 6: 35C, 41I, 45C, 75B, 75O, 75Q, 79B, 81H, 93P, 93Q, 97A, 97J, 101C, 129B, 129O, 133B, 135H, 139C, 163B, 163O, 165B, 167H

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize dates and names





Usepunctuate










Comprehension Focus: Making Connections/Predicting/Questioning€¦ · Web view69H, 83F, 87H, 111O, 111Q, 111S, 111Y, 113F, 117H d. Use knowledge that every syllable must have a

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