1st grade curriculum map: literacy & integrated content 1...sentence writing: unlimited wants...

1st Grade Curriculum Map: Literacy & Integrated Content

HMH= Houghton Mifflin Harcourt D5=The Daily 5 HMH LLG= Language and Literacy Guide EXT=Teacher Support Booklet: Extending the CCSS SUW=Step Up to Writing TE=Teacher’s Edition SB=Student Book VR= Vocabulary Reader LRSD Elementary Literacy and Social Studies Departments 1st Grade Curriculum: Literacy & Integrated Content Revised 2017

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 5 Lesson 25

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STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, &demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story, using key details. 1RL9 Compare & contrast the adventures & experiences of characters in stories.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Summarize Genre: Realistic Fiction Fluency: Phrasing Punctuation

Anchor Lesson HMH The New Friend U5L25 TE pp. T426-T439, T446-T447 SB: pp. 162-181 LLG p. 234 HMH Senor Coyote, the Judge U5L25 TE pp. T418-T419 LLG p. 235 LLG p. 235 Fluency: TE p. T457 Café p. 167 Ready Reference Form SUW tool 1-32 to 1-37 pp. 46-57

Your Turn: U5L25 TE p. T448

SOCIAL STUDIES Unit 5 Lesson 25


E.5.1.3 Recognize markets exist whenever buyers and sellers exchange goods and services. E.4.1.2 Identify benefits and costs of making a decision E.6.1.1 Classify exchanges as monetary or barter E.7.1.1 Identify goods and services that are traded

Economics Essential Questions: How does economics play a role in your daily life? How do you think economics affects you? How are goods and services produced, consumed, and exchanged to satisfy needs and wants? Supporting Questions: How do people fulfill their wants & needs? What are needs and wants? What are goods and services?

If You Give a Mouse a Cookie YouTube ReadAloud Before Reading: See for full version of EcEd Web Economics Lesson http://ecedweb.unomaha.edu/lessons/mouse.htm Create an anchor chart labeled with two columns for goods and services. This chart will be used to identify the goods and services in the story. Explain that a good is a thing or an object that a person can touch, hold, and use. Explain that a service is something that someone does for you. As you read the story aloud, students will identify goods and services to be listed on the chart.

Sentence writing: Unlimited Wants Story

https://www.youtube.com/watch?v=SyBtwe9Ktik

https://www.youtube.com/watch?v=SyBtwe9Ktik

http://ecedweb.unomaha.edu/lessons/mouse.htm



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During Reading: Read the story If You Give a Mouse a Cookie. Review that a good is a thing or an object that a person (or mouse) can touch, hold, and use. Model the first good for students, when the mouse wanted a cookie, the mouse wanted a good. Now you will write the word cookie under the column for goods on your chart. Guide students to identify other goods the mouse wanted in the story as you read, then write them on the chart as they are given. (Goods in the Story: Milk, Broom, Scissors, Straw, Napkin, Mop, Bucket, Box, Pillow, Paper, Crayon, Pen, Tape) Next, review that a service is something that someone does for you. Model, when the mouse asks the boy to read the story to him, he is asking for a service. Write this as a service on the chart under the column services. After Reading: Help students to recall events in the story, ask students to name what the mouse wanted first. Ask another student to name the first and second things the mouse wanted. Continue with the third student to name the first, second, and third things the mouse wanted. Continue this process until the students name all the things the mouse wanted. Explain that the mouse had many wants. Some of the things the mouse wanted were goods. Review the anchor chart of the goods the mouse wanted. Next, review the services. A service is something someone does for you. The mouse wanted the boy to read a story. Discuss: What are some goods and services you would like to have? Do you have all the goods and services you would like? Explain that people have unlimited wants for goods and services. This means that the list of things they want never ends. Create a chart with the class to write its own unlimited wants story. Begin the story by writing on the chart, “If you give a teacher a dog, she will



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want______________.” Ask student to name a good or service that a teacher might want if she had a dog. Write student’s answer in the blank. Continue by writing on the chart, “If she has (dog food) she will want________.” Continue this process until there are four or five examples. Assign each student to write two sentences for the story, ask them to draw two pictures to go with the sentences and write the correct sentence at the bottom.

WORD STUDY Unit 5 Lesson 25


VOCABULARY 1RF3g Recognize & read grade-appropriate irregularly spelled words. 1SL4 Describe people, places, things, & events with relevant details, expressing ideas & feelings clearly. 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

VOCABULARY STRATEGY: Synonyms ACADEMIC: characters, infer, thesaurus SOCIAL STUDIES: goods, services, needs, wants TARGETED CATEGORIES: Teacher’s choice

LLG pp. 164-165 TE pp. T472-T473 Projectable 25.7

SPELLING/ENCODING 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words. 1RF3e Decode two-syllable words following basic patterns by breaking the words into syllables.

Words with ou and ow how, now, cow, owl, ouch, house, found, out, gown, town

LLG, pp. 104-105 U5L25 Phonemic Awareness/Phonics TE pp. T417, T443, T453, T465, T477 U5L25 TE pp. T420-T422, T440, T444, T450, T454-T455, T466, T474 Reader’s Notebook Volume 2 pp. 138, 140, 141



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WRITING WORKSHOP Unit 5 Lesson 25


GRAMMAR 1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts. 1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). C1L1i Use frequently occurring prepositions (e.g., during, beyond, toward).

SKILL Introduce Contractions

U5L25 TE: p. T440 Introduce contractions U5L25 TE: p. T450 Contractions with not (see ELL lesson on this page also.) U5L25 TE: p.T474 Spiral Review: Prepositional phrases. U5L25 TE: p.T480 Review Contractions Grammar Snap Video Reader’s Notebook pp. 142, 150, 151

PROCESS WRITING 1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure, 1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed

WRITING TYPE Narrative: Story

Review SUW 6-6 pp. 266-268 6 Steps for Planning & Writing a Story. Review SUW 6-7 pp..268-271 Quick Sketch & Quick Note Planning Use Tools 6-7a, b, &c Review SUW 6-21 Story Writing Assessments. Use Tools 6-21a, b, & c.

SUW 10-18 pp. 443-444 Stories Scoring Guide Use tool 10-18a and 10-18b & c for scoring rubric & sample student work.



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1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to text, including using frequently occurring conjunctions to simple relationships (e.g., because) 1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 1RL1 Ask & answer questions about key details in a text. 1RL3 Describe characters, settings, & major events in a story, using key details. 1RL5 Explain major differences between books that tell stories & books that give information, drawing on a wide reading of a range of text types. 1RL9 Compare & contrast the adventures & experiences of characters in stories. key details in a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Compare/Contrast Strategy: Monitor/Clarify Genre: Realistic Fiction Fluency: Accuracy: Self-correct

Anchor Lesson U6L26 The Dot LLG p. 236 TE: pp.T22-T35, T42-T43 SB: pp.12-33 LLG p.253 Realistic Fiction HMH The Art Contest TE pp. T14-T15 LLG p. 237 LLG pp.166-167 Oral Vocabulary Development Fluency: TE p. T53, Projectable 26.5 SUW 1.30 pp. 43-44 Using graphic organizers Use Tool 1-30b

Retelling Fiction: Your Turn U6L26 TE: p. T44


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E4.1.1 Explain ways scarcity necessitates decision making. E4.1.2 Identify benefits and costs of making a decision. E5.1.2 Categorize human, natural, and capital resources used in the production of goods and services.

Essential Questions:

What motivates entrepreneurs?

Why are entrepreneurs risk-takers?

Add Link for details on Design Your Own Toy Project Follow Week One Plan Teachers: Start collecting recycled items for the Toy Project. Display books about various jobs.



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E 5.1.3 Recognize markets exist wherever buyers and sellers exchange goods and services.

What constitutes a good business plan?

What are benefits of preparing a business

plan?

How can goods and services help

meet people’s needs?

Why do some people have to make

choices in order to meet their needs?

Essential Questions: What is scarcity? How does scarcity affect you and your family? How does scarcity force people to make economic choices?

Too Many Toys by David Shannon Online Book Link: https://www.youtube.com/watch?v=Yz3pV9BLog8 This book is a part the second grade curriculum. Kindergarten and First grade teachers: You can also borrow a copy from second grade teachers. ADDITIONAL RESOURCES: Add link Arthur's Pet Business Read aloud https://www.youtube.com/watch?v=Y1lSCAAipbc Before Reading: Discuss the difference between goods and services. Show pictures of goods and services use to assist students to identify as a good or service. Define entrepreneur. During Reading: Read the book Arthur's Pet Business. As you read the book, allow students to locate goods and services mentioned in the book. List these on chart paper. What were some of Arthur's job choices? Why did Arthur start a pet business? After Reading: Review definition of entrepreneur. How does Arthur fit the description? Do you think it is harder to be an entrepreneur or to work for someone else? Why? Read Aloud Monster Musical Chairs https://www.youtube.com/watch?v=2iP-yY58lwY See full version of lesson plan- Federal Reserve Banks of St. Louis and Philadelphia Economic Before Reading: Ask students if they have ever played musical chairs. Discuss the game of musical

Birthday Gift See Handout 5 on Lesson Plan Federal Reserve Banks of St. Louis and Philadelphia Economic Education

https://lrsdcas.lrsd.org/owa/redir.aspx?C=B1w0tLxYNguWo4TYXS421PtqUwAvG-WNmLmcYvivP7FuetDry43VCA..&URL=https%3a%2f%2fwww.youtube.com%2fwatch%3fv%3dYz3pV9BLog8

https://lrsdcas.lrsd.org/owa/redir.aspx?C=B1w0tLxYNguWo4TYXS421PtqUwAvG-WNmLmcYvivP7FuetDry43VCA..&URL=https%3a%2f%2fwww.youtube.com%2fwatch%3fv%3dYz3pV9BLog8

https://www.youtube.com/watch?v=Y1lSCAAipbc

https://www.youtube.com/watch?v=2iP-yY58lwY



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chairs. Musical chairs is played by walking around a group of chairs as music is played. When the music stops, each person tries to sit in a chair. Tell students to listen for the problem the monsters have each time the music stops. During Reading: Read the book Monster Musical Chairs. Stop after reading page 13, ask what is problem the monsters had when the music stopped. Explain that monsters are experiencing scarcity. Scarcity is when too many people want an item and there are not enough resources for everyone. After Reading: Tell students they are going to play musical chairs. (Use eight chairs) Discuss what an economic want is. Tell students an economic want is a wish for an item that can be satisfied by consuming a good. Ask students, if you were thirsty what might satisfy your wants? Create a list on chart paper. Write the word “Want” and draw a glass of water on a piece of paper. Tape it to your shirt. Pass out sticky notes and tell students to draw a picture of something they want and place on their shirt. Allow students to discuss their wants. Write the word “good’ on several sticky notes and place one each of the chairs. Discuss that goods are items that satisfy your wants and that is an item you can touch. Ask students for examples of goods. Choose nine students to play musical chairs. One student will not be able to satisfy his/her want to have a chair. Play until only one chair is left. Discuss: Which students were able to satisfy their wants? Why were some students not able to satisfy their wants? Why can’t you have everything you want?





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VOCABULARY 1L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 1 reading & content, choosing flexibly from an array of strategies. 1L4a Use sentence-level context as a clue to the meaning of a word.

STRATEGY: Figurative Language ACADEMIC: compare, contrast, exclamation SOCIAL STUDIES: services, choices, entrepreneur, goods TARGETED CATEGORIES: Teacher’s choice

HMH Artists Create Art

U6L26 TE: pp. T64-T65, LLG: p. 256 Biography

HMH VR: Kamala’s Art , U6L26 TE: pp. T86-T87

Vocabulary Strategies: Figurative Language

TE pp. T66-T67, Projectable 26.8

SPELLING/ENCODING 1RF3b Decode regularly spelled 1-syllable words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

Skill CVCe & CVC words with –ed & -ing mix, mixed, hop, hopped, hope, hoping, run, running, use, used

LLG pp. 106-107

U6L26 TE: pp. T16-T18, T40, T46, T50, T51, T58,

T62

Phonemic Awareness TE pp. T13, T39, T49, T61,

T71

Reader’s Notebook Volume 2 pp. 152, 154, 155, 158



GRAMMAR 1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

SKILL Exclamations

TE: pp. T36, T46, T58, T74

Projectable 26.3, 36.6

Reader’s Notebook Volume 2 pp. 156, 162, 166

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PROCESS WRITING 1W5 W/guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. 1L1g Use frequently occurring conjunctions 1L1i Use frequently occurring prepositions. 1L2b Use end punctuation for sentences

WRITING TYPE Sentences: Editing & Revising

SUW 6-24 pp. 297-298 Editing & Proofreading

(modify for 1st grade) Use tool 6-24a

EXT U6, pp. C10-C11 Compound Sentences

SUW Quick Check 10-6 ,

p. 420 Peer Review/

Editing/Revision (modify for 1st

grade)

SUW Quick Check 10-7 p. 421 Editing with CUPS




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1RL5 Explain major difference between books that tell stories & books that give information drawing on a wide reading of a range of text types. 1RL7 Use illustrations & details in a story to describe its characters, setting, or events. 1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

COMPREHENSION/FLUENCY

Skill: Text & Graphic Features

Strategy: Analyze

Genre: Informational Text

Fluency: Intonation

What Can You Do?

TE: pp. T122-T135, T142-T143

SB: pp. 48-69

LLG p. 238

LLG p. 254 Informational Text

The Shoemaker & the Elves

TE: pp. T114-T115, LLG p. 239

LLG p. 168 Oral Vocabulary Development

Fluency TE p. T153, Projectable 27.5

Café p. 163 Ready Reference Form

Summarizing Nonfiction: Your Turn: p.T144


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E.5.1.1 Explain ways human resources earn income E.5.1.3 Recognize that markets exist wherever buyers and sellers exchange goods and services E.6.1.2 Identify some places people save money

Essential Questions: What is scarcity? How does scarcity affect you and your family? How does scarcity force people to make economic choices? Essential Questions: Why do we have to make choices about how and when to spend money? Supporting Question:

Teachers: Continue to follow Week Two for the Design Your Own Toy Project Read Aloud Monster Musical Chairs https://www.youtube.com/watch?v=2iP-yY58lwY See full version of lesson plan- Federal Reserve Banks of St. Louis and Philadelphia Economic Education Before Reading: Ask students if they have ever played musical chairs. Discuss the game of musical chairs. Musical chairs is played by walking around a group of chairs as music is played. When the music stops, each person tries to sit in a chair. Tell students to listen for the problem the monsters have each time the music stops. During Reading: Read the book Monster Musical Chairs. Stop after reading page 13, ask what is problem the monsters had when the music stopped. Explain that

Birthday Gift See Handout 5 on Lesson Plan Federal Reserve Banks of St. Louis and Philadelphia Economic Education Visual 1: Savings Jar Activity After student draws picture f item they would like to

https://www.youtube.com/watch?v=2iP-yY58lwY



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How do people earn money? Why do we need to save money?

monsters are experiencing scarcity. Scarcity is when too many people want an item and there are not enough resources for everyone. After Reading: Tell students they are going to play musical chairs. (Use eight chairs) Discuss what an economic want is. Tell students an economic want is a wish for an item that can be satisfied by consuming a good. Ask students, if you were thirsty what might satisfy your wants? Create a list on chart paper. Write the word “Want” and draw a glass of water on a piece of paper. Tape it to your shirt. Pass out sticky notes and tell students to draw a picture of something they want and place on their shirt. Allow students to discuss their wants. Write the word “good’ on several sticky notes and place one each of the chairs. Discuss that goods are items that satisfy your wants and that is an item you can touch. Ask students for examples of goods. Choose nine students to play musical chairs. One student will not be able to satisfy his/her want to have a chair. Play until only one chair is left. Discuss: Which students were able to satisfy their wants? Why were some students not able to satisfy their wants? Why can’t you have everything you want? Read Aloud A Chair for My Mother https://www.youtube.com/watch?v=wV1ege3jEFE Full Version of lesson can be found here, https://www.stlouisfed.org/~/media/Files/PDFs/Education/Lessons/A-Chair-for-My-Mother.pdf Before Reading: Explain to students that most people do work. Ask students to name some jobs/work people do. Quickly create a list of their responses (this will be your Jobs People Do Chart). Then explain that some people do physical work that requires them to use muscle (refer to list created to identify jobs that involve physical work). Some people do mental work—work that requires them to do a lot of thinking (refer back to list to identify jobs that involve mental work). People who do

save for, they should write how much the item costs and how they will earn money to buy the item. I would like to by ______. It costs ______. I will _______ to earn money to buy it. (Can differentiate for some by having the student figure how much to save for a number of weeks to meet their savings goal.)

https://www.youtube.com/watch?v=wV1ege3jEFE

https://www.stlouisfed.org/~/media/Files/PDFs/Education/Lessons/A-Chair-for-My-Mother.pdf

https://www.stlouisfed.org/~/media/Files/PDFs/Education/Lessons/A-Chair-for-My-Mother.pdf



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work are called human resources. Human resources work hard to make and do things for us. Introduce the book, A Chair For My Mother, by saying the two characters in the story, the little girl and her mother, are human resources. During Reading: Highlight the ways the little girl and her mother do mental/physical work at the restaurant. After Reading: Create a t-chart. Allow students to tell the work the little girl did at the restaurant on one side and the work the mother did at the restaurant on the other. Based on the answers given, as a group determine if the characters do physical work or mental work. End discussion by adding waitress to the chart of jobs people do (created at the beginning of the lesson) concluding that a waitress does both mental and physical work. Keep this chart for next week's lesson. Day 2: Revisit A Chair for My Mother to discuss Income (may read aloud again or simply have students share about the book) Ask the students what the little girl and her mother received for their work? (money) Explain that the money people earn for work is called income. People spend some of their income to buy things they want and need. People can keep some of their income to buy things in the future. This is called saving. Ask the students: Why did the mother and the little girl save some of their income? (They wanted to buy a chair.) Where did they save their money? (In a jar) Where are some other places we save money? (wallet, piggy banks, banks) Why did they have to save? (They didn’t have enough money to buy the chair right now.) Saving money can help us buy things we need or want at a later time when we may not have enough money. Explain the girl and her mother had a savings goal. A savings goal is a good or service people want in the future. It can be hard to reach a savings goal because there are so many things people want to buy with money they have saved.



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GRAMMAR 1L1j Produce & expand complete simple & compound declarative, interrogative,

SKILL Kinds of Sentences

EXT U6, pp. C10-C11 Compound Sentences U6L27 TE: pp.T136, T146, T158, T174, Projectable 27.3, 27.6

Along with students, create a list of things we have to save up to buy (toy, book, game, bike). Then list ways to earn money to pay for the item. Finally have the students complete Visual 1: Savings Jar Activity (part of the lesson printout).



VOCABULARY 1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 1RF3f Read words with inflectional endings.

STRATEGY: Classify and Categorize ACADEMIC: graphic features, classify, categorize SOCIAL STUDIES: scarcity, goods, economic want, human resources, income, savings goal TARGETED CATEGORIES: Teacher’s choice

HMH The Wind & the Sun TE: pp. T164-T165 LLG p. 239 LLG p. 252 Fable HMH VR: Helping at Home TE: pp. T186-T187 Classify and Categorize Emotion Words TE pp. T166-T167, Projectable 27.8

SPELLING/ENCODING 1L4c Identify frequently occurring root words (e.g., look) & their inflectional forms (e.g., looks, looked, looking). 1RF3f Read words with inflectional endings. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words. 1RF3e Decode two-syllable words following basic patterns by breaking the words into syllables

-er, -est words hard, harder, hardest, fast, faster, fastest, slow, slower, slowest, sooner

HMH Weekly Plans & Opening Routines TE pp. T116-T118, T140, T146, T150-T151, T158, T162 LLG pp. 108-109 Phonemic Awareness TE pp. T113, T139, T149, T161, T171 Reader’s Notebook Volume 2 pp. 167, 169, 173



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imperative, & exclamatory sentences in response to prompts

Reader’s Notebook Volume 2 pp. 171, 177, 180, 181 Unit 6L27 Grammar Snap Video

PROCESS WRITING 1W1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, & provide some sense of closure. 1W6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers. 1W7 Participate in shared research & writing projects (e.g., explore a number of “how-to-do” books on a given topic & use them to write a sequence of instructions.)

WRITING TYPE Expository: Opinion (shared research)

EXT U6 pp. C6-C7 Use Electronic Menus and Icons SUW 1-6 p. 11 Agree/Disagree Responses SUW 9-2 pp. 368-370 Supporting an Opinion with Facts Use tool 9-2a, 9-2b U3L14 TE: pp.343 & 352 Write to Inform


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C1RL3 Describe characters, settings, & major events in a story, using key details. 1RL5 Explain major differences between books that tell stories & books that give

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Infer/Predict Genre: Fantasy

Anchor Lesson LLG MINILESSON: HMH The Kite (from Days with Frog & Toad)

Retelling Fiction: Your Turn: U6L28 TE: p.T242



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information, drawing on a wide reading of a range of text types. 1RL7 Use illustrations & details in a story to describe its characters, setting, or events. 1RL9 Compare & contrast the adventures & experiences of characters in stories.

Fluency: Phrasing: Natural Pauses

U6L28 TE: pp. T222-T233, T240-T241 & SB: pp. 84-101 LLG p. 240 HMH A Hopeful Song U6L28 TE: pp. T214-T215 LLG p. 241 LLG p. 241 Fantasy Café pp. 161-162 Ready Reference


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E.5.1.1 Explain ways human resources earn income

Essential Questions 1.How do human resources depend on other human resources for goods or services?

Teachers: Continue to follow Week Three for the Design Your Own Toy Project During the next four weeks, students should be reading Cleo Oliver Edison Playground Millionaire at home with their parents. Please use any of the lessons in the classroom to support the reading and understanding of the concepts covered within the text. Tia Isa Lesson Plans Read Aloud Pepe the Lamplighter https://www.youtube.com/watch?v=mgSRnLcoSyE Before Reading: Revisit the chart of jobs people do (saved from last week's lesson). Remind students that people work to earn income in order to pay for needs and wants. If possible, give students an opportunity to share other jobs and add to the chart. Ask students to tell what one (or two) of the jobs

Students will choose one job from the Jobs People Do Chart and tell why it is important (or can tell why their parent's job is important.) They may also illustrate their writing. A __________ has an important job because he/she __________. If they didn’t do their job _____ (tell how it would affect us). Teacher can collect all writing and make a class book for the class library.

https://www.youtube.com/watch?v=mgSRnLcoSyE



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involves. Ask if it is an important job? Allow students to share why or why not. Introduce Pepe the Lamplighter by telling of the main character, Pepe, who wants to find a job. Share with students that this story is written a long time ago when there was no electricity and children were able to work to help their families. Pepe's family is poor. He needs to work to help his family earn money. During Reading: Stop after page where Pepe runs home to share his good news with his family to have students predict how everyone will feel about him finally getting a job. Continue reading after students have made their predictions. After reading the next page have students infer why Papa was upset about Pepe's new job. If students are unable to infer, tell them why he was upset (he didn't feel that a lamplighter was an important job for his son). Continue reading the rest of the book. After Reading: Have students share how Pepe's father learned that Pepe's job was important after all. Then ask students if all jobs are important. If they don’t feel that they are, share some examples. For instance, sometimes people will say that wouldn’t want to do a job because it’s not glamorous, it’s smelly/dirty, etc. Ask students what would happen if someone did NOT do those jobs—we would all suffer. Introduce the concept of interdependence: This occurs when people and nations depend on one another to provide each other’s wants. Because a baker spends his time baking cakes, breads and muffins all day, he doesn’t devote time to make his own clothes, grow his own vegetables, service his car, etc. He “depends” on other workers to do those things. Create an Interpendence Web by choosing five jobs from the Jobs People Do Chart you created as a class. Using the Interpendence Web (Economics Arkansas) show how each human



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resource depends on another human resource to provide a service/good.



VOCABULARY 1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 1L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 1 reading & content, choosing flexibly from an array of strategies. 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 1L5c Identify real-life connections between words & their use (e.g., note places at home that are cozy)

STRATEGY: Homographs ACADEMIC: story structure, predict, homographs SOCIAL STUDIES: human resource, interdependence TARGETED CATEGORIES: Teacher’s choice

LLG pp. 170-171 Oral Vocabulary Development HMH Measuring Weather U6L28 TE: pp. T262-T263 SB: pp. 106-107 LLG p. 254 Informational Text HMH VR: Kite Flying U6L28 TE: T284-T285 Homographs: TE: pp.T264-T265

Weekly Tests: 28.7-28.10

SPELLING/ENCODING 1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 1RF3f Read words with inflectional endings. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words

Long i words with –igh, -y, & -ie Phonograms:-ed, -ight, -y,-ing,-er, -es –es my, try, sky, fly, by, dry, pie, cried, night, light

LLG pp. 110-111 U6L28 HMH Weekly Plans TE: pp.T216-T218, T234, T238, T244, T256, T260 Phonemic Awareness TE pp. T213, T237, T247, T259, T269 Reader’s Notebook Volume 2 pp. 182, 184





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GRAMMAR 1L1f Use frequently occurring adjectives. 1L5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

SKILL Adjectives

U6L28 TE: pp. T234, T244, T256, Projectable 28.3, 28.6 Reader’s Notebook Volume 2 pp. 186, 192

PROCESS WRITING 1W1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, & provide some sense of closure. 1L1a Print all upper- & lowercase letters. 1W7 Participate in shared research & writing projects (e.g., explore a number of “how-to-do” books on a given topic & use them to write a sequence of instructions)

WRITING TYPE Expository: Opinion (shared research)

SUW 9-5 pp. 376-377 Reading to Literature Use tools 9-5a, 9-5b U6 EXT C12-C13 Write an opinion paragraph about a story that includes a title & a strong beginning. SUW 9-5 pp. 377-378 Reading to Literature Use tools 9-5c, 9-5d U3L12 TE: p.T165 Extend Through Research


4/23-4/27



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1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story using key details. 1RL7 Use illustrations & details in a story to describe its characters, setting or events. 1RL9 Compare & contrast the adventures & experiences of characters in stories.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Visualize Genre: Chapter Book/Poetry Fluency: Expression

Hi! Fly Guy TE pp. T320-T335, T342-T343 & SB pp.116-141 LLG p. 242 A Stone Goes to Court U6L29 TE: pp. T312-T313 LLG p. 172 Oral Vocabulary Development LLG p. 243 Fluency: TE p. T353 Café p. 168 Ready Reference Form SUW 1-30 pp. 43-44 Using graphic organizers Use Tool 1-30b

Retelling Fiction: Your Turn: U6L29 TE: p. T344 Weekly Assessments: 29.5-29.7


4/23-4/27


E4.1.1 Explain ways scarcity necessitates decision making. E4.1.2 Identify benefits and costs of making a decision. E5.1.2 Categorize human, natural, and capital resources used in the production of goods and services. E 5.1.3 Recognize markets exist wherever buyers and sellers exchange goods and services. E.6.1.1 Classify exchanges as monetary or barter E6.1.2 Identify places people save money E.6.1.3 Identify examples of goods and services that governments provide E.7.1.1 Identify goods and services that are traded

Essential Questions: Why do we have to make choices about how and when to spend our money? What is scarcity? How does scarcity affect you and your family? How does scarcity force people to make economic choices? Why do we have to make choices about how and when to spend our money?

Students should continue reading Cleo Oliver Edison Playground Millionaire at home with their parents. Supplementary lesson for Bunny Money can be found on the Economics Arkansas Website https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Bunny-Money.pdf?la=en Please use any lessons in the classroom to support the reading and understanding of the concepts covered within the text. Teachers: Continue to follow plans for the Design Your Own Toy Project Before Reading: Discuss with students gifts they have purchased for friends or family. Explain that the gifts were goods. Ask students if the gift purchased was paid for with their own money. Discuss exchanging money for items you want. Review the concept of saving.

Refer to lessons on Economics Arkansas webpage for Assessments.

https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Bunny-Money.pdf?la=en

https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Bunny-Money.pdf?la=en



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E.7.1.2Identify goods that are both imported and exported from Arkansas and the United States

During Reading: Read the story Bunny Money. As you are reading story have students listening for spending decisions that the bunnies make during their trip. Stop after each item is purchased and cross out dollars spent. After last purchase, ask students to count how many dollars are left. (Short term goal and long-term goal) After Reading: Review with students that Ruby didn't have enough money. Describe a savings goal. Discuss the length of time it could take Ruby to save money for the music box. Review concepts: What are goods? What does it mean to spend money? Name two types of saving goals. Why is bank a good place to save money?



VOCABULARY 1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses. 1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 1RF3e Decode two-syllable words following basic patterns by breaking the word into syllables. 1SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, & feelings. 1L5c Identify real-life connections between words & their use (e.g., note places at home that are cozy)

STRATEGY: Prefix un- ACADEMIC: cause, effect, dialogue, adverb SOCIAL STUDIES: goods, interest, long-term saving goals, saving, short-term saving goals, spending slump, breakup, joint venture, partnership, competition, underselling, location TARGETED CLUSTERS/CATEGORIES:

HMH Busy Bugs (Poetry)

U6L29 TE: pp.T364-T365

LLG p. 257 Poetry

LLG p. 243

HMH VR: Butterflies

U6L29 TE: T386-T387

U6L29 TE: pp.T336-T337 Vocabulary Strategy Projectable 29.7

SPELLING/ENCODING 1RF3 Know the spelling grade-level phonics & word analysis skills in decoding words.

Suffixes: -ful, -ly, -y

Long vowel patterns: a, e, i, o, & u

LLG pp. 112-113

U6L29 HMH Weekly Plans TE: pp. T314-T316, T340, T346, T350-T351, T358, T362

Weekly Tests: 29.8-29.15



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1RF3f Read words with inflectional endings. 1RF3g Recognize & read grade-appropriate irregularly spelled words 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words

sad, sadly, slow, slowly, dust, dusty, trick, tricky, help, helpful

Phonemic Awareness TE pp. T311, T339, T349, T361, T371 Reader’s Notebook Volume 2 pp. 197, 199, 203



GRAMMAR 2L1e Use adjectives & adverbs, & choose between them depending on what is to be modified. (2nd grade standard)

SKILL Adverbs

U6L29 TE: pp. T336, T346, T358

Projectable 29.6

Grammar Snap Video

Reader’s Notebook Volume 2 pp. 201, 207

PROCESS WRITING 1W7 Participate in shared research & writing projects (e.g., explore a number of “how-to” books on a given topic & use them to write a sequence of instructions).

WRITING TYPE

Expository: Opinion (shared research

SUW 9-5 p. 378-379 Responding to Literature Use

tools 9-5e, 9-5f

U3L13 TE: 261 Extend Through Research



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4/30-5/4


1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RI2 Identify the main topic & retell key details of a text. 1RL7 Use illustrations & details in a story to describe its characters, setting, or events 1RI7 Use illustrations & details in a text to describe its key ideas. 1RL3 Describe characters, settings, & major events in a story using key details. RL5 Explain major differences between books that tell stories & books that give information, drawing on a wide reading of a range of text types

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Summarize Genre: Narrative Nonfiction Fluency: Rate

Winners Never Quit LLG p. 244 TE pp. T422-T435, T442-T443 SB: pp. 156-177 The Parts of the House Have a Fight TE pp. T414-T415 LLG p. 174 Oral Vocabulary Development LLG p. 245 Fluency TE p. T453, Projectable 30.5 Café p. 167 Ready reference form

Summarizing Nonfiction: Your Turn: U6L30 TE: T444



E4.1.1 Explain ways scarcity necessitates decision making. E4.1.2 Identify benefits & costs of making a decision. E5.1.2 Categorize human, natural, & capital resources used in the production of goods and services. E 5.1.3 Recognize markets exist wherever buyers & sellers exchange goods & services. E.6.1.1 Classify exchanges as monetary or barter E6.1.2 Identify places people save money

Essential Questions: ssential Questions: How does economics play a role in your daily life? How do you think economics affects you? How are goods and services produced, consumed, and exchanged to satisfy needs and wants? Supporting Questions: How should people use what they have to get what they want?

This week, students should continue reading The Lemonade War at home with their parents. Supplementary lessons can be found on the Economics Arkansas Website (http://www.economicsarkansas.org/for_teachers/the-lemonade-war-for-teachers.html) Please use any of the lessons for grades K-1 in the classroom to support the reading and understanding of the concepts covered within the text. Teachers: Continue to follow Week Two for the Design Your Own Toy Project


http://www.economicsarkansas.org/for_teachers/the-lemonade-war-for-teachers.html




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E.6.1.3 Identify examples of goods & services that governments provide E.7.1.1 Identify goods and services that are traded E.7.1.2 Identify goods that are both imported and exported from Arkansas and the United States

What is scarcity? How does scarcity affect you and your family? How does scarcity force people to make economic choices? Why do we have to make choices about how and when to spend money?

See full version of Economics Arkansas Lesson Plan file:///C:/Users/keysha.griffith/Downloads/Pancakes,%20Pancakes%20and%20Productive%20Resources%20Lesson%20Plan%202016%20(2).pdf Read Aloud: Pancakes, Pancakes by Eric Carle https://www.youtube.com/watch?v=wXImDRLnxkM Add Link Before Reading: Ask students what they ate for breakfast this morning. (Allow time for students to respond.) Ask them if they could have had anything they wanted for breakfast, what would they have chosen? (Allow time for students to respond.) Tell them today they will meet a young boy named Jack. He woke up wanting a big pancake for breakfast. During Reading: Read the story to where Jack’s mom said they will need flour. What did his mom say? In economics, Jack and his mom are called producers. Producers are people who make goods and services. In this case, what were Jack and his mom going to produce? What was the first ingredient Jack’s mom said was necessary for making pancakes? Most of the time, people would purchase all the ingredients to produce pancakes from a store. Ask students if they have seen their family purchase a bag of flour. There is not a store near Jack, so he has to find things that are necessary to produce the ingredients in nature. Natural resources are “gifts of nature” used in the production of goods and services. Read the pages until the page where Jack has a bag of flour.

• What is the natural resource necessary to produce the flour Jack’s mom wanted?

• Where did the wheat grow? Jack needed a tool to help him cut the wheat. Tools and equipment used in the production of goods and services are called capital resources. What capital resource did Jack need to cut the wheat?

https://www.youtube.com/watch?v=wXImDRLnxkM



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• Read the pages where Jack goes to the hen house.

• What was the next important ingredient in producing the pancake?

• Is an egg a natural resource, a human resource, or a capital resource? How do you know?

• Do you see any human resources in the story at the hen house?

• Do you see any capital resources in the story at the hen house?

Throughout the story, Jack and his mom were producers. How do you know? At the end of the story, Jack became a consumer. A consumer is a person who uses a good or service to satisfy their wants.

• What want did Jack have at the beginning of the story?

• Was he a consumer? After Reading Identify the natural resources, capital resources and human resources used in the production of pancakes. Distribute to each student a copy of Activity 1 from www.economicsarkansas.org, Which Resource am I? Instruct students to cut the resource pictures and glue them under the appropriate headings.


http://www.economicsarkansas.org/



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VOCABULARY 1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 1RF3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word 1RF3e Decode 2-syllable words following basic patterns by breaking words into syllables

STRATEGY: Suffix -ly ACADEMIC: characters, summarize, onomatopoeia, suffix, adjectives SOCIAL STUDIES: global, negotiation, malicious mischief, total loss, waiting period, crisis management, reconciliation TARGETED CATEGORIES: Teacher’s choice

HMH Be a Team Player U6L30 TE: pp. T464-T465 & SB: pp.182-185 LLG: p. 254 Informational Text Genre Lesson LLG pp. 174-175 U6L30 TE: pp. T466-T467 Suffix –ly Projectable 30.7

HMH Weekly Tests: 30.2-30.5

SPELLING/ENCODING 1RF3e Decode 2-syllable words following basic patterns by breaking the words into syllables 1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

Syllables CV Prefixes: un- & re even, open, begin, baby, tiger, music, paper, zero, table, below

HMH Weekly Plans TE pp. T416-T416, T436, T440, T450-T451, T458, T462, T468 LLG pp. 114-115 Reader’s Notebook Volume 2 pp. 212, 218 Phonemic Awareness TE pp. T413, T439, T449, T461, T471

HMH Weekly Tests: 30.9-30.16



GRAMMAR 1L1f Use frequently occurring adjectives

SKILL Adjectives

U6L30 TE p. T436, T446, T458, T474 Projectable 30.3 Spiral Review: Contractions TE p. T468 Reader’s Notebook Volume 2 pp. 222, 224

PROCESS WRITING 1L1a Print all upper- & lowercase letters. W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish some writing, including in collaboration with peers.

WRITING TYPE Expository/ Informational Using Digital Tools

SUW 4-1 pp. 140-141 Introducing 2 Kinds of Writing Use tools 4-1a, 4-1b SUW 4-1 pp. 141-142 Introducing 2 Kinds of Writing Use tools 4-1c SUW 4-5 pp. 150-151 Writing Process Use tool 4-5b SUW 4-6 pp. 153 Color-Coding & the 5 Elements of Information Writing Use tool 4-6b SUW 8-7 pp. 338-339 Informational Speeches & Oral Reports (modify for 1st grade) Use tools 8-7a, 8-3a, 8-3b



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

SOCIAL STUDIES 5/22-6/2


E4.1.1 Explain ways scarcity necessitates decision making. E4.1.2 Identify benefits and costs of making a decision. E5.1.2 Categorize human, natural, and capital resources used in the production of goods and services. E 5.1.3 Recognize markets exist wherever buyers and sellers exchange goods and services. E.6.1.1 Classify exchanges as monetary or barter E6.1.2 Identify places people save money E.6.1.3 Identify examples of goods and services that governments provide E.7.1.1 Identify goods & services that are traded E.7.1.2 Identify goods that are both imported and exported from Arkansas and the United States

Essential Questions: 1.How do human resources depend on other human resources for goods or services? What is scarcity? How does scarcity affect you and your family? How does scarcity force people to make economic choices? Why do we have to make choices about how and when to spend money?

Continue with The Lemonade War lessons for the remainder of the school year. (http://www.economicsarkansas.org/for_teachers/the-lemonade-war-for-teachers.html) Please use any of the lessons for grades K-1 in the classroom to support the reading and understanding of the concepts covered within the text. Read Aloud Pepe the Lamplighter https://www.youtube.com/watch?v=mgSRnLcoSyE Before Reading: Revisit the chart of jobs people do (saved from last week's lesson). Remind students that people work to earn income in order to pay for needs and wants. If possible, give students an opportunity to share other jobs and add to the chart. Ask students to tell what one (or two) of the jobs involves. Ask if it is an important job? Allow students to share why or why not. Introduce Pepe the Lamplighter by telling of the main character, Pepe, who wants to find a job. Share with students that this story is written a long time ago when there was no electricity and children were able to work to help their families. Pepe's family is poor. He needs to work to help his family earn money. During Reading: Stop after page where Pepe runs home to share his good news with his family to have students predict how everyone will feel about him finally getting a job. Continue reading after students have made their predictions. After reading the next page have students infer why Papa was upset about Pepe's new job. If students are unable to infer, tell them why he was upset (he didn't feel that a




https://www.youtube.com/watch?v=mgSRnLcoSyE



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lamplighter was an important job for his son). Continue reading the rest of the book. After Reading: Have students share how Pepe's father learned that Pepe's job was important after all. Then ask students if all jobs are important. If they don’t feel that they are, share some examples. For instance, sometimes people will say that wouldn’t want to do a job because it’s not glamorous, it’s smelly/dirty, etc. Ask students what would happen if someone did NOT do those jobs—we would all suffer. Introduce the concept of interdependence: This occurs when people and nations depend on one another to provide each other’s wants. Because a baker spends his time baking cakes, breads and muffins all day, he doesn’t devote time to make his own clothes, grow his own vegetables, service his car, etc. He “depends” on other workers to do those things. Create an Interpendence Web by choosing five jobs from the Jobs People Do Chart you created as a class. Using the Interpendence Web (Economics Arkansas) show how each human resource depends on another human resource to provide a service/good.

1st grade curriculum map: literacy & integrated content 1...sentence writing: unlimited wants...

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