1st GradeBenchmark Advance
At a GlanceComponents Inc luded: Phon ics Sk i l ls , Spe l l ing Words,
H igh Frequency Words, Decodables , Shared Read ings , Mentor Read Aloud/B ig Book, Concepts of Pr int , Phono log ica l
Awareness, F luency/Phras ing , Un i t Essent ia l Quest ion , Wr i t ing , Language, ELD Components , and Smal l Group Readers
Unit
Wee
k
Phonic Skills Spelling WordsHigh-
FrequencyWords
Decodable ReadersShared Reading
(2 per week)Mentor Read Aloud (2 per week)
or Extended Read (2 per week)
Unit 1: Being a Good Community
Member
1 Short aFinal s /z/
back, cap, had, has, pack, pans, ran, sack,
see, she
and, go see, she, the
Mr. Dan Has a Plan,We Can Clean Up!
1:“Katie’s Crop” p.22:”Kind Hearts Are Gardens” p.3
1:“Hello Community Garden!” p.4-5
2:“Safe to Go!” p. 6-7
2 Short i; Plural nouns
big, fit, him, hit, kick, kids, lid, lips, little, you
little, play, with, you
We Can Fix It!,The Big Rip
1:“Save Our Planet” p.42:“What Will Max Do?” p.5
Being a Responsible Citizen
3 Short o; Double Final Consonants
box, cots, doll, hot, jump, lock, mop, one, rock,
tops
for, have, jump, no, one
A Big Job!,A Lot of Socks
1:“Jim Henson” p.62:“The More We Work
Together” p.7
People Who Made Contributions
Unit 2: Many Kindsof Characters 1 Short e are, beg, fed, jet, let,
look, mess, neck, sell, tenare, look, my,
said, twoGet Well, Red Hen!,
Will Red Hen Get Well?1:“A Pet for Meg” p.8
2:“Read to Me” p.9
1:”The Ant and the Grasshopper” p.10–13
2:“Little Red Riding Hood” p.14-17
2 Short u; Inflectional Endings -s
come, cub, cuff, cup, duck, dull, here, nut, rug,
sun
come, here, to, of
Big Bus,The Three Cubs
1:“Nan and Blue” p.102:“The Tortoise and the Hare”
p.11The Princess and the Pea
3 l-Blendsblack, class, clock, flat, glad, plan, plums, put,
slip, what
put, saw, this, want, what
A Sled Club, Glenn and Mr. Cliff
1:”A Smart Hen” p.122:“Chums” p.13
The Gingerbread Man
Unit 3: Why Do Living Things
Change?
1r-Blends:
br, cr, dr, fr, gr, pr, trSingular Possessives
brim, crab, drip, frog, grass, now, prop, trim,
trip, went
do, now,went, which
Fran Grabs It,Crops, Crops, Crops!
1:“The Amazing Butterfly” p.142:“Caterpillar” p.15
1:“The Amazing Life Cycle of a Frog” 20-23
2:”The Fox and the Robin” p.24-27
2s-Blends:
sk, sl, sm, sn, sp, st, swContractions with ‘s
out, skim, skip, sled, slip, smell, spin, spot, step,
was
out, them, there, was
Stop! It’s a Frog!,A Snug Cub Grown Up
1:“An Apple Grows” p.162:“Sunflower” p.17
An Oak Tree Has a Life Cycle
3Final Consonant Blends
nd, nk, nt, mp, stInflectional Endings -ed
and, best, good, hand, jump, nest, pink, trunk,
went, who
by, good, them, who
The Best Nest,Let’s Plant Seeds!
1:“A Tree for Sam” p.182:“Welcome, Ducklings!” p.19
The Ugly Duckling
Unit 4: Stories Have a Narrator 1
Consonant Digraphs:th, sh, ng
Inflectional Endings -ing
bath, bring, our, rang, shop, shut, these, thing,
this, wish
could, our, these, were
A Fish Wish,A Cat for Trish
1:“Home Sweet Home” p.202:“Good Neighbors” p.21
1:“The City Mouse and the Country Mouse” p.30-33
2:“A Quiet Camping Trip” p.34-37
2Consonant Digraphs:
ch, tch, whClosed Syllables
catch, check, chop, hurt, lunch, match, much, once, when, whiff
hurt, once, that, upon
Lunch for Patch,Mitch Helps a Frog
1:“A Big Fish?” p.222:“My Mom, the Vet” p.23
Chicken Little
3Three Letter Blends:Scr, spl, spr, squ, str
Plurals (-es)
because, scratch, scrub, split, sprint, squid, squish,
strap, stretch, when
because, from, their,
when
Squid Twins,Splish, Splash!
1:“The Kickball Game” p.242:“I Had a Little Hen” p.25
The Fox and the Little Red Hen
Unit 5: Technology at Work 1 Long a; with final -e
brave, came, game, made, make, plate, right,
skate, start, take
many, right, start, why
Shade Lake,Blake and Shane
1:“Carrier Pigeons” p.262:“Atom’s Day Off” p.27
1:“Robots at Work” p. 40-432:“What a Great Idea!” p.44-47
2 Long o with final –ebone, broke, close, hole, home, how, rode, spoke,
those, under
find, how, over, under
Cole and Rose,What Made This Hole?
1:“A Handy Machine” p.282:“Two Places at Once” p.29
Using Technology at Work
3 Soft c, g;Contractions with not
cent, dance, face, far, gem, page, race, stage,
strange, try
far, give, too, try
Grace and Ace,A Place in Space
1:“Unplug!” p.302:“I Wonder” p.31
Technology Breakdown
©Mrs
. Rey
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2018
Benchmark Advance at a Glance – 1st Grade
Unit
Wee
k
Phonic Skills Spelling WordsHigh-
FrequencyWords
Decodable ReadersShared Reading
(2 per week)Mentor Read Aloud (2 per week)
or Extended Read (2 per week)
Unit 6: Stories Teach Many
Lessons
1Long i with Final -e;Vowel Consonant -e
Syllables
after, bike, call, line, mine, nice, ride, slice,
time, white
after, call, her, large
Why Kittens Hide,Grapes on a Vine
1:“Not So Scary” p.22:”The Strongest Things” p.3
1:“The Boy Who Cried Wolf” p.4-72:“The Ant and the Pigeon” p.8-11
2
Long e with Final -eLong u with Final –e
Inflectional Endings (-ed, -ing, dropping final –e)
cube, cute, huge, long, mule, off, Pete, Steve,
these, use
house long, off, small
Pete Mule’s Hat,Zeke and the Mule
1:“Pete Saves the Day” p.42:”Dog and His Bone” p.5 Why Turtle’s Shell Is Cracked
3
Long a Vowel Teams (ai, ay)
Inflectional Endings (-ed, -ing, double final consonant)
live, mail, paint, pay, rain, spray, stay, trail,
way, year
brown, live, work, year
A Snail in May,A Picnic Day
1:“Why Bear Has a Short Tail” p.62:”Jemma Jay” p.7
Why Mosquitoes Buzz in People’s Ears
Unit 7: Past, Present, and Future 1
Long o Vowel Teams and Single Letters
(o, oa, ow, oe)
cold, flows, found, go, hoe, show, soap, toast,
toe, your
always, found, know,
your
Go Slow, Go Fast, Toad and His Boat, Thanks Coach!,
Soap on the Windows
1:“The First Cars” p.82:”Horses to the Rescue” p.9
1:“School Days” p.14-172:“The Story of the White
House” p.18-21
2
Long e vowel Teams and Single Letters
(e, ee, ea, ie)Prefixes un-, re-
brief, each, field, fleas, need, people, seat, we,
wheels, where
all, draw, people, where
Read a USA Time Line, We Need Bees!, Three
Space Bugs, At the Beach
1:“The U.S. in Space” p.102:“But Children Had Fun
Anyway” p.11Using Time Lines
3
Long i Vowel Teams and Single Letters
(i, y, igh)Open Syllables
again, bright, child, country, find, high, pies,
sky, tie, why
again, country,
round, they
High in the Sky, The Light at Night, It Flies!, Fly Asks “Why?”
1:“The Washington Monument” p.12
2:“An Amazing Sight” p.13Memorials and Historic Buildings
Unit 8: Observing the Sky 1 /ar/ (farm);
Compound Words
boy, dark, farm, four, hard, park, part, sharp,
start, yard
boy, city, four, great
Mark Sees the Stars,Wish Upon a Star
1:“A Star Party” p.142:“On Mars” p.15
1:”Why the Sun and the Moon Live in the Sky” p.24-27
2:”A Walk on the Moon” p.28-31
2 /or/ (for, ore)born, change, door,
fork, more, move, short, soar, store, thorn
away, change,
laugh, move
A Night Hunt for Food, An Important Star, The North
Wind and the Sun, Reach for the Moon
1:“It’s a Comet!” p.162:“The Moon’s the North Wind’s
Cookie” p.17Night and Day
3 /ur/ (girl, herb, spur);Vowel –r Syllables
bird, clerk, earth, every, first, hurt, nurse, serve,
shirt, turn
earth, every, near, school
Red Bird Chirps, Thunder and Lightning, Our Turning
Planets, Star Patterns
1:“Shapes in the Clouds” p.182:“The Sun” p.19 The Wind and the Sun
Unit 9: We Use Goods and Services
1/ou/ (house, clown);
Comparative Inflectional Endings –er, -est
before, brown, count, done, down, frown, how,
loud, round, sprout
about, before,
done, even
In Our Town,Round Town
1:“Almond Milk” p.202:“A Farmer’s Boy” p.21
1:“From Dairy Farm to You” p.34-372:“The Most Important Service”
p.38-41
2 /oi/ (join, boy);Suffix –ly
boy, buy, coin, join, joy, moist, point, spoil, toy,
walk
buy, only, through, walk
Roy Makes a Choice,Earthworms Toil
1:“Animal Dentists” p.222:“Double Trouble” p.23
In My Opinion…Goods and Services Are Important
3 /oo/, /oo/ (broom, book)Vowel Team Syllables
another, bloom, does, good, hook, shook,
smooth, soon, tooth, wood
another, does, some,
wash
A Room for Moose,The Life of Brooms
1:“Field Trip Funds” p.242:“A New Kind of Eggs” p.25 The Shoemaker and the Elves
Unit 10: Exploring Sound and Light 1 Silent Letters (wr, kn, gn)
gnat, knight, knob, know, sign, wrap, wrist, wrong
better, carry, learn, very
Know About StormsKnow and Grow
1:“Dogs Help the Deaf” p.262:“I Know All the Sounds That
Animals Make” p.27
1:“Sounds I Love!” p.44-452:“Shadow Puppets” p.46-47
2 /o/ (aw, au, al, augh)Suffixes (ful, less)
caught, chalk, draw, father, fault, launch,
never, small, taught, yawn
below, father, mother, never
Paul Takes a Walk, Do You Caw, Too?, The Shell That
Crawled, A Walk in the Woods
1:“Rainbow” p.282:“My Homemade Band” p.29 I Hear With My Ears
3 Long e (y, ey)Consonant –le Syllable
blue, chimney, easy, eight, hockey, lucky, penny, turkey, valley, windy
answer, any, blue, eight
City Lights,City Sounds
1:“Day or Night?” p.302:“My Shadow” p.31 The Light Around Us ©M
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eyes
’ Kin
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Kutie
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Benchmark Advance at a Glance (cont.) – 1st Grade
Unit Week Concepts of Print Phonological Awareness Fluency/Phrasing
Unit 1:
Being a Good CommunityMember
1 Period Recognize and Produce Rhyme, Phoneme Blending, Phoneme Segmentation, Phoneme Substitution Rate: Pacing
2 Message Phoneme Categorization, Phoneme Blending, Phoneme Segmentation, Phoneme Addition Accuracy: Self Correct
3Match Spoken Word to
Written WordRecognize and Produce Rhyme, Phoneme Blending,
Phoneme Substitution, Phoneme Segmentation Prosody: Expression
Unit 2:
Many Kinds of
Characters
1 Directionality Recognize and Produce Rhyme, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Rate: Pausing
2 Directionality Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Accuracy: Use Context
3 Return Sweep Phoneme Categorization, Phoneme Blending, Recognize and Produce Rhyme, Phoneme Substitution Prosody: Pitch
Unit 3:
Why Do Living Things
Change?
1 First Word Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Rate: Pausing
2First Word &Capitalization
Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Accuracy: Rereading
3First Word ofA Sentence
Phoneme Categorization, Phoneme Blending, Recognize and Produce Rhyme, Phoneme Substitution Prosody: Intonation
Unit 4:
Stories Have a Narrator
1End Punctuation of a
SentencePhoneme Identity, Phoneme Blending,
Phoneme Substitution, Phoneme Segmentation Rate: Pacing
2First Word ofA Sentence
Phoneme Categorization, Phoneme Blending, Phoneme Addition, Phoneme Segmentation Accuracy: Self-Correct
3Exclamation Point &
Question MarkPhoneme Isolation, Phoneme Blending,
Phoneme Substitution, Phoneme Segmentation Prosody: Phrasing
Unit 5:
Technology at
Work
1 Ending Punctuation Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Isolation Rate: Pausing
2 End Punctuation Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Isolation Accuracy: Use Context
3 n/a Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Prosody: Expression
©Mrs
. Rey
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2018
Benchmark Advance at a Glance – Concept of Print, Phonological Awareness, and Fluency/Phrasing
Unit Week Concepts of Print Phonological Awareness Fluency/Phrasing
Unit 6:
Technology At
Work
1 Question Mark Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Isolation Rate: Pacing
2 n/a Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Isolation Accuracy: Rereading
3 Quotation Marks Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Prosody: Inflection
Unit 7:
Past, Present,
and Future
1 Exclamation Mark Phoneme Isolation, Phoneme Blending, Phoneme Categorization, Phoneme Substitution Rate: Pausing
2 Abbreviations Phoneme Categorization, Phoneme Blending, Phoneme Segmentation, Phoneme Substitution Accuracy: Self-Monitoring
3 Big Numbers Phoneme Isolation, Phoneme Blending, Phoneme Segmentation, Phoneme Substitution Prosody: Pitch
Unit 8:
ObservingThe Sky
1 Quotation Marks Phoneme Identity, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Rate: Pacing
2 n/a Phoneme Categorization, Phoneme Blending, Phoneme Substitution, Phoneme Segmentation Accuracy: Self-Monitoring
3 Quotation Marks Phoneme Identity, Phoneme Blending,Phoneme Substitution, Phoneme Segmentation Prosody: Phrasing
Unit 9:
We UseGoods and Services
1 Comma, Period Phoneme Categorization, Phoneme Blending, Phoneme Segmentation, Phoneme Substitution Rate: Pausing
2Exclamation Point, Question Mark
Phoneme Isolation, Phoneme Blending, Phoneme Categorization, Phoneme Addition Accuracy: Use Context
3Exclamation Point,
PeriodPhoneme Categorization, Phoneme Blending, Phoneme Segmentation, Phoneme Subtraction Prosody: Expression
Unit 10:
ExploringSound
And Light
1 Punctuation Phoneme Categorization, Phoneme Blending, Phoneme Segmentation, Phoneme Addition Rate: Phrasing
2End Punctuation, Quotation Marks
Phoneme Categorization, Phoneme Blending, Phoneme Segmentation, Phoneme Substitution Accuracy: Self-Correct
3 Capitalization Phoneme Isolation, Phoneme Blending, Phoneme Categorization, Phoneme Subtraction Prosody: Intonation
©Mrs
. Rey
es’ K
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2018
Benchmark Advance at a Glance – Concept of Print, Phonological Awareness, and Fluency/Phrasing (cont.)
Essential Question Week Writing Build Language
Unit 1:
Why do people get involved
in their communities?
1Write Key Details, Write a Description, Write a Narrative, Write a Description, Write to Compare and Contrast Texts Common and Proper Nouns
2Write a List, Write a Short Story, Write an Opinion,
Write a Rule, Plan and Draft a Response Verb Tenses
3Write a First Person Narrative, Write an Opinion, Write a Play, Write to Compare
and Contrast Main Ideas, Revise and Edit a Response to the Essential Question Common and Proper Nouns
Unit 2:
How do we learn about
people?
1Write Key Details, Write Events in a Sequence, Write a Dialogue,
Write a New Ending, Write an Opinion,Singular and Plural Nouns
With Matching Verbs
2Write Key Ideas, Write Events in a Sequence, Write a Narrative, Plan and Draft a Response Articles and Demonstratives
3Write a Key Event, Write a Description, Write a Narrative,
Write an Opinion, Revise and Edit a Response to the Essential QuestionSingular and Plural Nouns
With Matching VerbsUnit 3:
Why do living things change?
1Write Key Details, Write a Narrative, Write a Description of Characters, Write an Opinion, Write to Compare and Contrast Informational and Narrative Texts Singular and Plural Verbs
2Write Key Details, Write a Narrative, Write an Opinion, Write a
Narrative, Plan and Draft a Response to the Essential Question Indefinite Pronouns
3Write a Key Event, Write a Narrative, Write a Dialogue, Write an
Opinion, Revise and Edit a Response to the Essential QuestionReview Singular and Plural
Nouns and Matching Verbs Unit 4:
How do people create
stories?
1Write Key Details, Write a New Event, Write to Describe Characters,
Write a Narrative, Write an Opinion Use Adjectives
2Write Key Details, Write a Narrative, Write a Description, Write an Opinion
About Characters, Plan and Draft a Response to the Essential QuestionCommas in Dates and in a Series
3Write Key Details, Write a Narrative, Write a Description,
Write an Opinion, Revise and Edit a Response to the Essential Question Use Adjectives
Unit 5:
How can technology make a difference in
our lives?
1Write About Key Details, Write an Opinion, Write a Journal Entry, Write
a Dialogue, Write to Compare and Contrast Real and Imaginary Robots Different Kinds of Sentences
2Write Key Details, Write a Series of Events, Write and E-mail,
Write an Opinion, Plan and Draft a Response to the Essential Question Prepositions
3Write Key Details, Write a Log, Write a Story Event,
Write an Opinion, Revise and Edit a Response to the Essential Question Different Kinds of Sentences
©Mrs
. Rey
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2018
Benchmark Advance at a Glance – Essential Question, Writing and Language
Essential Question Week Writing Build Language
Unit 6:
What can we learn from a
mistake?
1Write Key Details, Write a Letter, Write About a Key event, Write About the Central Message, Write to Compare and Contrast Central Messages
Produce Simple andCompound Sentences
2Write Key Events, Write a Diary Entry, Write an Opinion,
Write a Narrative, Plan and Draft a Response to the Essential Question Conjunctions
3Write a List of Story Events, Write an Opinion, Write a Narrative,
Write an Opinion, Revise and Edit a Response to the Essential Question Review
Unit 7:
Why is the past
important?
1Write a Key Detail, Write a Narrative, Write Events in a Sequence,
Write a Time Line, Write to Compare and Contrast Texts Possessive Nouns
2Write Key Details, Write a Time Line, Write a Glossary Entry,
Write a Description, Plan and Draft a Response to the Essential QuestionMatch Singular and
Plural Nouns and Verbs
3Write Key Details, Write an Opinion, Write a Narrative, Write to Compare and Contrast Informational Texts, Revise and Edit a Response to the Essential Question Possessive Nouns
Unit 8:
Why do the sun and moon capture our imagination?
1Write Key Details, Write to Describe a Story Event, Write a Description,
Write a Narrative, Write to Compare and Contrast TextsPersonal, Possessive, and
Indefinite Pronouns
2Write Key Ideas, Write a Description, Write Labels,
Write a Journal Entry, Plan and Draft a Response to the Essential QuestionPast and Present
Tense Verbs
3Write Key Events, Write a Letter, Write the Central Message,
Write an Opinion, Revise and Edit a Response to the Essential Question Present Tense Verbs
Unit 9:
Why do people trade
with each other?
1Write Steps in a Process, Write to Compare and Contrast Goods and Services, Write a
Summary, Write an Opinion and Reason, Write to Compare and Contrast Texts
Expand Simple Declaratives, Interrogative, Imperative,
and Exclamatory Sentences
2Write Key Ideas, Write Reasons, Write an Opinion, Write a
Thank You Letter, Plan and Draft a Response to the Essential Question Use Adjectives
3Write Key Events, Write a Narrative (2x) , Write to Compare and
Contrast, Revise and Edit a Response to the Essential Question Review
Unit 10: How would our
lives be different
without sound and light?
1Write Key Details, Write an Opinion about Sounds, Write Key Details,
Write a Short Play, Write an OpinionExpand Compound Declaratives,
Interrogative, Imperative, and Exclamatory Sentences
2Write Key Details, Write a Short Story, Write a Description,
Write an Opinion, Plan and Draft a Response to the Essential Question Use Conjunctions
3Write Key Details, Write a Glossary Entry, Write a Narrative,
Write an Opinion, Revise and Edit a Response to the Essential Question Review
©Mrs
. Rey
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2018
Benchmark Advance at a Glance – Essential Question, Writing and Language (cont.)
Knowledge Strand W
eek ELD Components Small Group Readers
Language Objectives Content Objectives Leveled Readers Reader’s Theatre
Unit
1:
Gov
ernm
ent
and
Citi
zens
hip
1 • Use categories• Use verbs• Use question marks• Use proper nouns• Use cause-and-
effect signal words
• Build vocabulary related to community roles and responsibilities
• Understand the different ways people participate in their communities
Helping Friends (90L C/4), Working Together (BR C/3),Leaders Can Help (BR D/5), Vote! (120L D/6),
The School Day (230L D/5), Our Families Help (160L C/4), Helping Animals (110L E/8),
Doing Jobs Together (200L E/8), Rules at School (BR E/7), Remember the Rules! (60L E/7),
We Have Rules (290L F/9), Rules (420L F/10)
Humpty Dumpty’s Fall
The Earth Day Garden
2
3
Unit
2:
Cha
ract
er 1 • Use noun and verb agreement
• Use nouns• Use sound words• Use sequence signal
words• Use comparison words
• Build vocabulary related to literary characters
• Understand how folktales and fairy tales develop characters
Poor Turkey Girl (170L C/4), A Tug of War (220L C/3, Chicken Little (180L D/5), Hansel and Gretel (60L D/5),
Hercules and the Stables (260L D/5), Issun Boshi or One-Inch Boy (150L D/6),
Clean Up! Oue Earth Day Project (70L E/7), Cinderella (110L E/8), The Princess and the Pea (210L E/7),
Neighbors at Play (250L D/6), The Little Red Hen (250L F10), City Mouse and Country Mouse (220L F10)
The Little Girl with the Curl
How the Chipmunk Got Its Stripes
2
3
Unit
3:
Life
Sc
ienc
e
1 • Use verbs• Use noun and verb
agreement• Use prepositions• Use nouns and verbs• Use color words• Use opposites
• Build vocabulary related to plant and animal development
• Understand the life cycle of plants and animals
Johnny Appleseed (120L D/5), Ducklings Grow Up (70L D/5), Every Tree Has a Life Cycle (130L D/6),
A Seed Needs Help (120L D/6), Penguins in Antarctica (400L E/8), Baby Bumblebee (180L E/8), Watch a Frog Grow 350L F/9), A Frog Someday (250L F/9), Little Lion
(390L F/9), How Raven Became Black and Owl Got It’s Spots (260L F/10), How Does a Cactus Grow? (330L G/11),
Watch a Butterfly Grow (340L H/13)
Mary’s Garden: How Does It Grow?
The Tricky Garden
2
3
Unit
4:
Poin
t of
Vie
w
1 • Use verbs• Use proper nouns• Use animal sounds• Use rhyming words• Use describing words• Use prepositions
• Build vocabulary related to narration of stories
• Understand the process by which people create stories
The Crowded Hut (280L F/9), Liam’s Library (270L F/9), Mojave Mutt (230L F/10), Albert’s Nest (360L G/11),
Mutt in Michigan (300L G/11), A New Friend (380L G/11), The Gingerbread Man (450L H/14), How the Camel Got Its Hump (110L D/5), Who Will Bell the Cat? (200L E/8), Tim and Maya in China (140L E/7), The Fourth! Our
Show (140L E/7), Old MacDonald (480L F/10)
Jack and Jill Play on the Hill
Inspector Insector2
3
Unit
5:
Tech
nolo
gy
and
Soci
ety 1 • Use technology words
• Use verb and noun agreement
• Use verbs• Use rhyming words• Use prepositions
• Build vocabulary related to using technology to accomplish tasks
• Understand the ways in which technology affects our lives
Farther and Faster (380L F/9), Build Your Own Library (480L F/9), Ellen Ochoa (520L F/10), What Pushes?
What Pulls? (230L F/10), Technology Today (510L G/12), Jacques Cousteau (560L G/11), Water Works (250L
G/12), Wind (410L G/12), Communication (300L H/13), Make a Sundial (520L H/14), Communication Then and Now (80L E/7), People Who Use Magnets at Work (440L E/8)
Working on the Railroad
Under the Sea With Jacques Cousteau
2
3
©Mrs
. Rey
es’ K
inde
r Ku
ties
2018
Benchmark Advance at a Glance – Alignment, ELD, and Small Group Readers
Knowledge Strand W
eek ELD Components Small Group Readers
Language Objectives Content Objectives Leveled Readers Reader’s Theatre
Unit
6:
Them
es1
• Use describing words• Use nouns• Use categories• Use verbs• Use plurals
• Build vocabulary related to the lessons that stories teach
• Understand how mistakes help us learn lessons
A Wolf, a Girl, and Her Grandma (60L E/8), The Wind and the Sun (220L F/9), The Milkmaid and Her Pail (270L F/10),
How Bear Lost Her Tail (290L F/10), The Boy Who Cried Wolf (230L G/11), The Ugly Duckling (200L G/12), The Emperor’s New Clothes (280L G/11), Dog and His Reflection (350L G/12), The Tiger, the Brahmin, and the
Jackal (250L H/14), Why Owl Has Big Eyes and Rabbit Hops (320L H/14), How Elephant Made Peanut Butter (290L
I/15), Why is Hummingbird Tiny? (390L I/15)
The Purple Cow
Why Mosquitos Buzz in People’s Ears
2
3
Unit
7:
Hist
ory
and
Cul
ture
1 • Use education words• Use time words• Use verb tenses• Use proper nouns• Use capital letters• Use noun and verb
agreement
• Build vocabulary related to the past, present, and future
• Understand the value of learning about the past
Then and Now (310L F/10), Famous Landmarks (420L F/10), Growing Older (100L G/11) My Time Box (370L G11), Mathew Henson (640L G/12), The Old Gray Mare (500L G/12), Early American Portrait Artists (620L H/13), Writing About America (400L H/13), Great People Make America Great (540L H/13), A Seat on the Bus (740L
I/15), Clothes Long Ago (420L I/15), A Throne for the King (510L I/16)
London Bridge Has Fallen Down
The Time Capsule2
3
Unit
8:
Eart
h Sc
ienc
e
1 • Use sky words• Use comparing words• Use opposites • Use nouns• Use verbs• Use rhyming words
• Build vocabulary related to the sky
• Understand what makes the sky and planets capture our imaginations
Summer to Fall (160L F/10), Ready for Fall (250L F/10), Predicting the Weather (330L G/11), The Courageous Sailor (310L G/12), Hurricane Diary (360L G/12), Demeter and Persephone (460L H/13), Storms (550L I/16), Stormy Stuart
(480L I/16), Thunderstorms Are the Best Storms! (470L I/16), The Sun and the Seasons (620L J/18), Star Light, Star Bright (200L H/13), Why the Sky is Far Away (330L J/18)
The Twinkling Stars
Why the Moon Changes in the Night Sky
2
3
Unit
9:
Econ
omic
s 1• Use sequence signal
words• Use categories • Use noun and verb
agreement• Use punctuation• Use describing words• Use prepositions
• Build vocabulary related to the use of goods and services
• Understand why people trade goods and services with each other
What Are Goods? (250L G/11), Providing Services (400L G/12), Choices, Choices (320L G/12), The Farm Stand Mystery (430L H/14), Shopping with the Nicholas Family
(390L H/13), Dollars and Cents (330L H/14), Peaches All the Time (530L I/16), From Farm to Table (350L I/16),
Using Resources to Build (310L I/16), How I Started a Clothing Drive (280L I/15), Firefighters Need Our Support
(600L J/18), Clothes Then and Now (420L K/20)
Pies for Simple Simon
Johnny Appleseed2
3
Unit
10:
Phys
ical
Sc
ienc
e
1 • Use cause and effect signal words
• Use sound words• Use sentence patterns• Use opposites• Use compound nouns
• Build vocabulary related to sound and light
• Understand the ways in which sound and light affect our lives
Light (410L F/10), Heat (480L G/11), Sounds (400L G/12), Around the World With Music (410L H/14),
Life in the City (270L H/13), Our Sun (360L I/16), Carver and Edison Two American Inventors (540L I/15), Electricity Makes the World Better (600L I/15), Looking Into Space (620L I/16), Benjamin Franklin (620L J/18), Oops! Why
Did I Do That? (420L J/18), Color (650L L/24)
Old MacDonald’s Noisy Farm
Thomas Edison Invents the Lightbulb
2
3
©Mrs
. Rey
es’ K
inde
r Ku
ties
2018
Benchmark Advance at a Glance – Alignment, ELD, and Small Group Readers (cont.)
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