Language Arts

Curriculum > Elementary > 1st Grade

Curriculum Overview
Course Title	Grade	Course Length
Language Arts	1^st	2 semesters

Course Description: First grade language arts focuses on reading for comprehension in both fiction and non-fiction modes. Students continue to learn the writing process, applying their knowledge of the six writing traits to the four modes of writing. They also practice writing letters, poems, emails, invitations, and many other every day genres. The text, Reading Street, has many ideas for differentiated instruction, all of which could be used as bases for reading and writing centers.
Students learn about the structure of stories, how to decode words, the importance of using strong words in their writing, and conventions.
Reading and writing in the first grade should connect to students’ lives as well as to the entire curriculum.

Informational Knowledge Objectives

Week 1. Introduction to School kids - Get to know each other

Arrival, transitions, lining up, moving through halls, recess, work sharing, whole group meetings, quiet time, cleanup, dismissal. How to welcome your students and set up your class is essential in starting the year making each and every child feel safe and cozy.
Students and teachers will learn name and share interests, students will learn procedures of school.
Students will generate ideas and procedures for using basic tools and materials for reading, math, art, recess, and writing, and will explore their use further in open ended activities.
Students will learn how to sit properly, how to line up properly, and basic social skills needed to ensure a structured classroom while providing opportunities for the children to be independent for themselves.
Students will be introduced to the daily calendar activities and know start to learn the days of the week and months of the year.
Students will begin to learn the sounds of the alphabet a few letters at a time.

Procedural Knowledge

Students will be able to follow the schedule and routines of the school day and expectations for behavior in each of them.
Students will be able to do a small activity building class cohesion through active participation.
Students will be able to greet each other by name, often including handshaking, clapping, singing and other activities.

Week 2: Kids get used to the class rules and get to know their peers.

This is a continuation of week 1.
The goal of the second week is to continue creating a climate and tone of warmth and safety.
Students will learn the schedule and routines of the school day and teachers expectations for behavior in each of them.
Teacher will continue to introduce students to the physical environment and materials in the classroom and the school, and teach students how to use and care for them.
Teacher will establish expectations about ways we will learn together in the year ahead.

Procedural Knowledge

Students will be able to say the names of their peers and shake hands and feel comfortable in their new class.
Students will be able to put away and clean up after themselves.
Students will know how to ask silently for the bathroom and water.
Students will be able to write in their journals and read (DEAR) time.

Unit R. Volume 1. Sam

Identify things with the sounds /m/, /s/,/t/, and /a/.
Distinguish between initial and final /m/, /s/and /t/.
Students will know the high frequency words of the week a, green, I, see.
Students will know how to recognize and describe a character in realistic fiction.
Students will be introduced to nouns.
Students will know that words are represented by a sequence of letters.
Students will begin to recognize upper and lower case letters.
Students will know how to distinguish between groups of letters and groups of words.
Students will know and review consonants m /m/, s /s/, t /t/, and the vowel a /a/.

Procedural Knowledge

Students will be able to identify and name nouns.
Students will be able to identify the setting in a story.
Students will be able to match initial, medial, and final phonemes.
Students will be able to write a complete sentence with nouns that name people, places, animals, and things. My ________ ate. The ____________ is funny.

Suggested Activities

During Center time students will cut out pictures of nouns and paste them into their ELA journal.
Students will practice writing the letter Mm on white boards during center time.
Students will play memory with made of cards that are nouns and will need to match cards state that the picture is a noun.
Students will think of words that start with the letter Mm and write them on the large white board as a center activity.
Students will use the pocket chart to match pictures that start with the Mm, Tt, and Ss sounds.

Unit R. Volume 1. Snap

Students will identify and produce nouns.
Students will write complete sentences with nouns that name sentences. They will also have a clear concept of home and families.
Students will know and identify things with the sounds /m/, /s/, /t/, and /a/.
Students will know the difference between initial and final /m/./s/, and /t/.
Students will know how to blend, read, and spell words with the consonant c/k/ sound.
Students will know how to use left-to–right progression when writing.
Students will begin to learn that words are represented by sequence of letter.
Students will review and learn the setting in a realistic fiction story.
Students will learn the high frequency words of the week and add them to the word wall.
Students will know how to write sentences with nouns that name places.
Students will know how to decode words in isolation.
Students will know how to retell a narrative.

Procedural Knowledge

Students will be able to produce a noun.
Students will be able to associate the consonant n with the sound /n/.
Students will be able to blend and read and spell words with n, and will be able to recognize the letter Nn.
Students will start to be able to write clear and understandable sentences.
Students will be able to write short a CVC words.
Students will be able to write upper and lower case letters and identify them.

Suggested Activities

Students will use the pocket chart to make simple short a CVC words with provided letters and be able to sound out and blend each word slowly.
Students will rainbow write the spelling words of the week and the high frequency words of the week in their ELA journals.
Students will find high frequency words in the newspaper and circle them.
Students will play bingo with the letter sounds.
Students will draw on small white boards words that start with the sound /m/, /s/, /t/, and short /a/. Each day focus on a different sound.
Students will paint pictures of things that start with the letters of the week.
Students will read books in the library that are leveled and have simple CVC patterned words.

Unit R. Volume 1. Tip and Tam

Introduce concepts, neighborhoods and friends.
Students will know how to share information and ideas about the concept.
Students will be introduced to realism and fantasy and begin to learn the difference.
Students will know how to blend and read and spell words with the f, ff /f/ sounds.
Students will know how to write the letter Ff.
Students will know how to recognize the plot in realistic fiction.
Students will know how to blend and read words with the /b/ sound.
Students will know the high frequency words of the week: was, yellow, do, you, look.
Students will know how to identify details and descriptions in a text.
Student will learn how to recognize blend and read and name the letters Gg.
Students will know how to blend, read, and spell words with the short /i/ sound.

Procedural Knowledge

Students will be able to recognize a plot in realistic fiction and verbally make up a plot of their own in a realistic fiction story.
Students will be able to use a verb in a sentence.
Students will be able to fill out sentence frames using made up verbs. I _______ at the beach.
Students will be able to share ideas about a topic.
Students will be able to sort nouns and verbs.
Students will be able to retell a narrative and make up their own version of a narrative verbally.
Students will be able to use the consonant sounds g /g/, b /b/, f /f/, and the short vowel I /i/ in words.

Suggested Activities

Pocket chart making words with sounds of the week.
Students will draw pictures with sounds of the week.
Students will make a chart with two sides and either cut out pictures or draw pictures of nouns and verbs.
Students will look through magazines and newspapers for the high frequency words of the week.
Students will cut out magazine letters to make spelling words of the week.

Unit R. Volume 2. The Big Top

Students will learn the difference between fiction and non-fiction.
Children will discuss the big question of what is around us at school.
Students will know how to isolate initial, medial, and final phonemes sounds in words.
Students will recognize and name the letter Dd and associate the consonant d with its sound /d/.
Students will know how to identify information provided by books, such as title, author, and illustrator.
Students will know high frequency words of the week and review prior words already on our word wall.
Students will know the sound Ll /l/ and be able to write it properly.

Procedural Knowledge

Students will be able to identify and produe a simple sentence.
Students will use proper body and paper position for writing letters Dd, and Ll.
Students will know that the letters of the alphabet are in a sequence.
Students will be able to produce simple rhyme words.
Students will be able to recognize the letter Hh, and distinguish between upper and lower case.
Students will be able to identify different details in a given text.
Prior to reading a story students will be able to preview and predict.
Students will be able to distinguish between realism and fantasy through prompted guidance from the teacher.

Suggested Activities

Students will paint various objects to ensure they understand the letters Dd, Ll, and Hh.
Students will do pocket word wall work with the letters of the week.
Students will read the selection of the week in small groups and write comments about it on post it notes.
Students will work on Poetry Notebook focusing on circling the letters of the week.
Students will write a message to communicate to someone using Class names and a model sentence of I can_________________.
Students will have a paper with three columns and pictures that start with the letters Dd, Hh, and Ll. They need to cut them out and place them under the proper column.
Students will find sight words, words they know, and words that start with letters of the week (each day a different letter to focus on) and cut words out and place them under the letter.
Students will play a guided game of bingo (rhyme) with the teacher in a small center.

Unit R. Volume 2. School Day

Students will be introduced to adjectives.
Students will know how to blend words with consonantsr /r/r, /w/w, /k/k,
Students will know what a question is and review questions.
Students will learn how to descriptive words and children will work on using proper body
position.
Students will write the letter Rr using proper sizing when writing.
Students will know how to identify information provided by the book, such as title, author, and
illustrator.
Students will review what the plot is in a narrative text.
Students will know how to write a complete sentence using vivid adjectives.
Students will continue to know and identify details in a text.
Students will know that Kk is associated with the /k/ sound, and will know how to identify upper
and lower case Kk.
Students will associate the short vowel e with the sound /e/.
Students will know how to blend, read, and spell words with short e.

Procedural Knowledge

Students will be able isolate beginning, middle, and ending sounds in a word.
Students will be able to recognize what the plot is in a realistic fiction story.
Students will be able to match initial phonemes in words.
Students will be able to produce adjectives in written sentences, and know what a vivid
adjective is.
Students will know the high frequency words of the week and review prior weeks on the word
wall.
Students will start to self evaluate when they write.
Before reading a story students will be able to preview and predict what it will be about.

Suggested Activities

Students will work in small groups during centers to look through magazines and find pictures to
write adjectives about. We will make an adjective sentence poster to hang in the classroom.
Students will write sentences with vivid adjectives and use sparkles to glue on the adjective.
Students will write adjectives on the white board during small group time.
Students will write a story using writers’ workshop and vivid adjectives throughout the week
during center time.
Students will read books and find adjectives and write them on a post it inside the book so their
peers can read them and discuss.

Unit 1. Volume 1. Sam Comes Back

Students will know how to say a group of words that rhyme using different groups of letters.
Students will know how to combine sounds together to say words with one and two syllables.
Students will learn the short a /a/ sound and be able to blend simple CVC words with short /a/.
Students will know the high frequency words of the week: my, come, way, on, and in.
Students will know how to retell a story from the start to the end using several details.

Procedural Knowledge

Students will be able to write short stories that have a beginning, middle and end.
Students will be able to speak in complete sentences with agreement between subjects and verbs.
Students will be able to ask a question.
Students will be able to write a short narrative with several characters and tell what they do.
Students will be able to identify a genre that is realistic fiction.

Suggested Activities

Students will use the pocket chart to build words with the short a /a/ sound in the middle.
Students will read a variety of books (decodable) with the short a /a/ sound.
Students will make words that rhyme and write them in their ELA journal.
Students will look through magazines and cut out pictures or draw pictures with the short a sound.

Unit 1. Volume 1. Lin’s Fish

Students will know that animal fantasy is a story about animals that could not really happen.
Students will know the short I /i/ sound in words.
Students will know how to make produce rhyme words that have the ick ending.
Students will know the high-frequency words of the week: she, take, what, and up.
Students will know how to decode words with consonants.
Students will know how to decode words that have syllables.
Students will know how to describe a problem and come up with a solution in a story.

Procedural Knowledge

Students will be able to read on their own for a period of time.
Students will be able to act out or retell the main events of a story in proper order.
Students will be able to write short stories that have a beginning, middle, and end.
Students will be able to recognize and use proper punctuation at the ends of sentences.

Suggested Activities

Students will use the pocket chart to make sentences with prepared cut out words using proper punctuation at the end of each sentence.
Students will write sentences about animals in their ELA journals using proper punctuation.
Students will make words with the short I /i/ middle sound.

Unit 1. Volume 1. Ox Helps

Students will know what the subject of a sentence is.
Students will know the short o /o/ sound and be able to make words with it in the middle.
Students will know that a short poem has words written in lines that may rhyme.
Students will know that a predicate is the action part of the sentence.
Students will know how to decode words with consonants.
Students will learn how to combine sounds together to say words with one and two syllables.

Procedural Knowledge

Students will be able to pick out sounds at the beginning, in the middle, and at the end of one syllable words.
Students will be able to blend words with the short o /o/ sound in the middle.
Students will be able to identify and read at least 100 words from a list of the words we test students from.
Students will be able to describe the problem and solution of a story, and retell it from the start to the middle, to the end.

Suggested Activities

Students will write short comments on sticky notes on selected books from the library at a table during centers.
Students will write their own poems in small groups.
Students will read the story selection of the week and retell it using pictures in their ELA journal.
Students will use the pocket chart to make words using the short /o/ middle sound.

Unit 1. Volume 1. A Fox and a Kit

Students will know what cause and effect is of a story or situation.
Students will know what characters, setting, and plot in a story are.
Students will know that some words end in –s, and –ing.
Students will know what a synonym is and be able to give some examples of them.
Students will learn how to write and know the proper sounds for Nn and Gg.
Students are learning to write sentences using proper conventions at the end of the sentence.

Procedural Knowledge

Students will be able to figure out whether a story is true or make-believe and be able to explain why.
Students will be able to make inferences about what they read and support them with details.
Students will be able to retell or act out the main events of a story in their correct order.
Students will be able to write a personal narrative using a given prompt.
Students will be able to tell what a fable is and make one up with a small group on their own with a given prompt.

Suggested Activities

Students will read books together in small groups and write comments about them on post it notes.
Students will work in small groups and pretend act out stories that we have already read in class.
Students will look through newspapers or magazines for all of the high frequency words we have learned so far and circle and write them down in their ELA journal.
Pocket chart activity building words with inflected ending –ing.
Students will rainbow write the spelling words of the week in their ELA journals.
Students will look at various Literary Nonfiction books and write comments about them.

Unit 1. Volume 2. Get the Egg!!

Students will know and continue to discuss realistic fiction and be able to connect themselves to the selection story of the week.
Students will recognize and use the correct punctuation marks at the end of sentences.
Students will know key features of a realistic story such as characters, events, and setting and how they seem real.
Students will know that what the characters do actually seem real.
Student will know what is means to sort words and categorize animals into different categories.

Procedural Knowledge

Students will be able to write sentences that have a beginning and end and use proper punctuation.
Students will use inflected endings –s to the spelling words of the week and begin to use them properly in written sentences.
Students will be able to use the inflected endings –ing in writing and recognize the ending.
Students will be able to plan to write about real events using a story chart.
Students will be able to write declarative sentences.
Students will read small passages and be able to tell what the topic of the passage is.

Suggested Activities

Students will be able to write sentences using adjectives to describe them.
Students will write stories using descriptive words to make the story more interesting.
Students will use the interactive word wall to add high frequency words and write down words that have the short a sound.
Students will make words with magnetic letters at a word work center.
Students will use given abc cards and put the words in alphabetical order together in small groups.

UNIT 2. Volume 1. A Big Fish For Max

Students will know how to blend phonemes and segment the sounds sh and th.
Students will associate the consonant digraphs sh and th with the sounds /sh/, /th/.
Students continue to learn to decode and read words in context as well as isolation.
Students will be learn the high frequency words of the week.
Students will review what nouns are in both speaking and writing.
Students will recognize the features of a friendly letter and begin to write one.
Students will learn to read words with the vowel sound in fall.
Students will know how to sort nouns for people, animals places and things.

Procedural Knowledge

Students will be able to predict and preview the story selection of the week.
Students will be able to sequence the story using clue words such as first, next, then, and last to show the order of events.
Students will be able to use common nouns in sentences.
Students will be able to write a class whole group friendly letter and then try on their own.
Students will be able to write the letters Ss and Hh properly.
Students will be able to create groups of words that begin with same beginning sound…. Alliteration.

Suggested Activities

Students will write a story using the writers workshop help wall and sequence clues for writing.
Students will use the drama station to act out the story of the week using created puppets.
Students will do a word hunt by looking into familiar books to find words with a the vowel sound in ball. Students will write the words down in their ELA journal.
Students will use the pocket chart to sort words by the vowel pattern all, and other vowel patterns as well.
Students will use provided paper to make their own rhyming vowel pattern all books.

Unit 2. Volume 1. The Farmer in the Hat

Students will distinguish between long a and /a/.
Students will know the long a: a_e silent e pattern.
Students will know what a proper noun is and distinguish between a common noun.
Students will learn to segment words and spell words with the long a.
Students will know what cause and effect in a realistic fiction story means.
Students will learn the high frequency words of the week.
Students will blend and read words with the /s/ and /j/ and associate /s/ with c and /j/ with g.
Students will write the letter Pp with proper letter spacing.

Procedural Knowledge

Students will know and be able to name Proper Nouns during whole group learning.
Students will review and be able to understand what the character, setting, and plot of a story is.
Students will be able to come up with words that rhyme with the long a sound in the middle of the word.
Students will work in small groups and be able to map out a story that is realistic fiction.
Students will be able to use basic capitalization while using proper nouns and know that they have capital letters.

Suggested Activities

Students will review putting words in order of ABC.
Students will write words with short /a/ sound and long a sound and draw pictures and put them under the proper long or short a column.
Students will look through magazines to find pictures of Proper Nouns.
Students will use the pocket chart to make long a words using a glittery silent e.
Students will review last weeks’ objectives and look through stories and hunt for words that have inflected –ing endings. They will write their words on provided HUNT sheets.

Unit 2. Volume 1. Who Works Here?

Student will learn the Long I: i_e sound.
Students will learn the consonant digraphs wh, ch, tch, and ph.
Students will identify words with long a and long I sounds using the magic e ending.
Students will associate the vowel sound long I with i_e.
Students will read a story and identify the author’s purpose and the topic of the text.
Students will know what an Expository Text is and be able to name some features of it.
Students will know how to blend dgraphs wh, ch, tch, and ph in words with short /a/, /i/ and /e/ medial sounds.

Procedural Knowledge

Students will be able to decode words using applied learned knowledge.
Students will spell words with the long I: i_e sound, and review words with the long a: a_e sound.
Students will be able to use a graphic organizer to write a story in sequence.
Students will be able to form the letter Ww correctly and brainstorm words.

Suggested Activities

Students will use magnetic alphabet letters to make the high frequency words of the week.
Student sill sort long A and long I words and write them on the on white boards under special columns.
Students will use scissors, pencils, and envelopes (for cutting apart word hunt sheets and sorting word cards with long I)
Student will cut out or draw pictures of words with the long I sound.
Student will use the word wall to find, read, and write word wall words from my books.
Students will read just right books and write on post it notes special comments they feel about the stories.
Students will work on a big book focusing on the long I sound.

Unit 2. The Big Circle

Students will learn the oral, story vocabulary and the high frequency words of the week.
Students will know the long O sound and be able to distinguish short /o/ and long o o_e.
Students will know what a Proper Noun is and know that months and days of the week and holidays get capital letters.
Students will be introduced to writing poetry, and learn that poems don’t follow regular rules.
Students will know how to segment and spell words with the long o.
Students will identify proper nouns.

Procedural Knowledge

Students will be able to blend phonemes as well as identify two words that make a contraction.
Students will be able to blend and read contractions.
Students will be able to read a story and retell the story’s events in order of a proper sequence.
Students will be able to use nouns correctly in sentences
Students will be able to make inferences about text details.
Students will be able to make words with the long o.

Suggested Activities

Students will work in the Writers workshop station and retell stories focusing on the selection of the week.
Students will work in the pocket chart making words with the long o sound using prepared cut out letters.
Students will read books in the classroom library that are focusing on the long o.
Students will work in the abc word study station and make words that are nouns.
Students will work in pocket chart center on the long O poem of the week.

Unit 2. Volume 2. Life in the Forest

Students will know how to distinguish between vowel sounds of long and short /u/.
Students will associate the long /u/ sound with u_e.
Students are learning how to segment and spell long /u/ words.
Students will segment and blend phonemes with infleted ending –ed.
Students will associate the letters /t/ , /d/ and /ed/ with the inflected ending –ed.
Students will know what singular and plural nouns are and use them properly.

Procedural Knowledge

Students will be able to write sentences using descriptive words.
Students will be able to write words in alphabetic order.
Students will be able to identify details in a text.
Students will be able to name words with the same beginning sound.
Students will be able to review key features of expository text.
Students will be able to read a nonfiction story and summarize it.
Students will read and identify contractions n’t, ‘m, and ‘ll.

Suggested Activities

Students will use the pocket chart during center time to make words that are contractions.
Students will use the pocket chart to make words with the middle long /u/ sound in them.
Students will make words using paper scissors and provided envelope to make long u words.
Students will brainstorm and chart short and long u words in their ELA journal.
Students will read books provided by the teacher focusing on the long /u/ and add post it notes to write down all the long u words.
Students will use clay to make words with long u.

Unit 2. Volume 2. Honeybees

Students will identify words with the sound of long /u/ .
Students will know words that have the long /e/ sound.
Students will know how to build words with both long e and long u.
Students will know the high-frequency words of the selection.
Students are learning to write complete sentences using singular and plural nouns in writing.
Students are learning to identify a topic of a selection and the author’s purpose for writing the story.

Procedural Knowledge

Students will be able to associate the vowel sound long /e/ with the spellings of e, and ee.
Students will be able to read words in context and also out of context.
Students are learning and will be able to compare and contrast events that take place within a story.
Students will be able to blend and segment words with two syllables.
Students will be able to read all of the high- frequency words of the selection and the ones on our class word wall.
Students will be able to use nouns when they are speaking as well as in their writing.
Students will be able to spell words with the long e.

Suggested Activities

Students will work together in a literacy center clapping out syllables and working together to come up with different body or hand actions to do so.
Students will look for all high frequency words of the week and on the word wall from provided magazines.
Students will go on a word hunt looking for words with the long e and long u sound.
Students will read a variety of books on bees and fill out what I have Learned pages in the library center.

Unit 3. Volume 1. A Place To Play

Students will know and identify words with the sound of long /a/.
Students will learn how to segment and blend words with the vowel sounds of y.
Students will associate the vowel sounds of long /e/ or /i/ with the spelling y.
Students will know the high-frequency words of the week.
Students will know how to sequence a story and put it in order of events.
Students will understand and recognize the features of a realistic story and identify a topic connected to this week’s concept.
Students will know how to blend and read words with syllable patterns CV.

Procedural Knowledge

Students will be able to associate the sound of long e with e, and long I with I, and long o with o.
Students will be able to spell words that have a vowel sound of y.
Students will be able to preview and predict a story.
Students will be able to identify details in a text.
Students will be able to sequence and retell a story and a narrative.
Students will be able to summarize important ideas of a story.

Suggested Activities

Pocket chart word work activities throughout the week, including making words cutting out their own paper. Using pre made letters to make words, and segmenting and blending words exaggerating each sound of the word.
Students will work in groups to create and write a realistic story using the writing prompt of th week. They will use the Writer’s Workshop Process to complete this cooperative story.
Students will work in groups to come up with sentences that focus on a vivid action verb, they will say the sentence will the rest of the students in the literacy group act it out.

Unit 3. Volume 1. Ruby in Her Own Time

Students will identify words with the vowel sounds of y.
Students will identify one-syllable words with the long e, I, and o.
Students will know how blend and segment words with the consonant sounds /ng/ and /ngk/.
Students are learning how to use knowledge of sound spellings to decode unknown words while reading.
Students are learning how to practice fluency with oral rereading.
Students will learn high-frequency words of the selection this week and use them from the word wall.
Students will use inflectional endings to spell verbs with the present tense correctly.

Procedural Knowledge

Students will be able to use an action verb in sentences.
Students will be able to read stories and write comments about them and in so developing an understanding of voice and preference in comments about a story.
Students will be able to blend and segment the sounds in compound words.
Students will be able to make compound words and understand that they come from two smaller words.
Students will be able to identify story elements in a literary text.
Students will be able to blend and build words that end with the sound /ngk/ and change the beginning sound of the new word.
Students will review the use of question marks.

Suggested Activities

Students will use the pocket chart to make and blend words.
Students will make an envelope and then make the spelling words cut up in letters that make words.
Students will write stories using the vocabulary words of the week
Students will use the pocket chart to use words and make sentences that use a question.
Students will review nouns and verbs by using word made cards and put them into proper categories of nouns and verbs.
Students will write various comments all week on various different books and works from their peers.

UNIT 3. Volume 1. The Class Pet

Students will work on identifying words with the consonant patterns ng and nik.
Students will know how to write and identify compound words.
Students will learn the high-frequency words of the week and put them on the word wall.
Students will write sentences using verbs that add –s.
Students are learning to compare and contrast characters in a story.
Students will know what fact and opinion is in a text.

Procedural Knowledge

Students will be able to use verbs with correct subject and verb with the correct subject- verb agreement when writing and speaking.
Students will be able to blend and segment and words with the /or/ sounds.
Students will be able to blend and read words that associate the sound /or/ sound.
Students will be able to read words in context and in isolation.
Students will be able to compare and contrast two texts.
Students will be able to use present tense verbs that do not add –s.
Students will be able to generate summary ideas and recognize features of a summary.
Students will be able to add phonemes to create new words.

Suggested Activities

Students will build words that have the sound or in torn or ore in tore in the pocket chart.
Students will hunt for words with the or, ore sounds as in torn and tore and find them in books provided for them on a table during literacy centers. They will write down all the words they can find, hunt for on the sheets.

UNIT 3. Volume 2. Frog and Toad Together

Students will learn to recognize and comprehend the correlation between two individuals, events, ideas, or pieces of information.
Students will know to use illustrations and details in a book to describe its key ideas.
Students will know and use phonics – level skills to decode words.
Students will read aloud with intonation and appropriate expression.
Students will identify r-control words as in /ar/.
Students will know how to write sentences using verbs for the past and for the future.

Procedural Knowledge

Students will know how to isolate medial as well as final phonemes in words.
Students will be able to blend r control words /er/ as in fern.
Students will be able to recognize and associate the /er/ as in er, ir , and ur.
Students will be able to read words with er, ir, and ur.
Students will be able to tell the difference between fact and opinion and give examples verbally.
Students will be able to say if a story is true or fantasy.
Students will be able to read words with the contractions ‘s, ‘ve, and ‘re.
Students will be able to read words with fluency both in and out of context.
Students will use verbs am, is, are, was, and were properly with subject.

UNIT 3. Volume 3. I’m a Caterpillar

Students will know the difference between face and opinion.
Students will know how to isolate medial final phonemes.
Students will associate the sound /er/ r controlled with er, ir, and ur.
Students will know and understand and be able to recognize the features of captions and pictures.
Students will learn to blend and read contractions with ‘s, ‘ve, and ‘re.
Students will know and be able to describe the connection between two people, events, and different ideas in an informational piece of work.
Students will know how to use pictures and details in a text to describe its prime features.
Students will know how to use singular and plural nouns with matching verbs in basic sentences.

Procedural Knowledge

Students will be able to identify contractions and the words they form.
Students will be able to apply knowledge of letter sound correspondence and r- controlled vowel sounds to decode words in context and in isolation.
Students will be able to use a dictionary and a glossary.
Students will be able to read and retell beginning, middle, and end of a nonfiction selection.
Students will be able to write clear and coherent sentences.
Students will be able to write an informative/explanatory text using learned strategies to provide the topic, give details about the topic, and then have closure to the story.

Unit 3. Volume 3. Where Are My Animal Friends?

Students will know how to ask a question and answer questions about a text.
Students will know how to describe characters, setting, and major events in a story using specific key details.
Students will learn to use the comparative endings –er, and –est.
Students will learn to blend and segment words with –er, and –est ending.
Students will recognize key features of a play scene.
Students will know and learn to blend words with the consonant pattern –dge.
Students will know how to use conventional spelling words with common spelling patterns for frequently occurring irregular words.

Procedural Knowledge

Students will be able to draw a conclusion about a story.
Students will be able to use the contractions with not in complete sentences.
Students will be able to decode words in context as well as in isolation.
Students will be able to identify key features of a drama.
Students will be able to add initial sound to create a new work. example: rail, trail.
Students will be able to identify who is telling the story at various points in a text.
Students will be able to segment spoken single-syllable words into a sequence of individual sounds.
Students will be able to write a narrative recounting several detailed sequential events and come up with a conclusion.

Unit 3. Volume 4. Unit 1. Cinderella

Students will identify words with the long a sound.
Students will be introduced and learn words with the digraphs ai, and ay.
Students continue to analyze, make inferences, and draw conclusions about themes.
Students will blend and read words with inflected endings.
Students will know what the features of a fairy tale include and be able to connect fairy tales to personal lives.
Students will identify adjectives and use them to talk describe colors and shapes.
Students will self check and revise by adding descriptive words when writing about people, places, things, and events.
Students will know how to segment one-syllable words into individual speech sounds.

Procedural Knowledge

Students will be able to write how to stories.
Students will be able to blend and segment words with the vowel sounds of short and long e.
Students will learn that the vowel sound /e/ can associate with the letters ea.
Students will be able to decode words in context and isolation.
Students will be able to change final phonemes to create new words.
Students will be able to decode words with the long a spelled ai and ay.
Students continue to work on identifying and decoding possessive nouns.
Students will learn the proper feature in writing an invitation and will be able to write an imaginary one.
Students will be able to describe characters, settings, and major events in a story, using key details.

Unit 4. Volume 1. A Trip to Washington D.C.

Students will identify words with the long e sound.
Students will apply and use learned skills to knowledge of sound-spellings to decode unknown words while reading a text.
Students will blend and know words with three consonant blends.
Students will learn to spell words with the vowel digraphs oa and ow.
Students will identify features of a descriptive poem and be able to verbally tell a poem to their peers.

Procedural Knowledge

Students will be able to identify and use descriptive adjectives in writing and while speaking.
Students will be able to spell words with oa and ow, and be able to decode words in context and isolation.
Students will be able to summarize in sequence order a nonfiction selection.
Students will continue reading aloud with fluency and expression and proper intonation.
Students will be able to change initial phonemes in words.
Students will be able to read words with inflected endings.
Students will continue to use word patterns to decode unfamiliar words.

Unit 4. Volume 2. A Southern Ranch

Students will identify words with the long o sound.
Students will learn and identify and then write words with ow and oa digraphs.
Students will know how to compare and contrast two stories using a Venn Diagram.
Students will work to learn how to use a glossary to look up meanings of words.
Students will read a nonfiction selection and be able to recount it in sequence order.
Students will know how to write a realistic story using a given prompt.
Students are learning to segment and blend words with two syllables.
Students will learn about how media affects us and understand purposes of media.
Students will review and master the consonant patterns kn, and wr.

Procedural Knowledge

Students will identify and write words with consonant blends.
Students will be able to write sentences using adjectives to describe size.
Students will be able to work on reading aloud with expression and intonation.
Students will blend phonemes into words.
Students will be able to blend words with the digraphs ie, and igh.
Students will be able to identify and correctly use adjectives for what kind.
Students will read selection of the week with guided comprehension and be able to answer questions.

UNIT 4. Volume 2. Peter’s Chair

Students will know how to generate words that rhyme with long I words as well as long e words.
Students will know how to make words with the /n/ and /r/ sounds.
Students will know what a compound word is and how to read them.
Students will know to apply knowledge of sound spellings to decode unknown words as they read a selection.
Students will know how to identify adjectives that represent how many.
Students will know and review what the key features are of realistic fiction.
Students will know how to revise their writing by combining sentences.
Students will know what it is to blend words with two syllables.

Procedural Knowledge

Students will be able to sort and write words with kn, and wr.
Students will be able to make sentences using adjectives that tell what kind.
Students will be able to identify facts and details and sequence in a selection.
Students will be able to blend phonemes into compound words.
Students will be able to read words in context and in isolation.
The students will be able to blend and segment words with the vowel digraphs ue, ew, and ui.
Students will be able to use a Venn Diagram to compare and contrast different things in stories.
Students will be able to write letter’s and number’s legibly.

UNIT 4. Volume 2. Henry and Mudge

Students will know and identify words that have the long u sound.
Students will know what a compound word is and be able to sort if out.
Students will continue to learn to write sentences using adjectives that tell how many.
Students will review the definition of what a story’s theme is and be able to tell the theme.
Students are learning to find words in a glossary.
Students ill be able to identify a sequence of events in a story.
Students will understand and be able to recognize the features of directions.
Students will be able to make and write a list of items from a given prompt.

Procedural Knowledge

Students will be able to read aloud using proper phrasing.
Students will be able to blend and segment words with two –syllables.
Students will be able to write words and identify suffix and base word using the suffix –ly and -ful.
Students will be able to read words with the vowel sound oo as in moon.
Students will be able to identify and write compound words.
Students will be able to read the selection story of the week and preview and predict.
Students will be able to write a plan using a sequence of orders.
Students will review Cause and Effect and generate many examples throughout the unit.

Unit 5. Volume 1. Tippy-Toe Chick Go!

Students will build and write words with the oo digraph.
Students will know and write words with suffixes –ly, and –ful.
Students will know and identify the cause and effect in a story.
Students will know how to blend and segment words with the vowel sound /ou/.
Students will know what an imperative sentence is and be ble to write one.
Students will know how to blend and read and write words with the final syllable –le.

Procedural Knowledge

Students will be able to apply sound-spellings to decode unknown words when reading.
Students will be able to identify elements of character, setting, and plot in animal fantasy.
Students will be able to identify and use imperative sentences in speaking as well as in writing.
Students will be able to generate ideas and revise by adding descriptive words when writing about people, places, or things.
Students will be able to use complete sentences in final drafts and share their writing with their peers.
Students will be able to ask questions and answer questions about key details in a text.

Unit 5. Volume 1. Mole and the Baby Bird

Students will identify words that have the sound /ou/.
Students will know and be able to use the high frequency words of the story selection.
Students will know how to use singular and plural pronouns.
Students will know and recognize the features of a letter to a character.
Students will know how to blend and read words with syllable pattern V/CV.
Students are continuing to learn to write numbers and letters properly.
Students will know how to categorize words that have one and two syllable words into different slots.

Procedural Knowledge

Students will be able to blend and read words with the vowel patterns ow and ou.
Students will be able to decode words in and out of context.
Students will be able to blend and then segment words with ou.
Students will be able to look at an illustration and form a conclusion about it.
Students will identify recurring phrases as a key part of folk tales.

Unit 5. Volume 1. Dot and Jabber

Students will know how to blend and segment phonemes.
The students will write to communicate ideas for a variety of purposes.
Students will know how to build words using the diphthongs ou, and ow.
Students will understand and know the features of a friendly letter.
Students will know how to sequence a letter properly.
Students will know how to narrow a topic and ask questions related to the topic.
Students will know how to blend and read words by breaking them apart.

Procedural Knowledge

Students will be able use pronouns both in written work and verbally.
Students will be able to recognize and use the word wall or high frequency words in writing and reading.
Students will be able to identify and draw conclusions about a story.
Students will be able to identify the elements of folk tales.

Unit 5. Volume 2. Simple Machines

Students will blend phonemes and segment words. Students will be able to remove phonemes and change phonemes to make new words.
Students will continue to learn the digraphs oi, and oy.
Students will know what an expository text is and be able to read and demonstrate understanding of a variety of different nonfiction texts.
Students will understand and identify the meaning of advertisement.
Students will grasp and understand concepts by asking questions about a text.
Students will read words with suffixes –er, and –or.
Students will review homonyms and be able to give some examples orally.

Procedural Knowledge

Students will be able to read and reread familiar passages with fluency, accuracy and correct tone while reading.
Students will be able read and reread.
Students will be able to identify the main ideas in an expository text.
Students will be able to read words with suffixes and prefixes and be able to locate the base word.
Students will read the selection of the week and be able to summarize the essential aspects of the story.
Students will be able to write an advertisement draft using persuasion.
Students will review and be able to name pronouns and use them with proper subject-verb agreement.

Unit 5. Volume 2. Alexander the Graham Bell

Students will know the vowel sound in ball: aw, au.
Students will blend sounds to make one syllable words. Students will add or delete phonemes to make new words.
Students will know how to self edit work checking various conventions such as periods and capital letters.
Students will predict whether a story is fiction or nonfiction.
Students will know how to confirm a prediction.
Students will know the term sequence and identify sequence in a text.

Procedural Knowledge

Students will be able to apply knowledge of sound spellings to decode unknown words when reading.
Students will be able to segment and spell words with aw.
Students will be able to identify a biography and the sequence in it.
Students will use syllable patterns: vowel digraphs and diphthongs to comprehend the break up of words.
Students will choose a focus for an autobiography and write one.
Students will be able to build and un build words by removing and adding phonemes.
Students will be able to use adverbs about time while speaking.

Unit 5. Volume 2. The Stone Garden

Students will know and be able to generate rhyming words.
Students learn the vowel digraphs aw, and au and write words with them.
Students will know and be able to identify the high frequency words on the word wall.
Students will know and review what nouns, verbs, and adjectives are.
Students will know how to apply knowledge of letter-sound correspondences and syllable patterns to decode words.
Students will build background on the story “Stone Soup” and be abe to set a purpose for reading.
Students will learn how to use an encyclopedia.

Procedural Knowledge

Students will be able to segment and blend words with the prefixes un- and re-.
Students will be able to read words with the prefixes un- and re-.
Students will be able to identify and analyze theme in a story.
Students will understand be able to tell the features of a poem.
Students will be able to segment and blend words with the long o and long i.
Students will be able revise a draft for clarity.
Students will be able to read and review answers to inquire about questions.

General Information

Class Meeting Times: 1 hour 35 minutes (ex. 9:40-11:15)
Teacher’s Office Hours: Anytime after or before school.
Course Length: full year

Course Description: Reading Street curriculum incorporates many aspects of language in a very organized well planned out manner. First graders will on a daily basis touch on phonemic awareness, phonics, reading for fluency, with support of English Learners. Every day children will work on comprehension both through listening as well as read aloud. Reading Street Curriculum also touches on Language Arts, conventions learning a new grammar skill each and every week. Writing lessons are organized around a weekly writing routine encouraging connections with reading. In Reading Street they use a Daily Fix- It which is practicing sentences that provide opportunities for reviewing conventions, such as spelling grammar, and punctuation. Each sentence contains errors in previously taught sentences. Reading Street has instruction in spelling and phonics as they are both connected to the alphabet. Small group time is based on the 3-Tier Reading Model developed at the University of Texas. Three to five high frequency words are given each week. Reading Street will be our focus on a daily basis.

Course Pre-Requisites: Satisfactory completion of Kindergarten.

Course Learning Objectives

I.A.2. Match spoken words with print.
I.A.3. See, hear, say and write the letters, blends and diagraphs that correspond with the common sounds of the English Language.
I.C.5. Identify or infer topic.
I.C.6. Make simple inferences and draw and support conclusions.
I.C.7. Use story illustrations to enhance comprehension.
MN.II.C. Writing: (Writing should be addressed across content areas and integrated into the curriculum.): Spelling, Grammar, and Usage: The student will demonstrate emerging knowledge of punctuation, spelling and capitalization.
II.C.1. Use a period after sentences, numerals and initials.
II.C.2. Capitalize the first letter of proper names, the pronoun I, and the first words of sentences.
II.C.3. Use question marks and exclamation marks.
II.C.4. Compose simple sentences.

Course Language Objectives

MN.II.A. Writing: (Writing should be addressed across content areas and integrated into the curriculum.): Types of Writing: The student will compose various pieces of writing.
II.A.1. Write in a variety of modes to express meaning, including: Narrative; Informative; poetic.
II.A.2. Use informal writing to record information or observations.
MN.II.B. Writing: (Writing should be addressed across content areas and integrated into the curriculum.): Elements of Composition: The student will demonstrate emerging knowledge of a writing process with attention to organization, topic and quality of ideas.
II.B.1. Write simple sentences using a process and strategies to plan, compose, revise and edit.

Resources

Reading Street, Scott Foresman, First Stop Grade 1 ISBN-13-0-328-66868-7
ISBN-10 0-328-66868-0 2011.
Reading Street Unit R Volume 1

Units, Themes, and Course Organization: Reading street is based on weekly lessons which focus on a specific text. The themes of the books vary each week. Each lesson focuses on all of the following aspects to ensure that teachers can teach effective. Each week is based on a book that incorporates multiple levels of learning. The organization of Reading Street includes Science and Social studies.

Learning Activities and Methods

Each week students will touch on all of the following methods

Differentiated instruction for group time, Strategic intervention, advanced learners, and English language learners, as well as on-level learners.
Phonics
Phonemic Awareness
Word Structure
Fluency
Vocabulary
Comprehension
Writing

Assessment

In order to know your first graders, you need critical information all throughout the year. This data comes through a four-step process

Diagnose and Differentiate
Monitor Progress
Assess and Regroup
Summative Assessment

[FOR EXAMPLE]

Evaluation:

evaluation example
Student school work	25%
Class Participation	15%
Test / Exams	50%
Homework and Attendance	10%

Grading Scale:

Grading Scale
A+	97 - 100	4.0
A	94 - 96.99	4.0
A-	90 - 93.99	3.7
B+	87 - 89.99	3.3
B	84 - 86.99	3.0
B-	80 - 83.99	2.7
C+	77 - 79.99	2.3
C	74 - 76.99	2.0
C-	70 - 73.99	1.7
D+	67 - 69.99	1.3
D	64 - 66.99	1.0
D-	60 - 63.99	0.7
F	0 - 59.99	0

Classroom Policies: Include classroom rules, behavioral expectations, attendance policy, academic dishonesty policy, and school policies that may also apply to the classroom.

Supplies: Include basic supplies, include four notebooks, pencils and crayons.

Questions: Parents, guardians, and host parents: If you have any questions, comments, or concerns, please feel free to contact me. E-mail is the best way to reach me. I am happy to answer questions via e-mail, meet with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.

Other: Any additional information that you want to include that is pertinent or required for your course such as having a parent/host parent signing off on the syllabus.

Important Note:

This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.

Weekly Informational Knowledge Overview - (Students will know...): Arrival, transitions, lining up, moving through halls, recess, work sharing, whole group meetings, quiet time, cleanup, dismissal.

Weekly Procedural Knowledge Overview - (Students will be able to...): Same as above

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students and teachers will name and share interests, students will learn procedures of school.

Language Objective:: Students will generate ideas and procedures for using basic tools and materials for reading math , math, art, recess, and writing, and will explore their use further in open ended activities.

Main Activity:: Children will play freeze tag to learn the rules of listening and various other games to help students understand rules. They will start to generate basic rules.

Evaluation:: Teacher monitors and overlooks to ensure students understand

Vocabulary:: freeze signal

Homework:

Learning Objective:: Continue learning classroom rules through generating ideas for rules and safety procedures.

Language Objective:: model lining up, walk boundaries of playground, discuss rules of playground, cafeteria, office, library.

Main Activity:: Students will sit for morning message and they will learn names of all the classmates in school and play various games to reinforce games. Students will write names on chart and notice who has names that start with the same letter. Students will tell one thing that they are good at.

Evaluation:: Reinforce kids to know each other's names.

Vocabulary:: learn names

Homework:

Learning Objective:: Teach simple greeting practice around circle. Kids will by now grasp basic rules of school, quiet signal,

Language Objective:: Kids will continue to get to know teacher and rules and consequences in the classroom.

Main Activity:: Morning message children will answer basic questions about rules and then kids will come up and help write names and complete a fix it sentence.

Evaluation:: Teacher observes

Vocabulary:: school rules

Homework:

Learning Objective:: Continue with rules and regulations.

Language Objective:: Kids will write freely.

Main Activity:: eart map. Kids will draw a heart and write about themselves in each piece of the map. They will write about what they love and what they are good at. They will tell about their families and friends. Children will share their work after they finish.

Evaluation:: Teacher walks around and observes

Vocabulary:: map, heart, puzzle

Homework:

Learning Objective:: Wrap of week concluding with mastering all new taught classroom activities.

Language Objective:: Kids will write and draw activities.

Main Activity:: Collaborative group poster on rules of school and names of kids

Evaluation:: Teacher walks and watches and observes.

Vocabulary:

Homework:

Materials / Resources (including technology): Music, Glue, Paints, Markers, Crayons

State of Minnesota Standards Covered

I.A.1. Identify letters, words and sentences.
I.A.2. Match spoken words with print.
I.A.3. See, hear, say and write the letters, blends and diagraphs that correspond with the common sounds of the English Language.
I.A.4. Segment and blend beginning, middle and ending sounds (phonemes) to read unfamiliar words.
I.A.5. Divide spoken and written words into syllables and identify phonemes and phonograms within words.
I.A.6. Use letter sounds, word patterns and parts of simple compound words to decode unfamiliar words when reading.
I.A.7. Generate rhyming words in a rhyming pattern.

Weekly Informational Knowledge Overview - (Students will know...): Arrival, transitions, lining up, moving through halls, recess, work sharing, whole group meetings, quiet time, cleanup, dismissal.

Weekly Procedural Knowledge Overview - (Students will be able to...): Same as above

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Class will work together and formulate a set of classroom rules. Children will write the letters M and m. They will identify the /m/ sound in words and they will have concept of what a character is in a story example mother, father, sister, etc.

Language Objective:: Children will verbally learn rule of good listening behavior as we discuss it and make eye contact.

Main Activity:: Explain position of letter M,m and have kids write on white boards and brainstorm words.

Evaluation:: Readers and writers notebook page 3 and cooperative brainstorming of m words in independent white boards.

Vocabulary:: moon, monkey, mat, more, mop

Homework:

Learning Objective:: Letter sequence, Print awareness, Isolate initial and final phonemes

Language Objective:: Students will be encouraged to count and recognize words in a text. Students will be able to identify words that begin with the letters m and s and the sounds /m/ and /s/. They will write the letter Ss as well.

Main Activity:: Children will work in pairs. Model T-chart with the labels m and s. Have children look through their books to find examples of words that begin with m or s. Copy words to their charts and help each other read the words.

Evaluation:: Walk around and observe group cooperative work.

Vocabulary:: amazing words, furniture, tidy, unwind, cozy, middle, straw, yawn

Homework:

Learning Objective:: Represent that words are represented by sequences of letters. Distinguish letters from numbers.

Language Objective:: Match initial, medial, and final phonemes, both written and verbally.

Main Activity:: Sounds /t/ and /d/ are very easy to confuse especially when they appear in medial position in a word. Help by saying each word clearly and carefully using sounds that match spellings. Make a graph and give pairs a list of the children in the class. A sheet of blank paper folded in half and some round stickers. Have pairs label two sides of their paper. People with T in it and names without Tin it. Share with other pairs what they discovered.

Evaluation:: Teacher will monitor what kids are doing in pairs.

Vocabulary:: middle

Homework:

Learning Objective:: Recognize words are represented by sequences of letters. Distinguish groups of letters from groups of numbers. Blend and segment phonemes.

Language Objective:: Discuss the concepts of homes and families to develop oral language. Build oral vocabulary and identify details in text.

Main Activity:: Children will names some letters. Write on board. Repeat one – digit numbers. Remind children that they can write both numbers and letters. Write 367 on board. Have children write down numbers and then words cooperatively. Ex. 490, sun, be, 55.

Evaluation:: Writers and readers notebook follow up page 13. Circle the words not the numbers.

Vocabulary:: straw yawn

Homework:

Learning Objective:: Review concepts home and families.

Language Objective:: Build oral vocabulary and identify details in a text.

Main Activity:: Read aloud the book –Anthology to the students. Orally review meaning of this week's amazing words. Then display weeks concept map.

Evaluation:: Have children use amazing words as well as concept map to answer the question: What is around us at home.

Vocabulary:: furniture, middle, tidy, unwind, cozy, middle, straw, yawn

Homework:

Materials / Resources (including technology): Music

State of Minnesota Standards Covered

I.A.1. Identify letters, words and sentences.
I.A.2. Match spoken words with print.
I.A.3. See, hear, say and write the letters, blends and diagraphs that correspond with the common sounds of the English Language.
I.A.4. Segment and blend beginning, middle and ending sounds (phonemes) to read unfamiliar words.
I.A.5. Divide spoken and written words into syllables and identify phonemes and phonograms within words.

Weekly Informational Knowledge Overview - (Students will know...): Identify things with the sounds /m/, /s/,/t/, and /a/.
Distinguish between initial and final /m/, /s/ and /t/.

Weekly Procedural Knowledge Overview - (Students will be able to...): Identify nouns, practice high frequency words, identify and describe a character in a story.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Introduce concepts, homes and families. Share information and ideas about the concept.

Language Objective:: Isolate initial and final phonemes, and introduce nouns in sentences.

Main Activity:: Concept talk Who is in our family? Have children think for a minute about homes and families. Have kids pair up and discuss question. Share information. Guide children to speak clearly and clarify information. Draw a picture of their family.

Evaluation:: Walk and monitor. Start a concept map for the week.

Vocabulary:: adult childhood, depend, portrait, gallery, entertain, scurry

Homework:

Learning Objective:: Phonemes isolate initial and final phonemes. Match initial and final phonemes. Associate the consonant c with the sound /k/. Recognize and name the letters Cc. Write the letters Cc.

Language Objective:: Blend read and spell words with the c/k/ consonant.

Main Activity:: Teacher manual pg. 39b follow blending strategy and follow up with writing words on their own. Pg. 39c Phonics Identify Lower-Case and Upper-Case letters. Have kids work on individual whiteboards.

Evaluation:: Walk , monitor, and observe

Vocabulary:: adult, childhood, depend

Homework:: none

Learning Objective:: Associate the consonant p with the sound /p/. Write the letters Pp, blend, read, and spell words with p. Recognize and name letters Pp. Review setting in realistic fiction. Identify number, color, and size words.

Language Objective:: Produce nouns, understand that reading is done from left to right with a return sweep.

Main Activity:: P. 42e teachers manual phonics /n/ sound watch and produce with students. Show pictures. And do the Hear Say See Read activity. Then have kids write the letter Nn. Pg. 42f Phonics- Teach/model Consonant n/n/. Lastly have kids work on High Frequency Words. Point Say it, spell it then use each word in a sentence.

Evaluation:: Check work

Vocabulary:: gallery, entertain, scurry, portrait, depend, childhood, adult

Homework:

Learning Objective:: Discuss the concept to develop oral language. Build oral vocabulary. Identify details in text.

Language Objective:: Understand that reading is done from the top to the bottom of the page. Understand reading is done from left to right with a return sweep. Segment and blend phonemes.

Main Activity:: Print awareness how to read. Teachers manual p. 42a Guided practice follow up draw a box on board. Write first line of the chant at the top of the box as you say the words aloud. When you get to end of line, ask where does the next line go. Have students come up and trace text with their fingers .

Evaluation:: Monitor

Vocabulary:: entertain, scurry

Homework:

Learning Objective:: wrap up week. Oral vocabulary review, Print Awareness, Phonemic awareness, High-frequency words, Comprehension, and nouns in sentences.

Language Objective:: Vocabulary, give descriptions,

Main Activity:: Teacher will have an interactive morning message where students will come up and answer various questions regarding all of the above objectives. Example Who can tell me five nouns and if they are a person, place or thing? Who can come up here and show me how to write the letter Nn. Students who are not coming up will be working on their own white boards on the rug.

Evaluation:: Watch, note and observe.

Vocabulary:: adult, childhood, depend, portrait, gallery, entertain, scurry

Homework:

Materials / Resources (including technology): Music, paint,

State of Minnesota Standards Covered

I.A.1. Identify letters, words and sentences.
I.A.2. Match spoken words with print.
I.A.3. See, hear, say and write the letters, blends and diagraphs that correspond with the common sounds of the English Language.
I.A.4. Segment and blend beginning, middle and ending sounds (phonemes) to read unfamiliar words.
I.A.5. Divide spoken and written words into syllables and identify phonemes and phonograms within words.
I.A.6. Use letter sounds, word patterns and parts of simple compound words to decode unfamiliar words when reading.
I.A.7. Generate rhyming words in a rhyming pattern.

Weekly Informational Knowledge Overview - (Students will know...): Students will identify and produce nouns.
Students will write complete sentences with nouns that name sentences.
They will also have a clear concept of home and families.

Weekly Procedural Knowledge Overview - (Students will be able to...): Students will be able to rhyme or start to understand rhyming words. Students will understand concept of reading (in small groups will begin reading) Students will continue decoding words and be able to read high frequency words from word wall.

Monday

Tuesday

Wednesday

Thursday

Friday

Learning Objective:: Students will identify things with /P/,/n/, and c/k/ sounds and children will be able to distinguish between initial and final /p/,/n/ and c/k/ sounds. They will also be able to identify highfrequency words, we, like, the, one.

Language Objective:: guided comprehension, students will be able to predict and set purpose of a story.

Main Activity:: Read p.58-59 in student edition , Have children find words and sentences in the text Snap!, and Families to show how photographs are imported. Children will draw picture of family having picnic together and write about it.

Evaluation:: cooperatively share pictures and sentences about them with peers.

Vocabulary:: photo essay, group

Homework:: Take home and share with families and perhaps write a little more and return.

Learning Objective:: Build oral vocabulary. Discuss concepts of homes and families to build oral language. Share information and ideas about the concept. Isolate beginning, medial, and final phonemes. Match initial and final phonemes.

Language Objective:: Recognize and name the letters Ff. Recognize plot in realistic fiction. Identify and use verbs and produce verbs.

Main Activity:: Pre teach Academic Vocabulary. Write following on the board: plot, realistic fiction, and verbs. Have children see what they know about this week's Academic vocabulary. Read p. 64-65 in student edition. Have children produce sounds beginning middle end for words that have the sound f/f/ in them. Have children blend and spell them individually on white boards. Read aloud A City Garden and have children recognize plot in realistic fiction. Identify and use verbs in text.

Evaluation:: Teacher will monitor and observe children.

Vocabulary:: active, lawn, pavement, plot realistic fiction, verbs

Homework:: Students will practice Ff, writing and practice drawing a picture of a person doing something that is a verb.

Learning Objective:: Print awareness. Identify that books provide: author, title, illustrator, Children will identify BME for phoneme sound /b/.

Language Objective:: Associate consonant b with the sound /b/. Blend, read, and spell words with b. Recognize and name the letters Bb. Review plot. Sort nouns and verbs. Read high- frequency words of the week.

Main Activity:: Introduce newspaper vocabulary word. Have students find sight words in newspaper. Read student edition pp. 64-65. Have children find things that begin with the sound /b/. Have children find pictures with the sounds /b/ in beginning, middle and end. Monitor and guide children to write the letter Bb. Identify upper and lower case b. pg. 68 Words I can blend. Do this in the pocket chart. Review verbs. P.67b

Evaluation:: Teacher watches and monitors small group learning example pocket chart activity.

Vocabulary:: newspaper, was, yellow, do, you, look

Homework:: Verbs page

Learning Objective:: Build oral vocabulary. Identify details in a text. Share information and details about the concept.

Language Objective:: Associate the consonant g with the hard sound /g/. Blend, read and spell words with g. Recognize the letters Gg. Identify and use verbs. Practice self-evaluation when writing. Write consonant Gg. And then revisit verbs.

Main Activity:: review this week's words to read: was, yellow, do, you, look. Have children work in work activities, one group will be working on a verb activity. They will think of verbs and draw a picture and write it down in their ELA notebooks. The next station will practice writing upper and lower case Gg. Have children review student edition pg. 64-65 have students write as many details in their notebooks as they can.

Evaluation:: Teacher will monitor and walk around help students who are not able to master work done.

Vocabulary:: newspaper, was, yellow, do, you, look

Homework:: nouns, verbs sort page

Learning Objective:: Discuss concept develop oral language. Sequence letters of alphabet. A,M,C,B AND S. Introduce the letters short I,I, write the letters. Decode words in isolation using common lettersound correspondences. Identify features of nonfiction. Review high frequency words.

Language Objective:: Same as above

Main Activity:: Write letters on the board and have children sequence them in order guiding the children. Then have children work individually at their work station independently sequencing letters. Have children write the letter I, and G at work literacy station. Children will then write neatly the words of the week. Pocket chart station will be blending letters I with letters G and A, making words.

Evaluation:: During literacy work stations teacher walks around and monitors and assist children who are not grasping what is going on.

Vocabulary:: banner overflowing, patio. Sight words practice as well.

Homework:: Sheet to go home on sequencing letters in abc order. Written sight words of the week.

Materials / Resources (including technology): Music

State of Minnesota Standards Covered

RL.1.1. Ask and answer questions about key details in a text.
RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3. Describe characters, settings, and major events in a story, using key details.

Craft and Structure
RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
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.
RL.1.6. Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas
RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.8. (Not applicable to literature)
RL.1.9. Compare and contrast the adventures and experiences of characters in stories.