1st/ela curriculum road map - pittsburgh public schools · maurice sendak is a caldecott...

1st/ELA Curriculum Road Map

**IMPORTANT**

For a copy of teacher and student pages/resources, see Resources Section at the end of each lesson. Many resources are

repeated so please see previously completed lessons for sample copies.

Week CORE Word Work Fluency

1 Text: Where the Wild Things Are

Skill: Story Structures, Sequence Events,

Summarize, Construct meaning to illustrations

Task: Author Illustrator Personal Narrative,

Central Message task Sheet, Graphic

Organizer: Story Elements, Describe setting,

characters, events using illustrations

Long a:

Rapid letter sound fluency (LNF Chart)

Sight Word tracing and drill

Explicit instruction for phonic rule

Word building E1-3

Dictation

Decodable Connected Text

Reading A-Z:

I Had a Little Hen

Fluency Development Sequence of

steps

2 Text: Little Bear, Chicken Soup with Rice

Skill: Story Structure, Character Analysis,

Sequence Events, Compare/Contrast

Task: Story Summary, Write/Illustrate

Sequence of Events, Opinion Essay, Graphic

Organizers: Story Element, Character

Analysis

Long i:




Word building E4-6

Dictation


Reading A-Z:

Kitty Cat, Kitty Cat


steps

3 Text: Little Bear, Chicken Soup with Rice

Skill: Story Structure, Character Analysis,

Sequence Events, Compare/Contrast

Task: Story Summary, Write/Illustrate

Sequence of Events, Opinion Essay, Graphic

Organizers: Story Element, Character

Analysis

Long o:




Word building E7-9

Dictation


Reading A-Z:

Ladybug, Ladybug


steps

K/ELA Curriculum Road Map

**IMPORTANT**

For a copy of teacher and student pages/resources, see Resources Section at the end of each lesson. Many resources are

repeated so please see previously completed lessons for sample copies.

Week CORE Word Work Fluency

4 Text: Growl: All About Bears, Now I know Bears

Skill: Text features, Main Topic/Details, Author’s

Purpose, Compare/Contrast

Task: Write facts based on text evidence,

Compare/Contrast, Same/Different

Long u:

Rapid letter sound fluency (LNF

Chart)



Word building review sequences

Dictation


Reading A-Z:

The Lion and the Unicorn


steps

5 Text: Growl: All About Bears, Now I know Bears

Skill: Text features, Main Topic/Details, Author’s

Purpose, Compare/Contrast

Task: Write facts based on text evidence,

Compare/Contrast, Same/Different

Long a i o u Review: Rapid letter sound fluency (LNF

Chart)



Word building E10-12

Dictation


Reading A-Z:

Two Black Birds


steps

6 Text: All text

Culminating: Write opinion piece, create an art

piece to represent their project.

Long vowel review:

Blending Lines(use previous for

review)

Sight Word phrases

Explicit instruction for letter

sounds & blending

Word building(review sequences)

Dictation


Students perform favorite nursery

rhymes

Curriculum Materials ~ 1st/ELA ~ Week 1 Lesson 1

90 Minute Lesson Materials

Core

Approximately

45 min

Where the Wild Things Are

T Chart

Student Journals

Word Work

Approximately

30 min

Word Card “cake” (Teacher made)

Sight Word Tracing Sheet

Word Building Beck word list

Word Building Cards

Student Word Work Journal pages

Teacher Word Work Journal pages

Word Building Procedures

Tap It, Map It, Graph It Procedures

Blending Lines Procedures

Pocket Chart

Fluency

Approximately

15 min

I Had a Little Hen

Supplies

Chart paper

Pencils

Markers

Plastic Sleeve Protectors

Dry Erase Markers

Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)

Magnetic Wands

Magnetic Disks

Highlighters

CORE Curriculum ~ 1st/ELA ~ Week 1 Lesson 1

Section Instructional Routine ~ Building Background

Introduction During this lesson students will build background for the unit theme.

Unit Introduction Introduce the unit by asking students if they have favorite authors / illustrators

Create a t-chart with What Authors Do on one side and What Illustrators Do on the other side

Ask students to contribute what they know about authors and illustrators on the t-chart

Keep this chart visible so ideas can be added throughout the unit.

Book Walk Provide students with a copy of the book, Where the Wild Things Are and allow students to preview the

book (note- there are five copies per classroom)

Inform students that Maurice Sendak is the author and illustrator of this book

Show the other Sendak books (Chicken Soup and Rice & Little Bear) and tell the students they will be

reading these books throughout the unit

Closing Review the terms author and illustrator. Ask the students which they would like to be: an author, an

illustrator or both

Pass out the student response task sheet and allow students to complete the task

Circulate around the room to support the students. Scribe for students if needed

WORD WORK Curriculum ~ 1st/ELA ~ Week 1 Lesson 1

Section Instructional Routine ~ Long a

Phonological

Awareness

Articulation of Skill

Phonemic Awareness:

Can you hear the sound?

Tell students they are going to listen for words with long /a/ sound. Have students put heads down, then raise

hands for a word with long/a/ sound. Note formatively students not able to hear sound.

Can you make the sound?

Say “This time if you hear the /long a/ sound, say /aaaa/.”If not, stay quiet.

Word List: rake, pile, note, mule, Jane, fade, mile, code, rode, cube, tape, joke, made

Rapid Letter Naming

Sight Word Drill

Rapid letter sound drill #1 or

Sight word tracing and drill: after, again, an, any, as, ask, by, could, about, better, bring, carry, clean,

cut, done, draw

Letter Sound

Correspondence

Letter sound Correspondence:

Introduce the long a spelled with a silent e. Hold up an index card with the word “cake”. Model placing one

finger on each of the vowels. Have students notice their fingers make a V or a peace sign.

Say “When there are 2 vowels, with 1 consonant between them & the 2ndvowel is e, the 1stvowel says its

own name”. Demonstrate with several words, having students use finger gesture to show if word makes the

peace sign, using gradual release, from I do to we do to you do

Word Card List: mad, made, tap, tape, crab, plate

Word Work Word Building: Beck E1

m, a, t, e, n, c, r, k

mat, mate, mat, man, mane, cane, can, ran, rat, rate, rake, make, cake

Place letters in pocket chart as students build words on magnetic boards

Dictation Dictate words from word building list Words

Dictate 1-2 sentences with any combination of skill & sight words

Students record words and sentences in word journals

Connected Text Have students highlight the words in story #1 that contain the targeted skill.

Read the highlighted words.

Read Story #1. Allow struggle time and expect brain sweat

Flexible Grouping Approaching Group Teacher Led

Re-teach Options

(6-10) intensive students

Blending Lines

Word Building

ALL

Fluency Routine using poetry from Reading A-

Z and Fluency Development Lesson

Fluency Curriculum ~ 1st/ELA ~ Week 1 Lesson 1

Section Instructional Routine ~ Introduction, Initial reads, Take Home

Lesson Focus Students will listen to a passage read fluently and participate in a class discussion about the passage in order to increase

their fluency.

Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along

silently. The text can be a poem, segment from a basal passage or trade book selection, etc.

Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of

the passage.

Step 3 The students take a copy of the passage home to practice with parents and other family members.

Resource

I Had a Little Hen

I had a little hen,

The prettiest ever seen.

She washed me the dishes

and kept the house clean.

She went to the mill

to fetch me some flour.

She brought it home

in less than an hour.

She baked me my bread

and made a salad with kale.

She sat by the fire

and told many a fine tale.

1st/ ELA Week 1 Lesson 1

Resources


Materials:

Large teacher letter cards

Small letters for students

Pocket chart

Student journal for dictation

Decodable text

Preliminary Procedures:

Teacher has large letter cards in front of the room that are used for modeling

Each student has letters to use during the lesson

There is a system in place for using materials

Procedures for Building Words:

Teacher reviews or introduces the phonic pattern being taught

Teacher demonstrates how to build a word or two using letter cards

During the procedure, teacher displays each word on the pocket chart and models how to

change one word into another

For the initial round, students are told which letters to change during the lesson

Teacher uses the prompt: “what’s the word?” and encourages whole word reading

For the second round (speed round), students practice encoding (change sent to tent)

After words are built, they are written on the board for students to chorally read

Teacher dictates words and a sentence to students to write in a journal or on a white

board

Students are provided with decodable text to make connections with words they have

built

What Authors Do What Illustrators Do

Maurice Sendak Biography

Author, Illustrator (1928–2012)

Maurice Sendak is a Caldecott award-winning children's book author and illustrator best known for his book

Where the Wild Things Are.

Synopsis

Maurice Sendak was born on June 10, 1928 in New York City. The now-renowned children's author studied at

the Art Students League and illustrated more than 80 books by other writers before authoring one himself. His

most critically acclaimed work includes the dark and beloved story Where the Wild Things Are. Later in his

career Sendak collaborated with Carole King on the musical Really Rosie and has done other work for the stage.

Early Years

Beloved children's book author and illustrator Maurice Sendak grew up in Brooklyn, New York. The son of a

dressmaker, he was a sickly child who started drawing to pass the time. Sendak excelled at art, landing a part-

time job at All-American Comics while in high school.

While working on window displays for New York's famed toy store F.A.O. Schwarz in the late 1940s, Sendak

met legendary children's book editor Ursula Nordstrom. She helped Sendak land his first job illustrating

children's books. During the 1950s, he worked on books by such authors as Ruth Krauss and Else Holmelund

Minarik.

Critical Acclaim

In 1956, Sendak published Kenny's Window, the first children's book he both wrote and illustrated himself.

Before long, he turned the children's book world upside down with his 1963 masterpiece Where the Wild Things

Are. Sendak captured the public's imagination with this tale of a boy's journey into a strange land inhabited by

grotesque yet appealing monsters.

Sendak's dark, moody illustrations were a shocking contrast to the usually light and happy fare found in a

typical children's book of the time. The main character Max, like many of Sendak's protagonists, acted like a

real child, not some idealized version of youth.

"In plain terms, a child is a complicated creature who can drive you crazy," Sendak once said in an interview.

"There's a cruelty to childhood, there's an anger. And I did not want to reduce Max to the trite image of the good

little boy that you find in too many books." Where the Wild Things Are earned Sendak a Caldecott Medal, a

special honor for children's book illustration.

http://www.biography.com/people/maurice-sendak-9478893#synopsis

Tap It, Map It, and Graph It

Activity Overview

Phoneme-grapheme mapping is a multi-sensory and engaging technique for teaching sound-

letter correspondence. In Tap It, Map It, and Graph It, students have opportunities to link the

oral level phoneme as it is mapped to print in the form grapheme. Practice using critical phonics

skill can lead to greater mastery and automaticity in reading and spelling. Direct, explicit, and

systematic instruction in the sound/symbol connection within the English alphabetic code helps

students understand the relationship between phonemes and graphemes that exist in our

complex spelling system. This activity draws a connection using tangible markers and letters

and brings to life what could be a more abstract concept for students.

Materials

Sound box worksheet placed in a plastic sleeve

Dry erase markers

Objects for sound markers (cereal, counters, pennies, cut up colored paper, etc.)

Copies of decodable text

Magnetic wands and magnetic disks.

Whole Classroom Instruction

Set the purpose. Say: “This activity will give you practice matching sounds in words to the

letters that go with those sounds. Thinking about sounds and the letters that represent those

sounds is important to being a good reader and speller.”

1. Give students copies of the Sound Box worksheet and sound markers.

2. Begin at the phonemic awareness level: Say a given word and have the students repeat

the word.

a. Tap It: Students may tap out the word first if needed, and then place a sound

marker in each square of the grid for each sound they hear. (Each marker

represents a sound in the word you say.) For example, if the word is sheep, the

students repeat the word then tap out the sounds in the word.

b. Map It: Have students move one marker into each box on the grid, with each

marker representing a sound in the word: /sh/ /ē/ /p/ = three markers.

3. Next, add the graphemes that represent the sounds.

a. Graph It: Students tap the word then write the graphemes in the appropriate boxes

below the sound markers.

Tap It, Map It, and Graph It

b. Ultimately the goal is for students to be able to map the graphemes without

needing to use the sound markers first. Some students will benefit from continuing

to use the sound markers in association with the graphemes to make a clear visual

representation of sound-symbol relationships.

c. To vary the activity, have students remove the markers one sound at a time and

write the corresponding graphemes for each marker, thereby replacing the marker

with a written grapheme.

Return to the purpose. Say: “You have been practicing matching sounds and letters. Getting

faster at that will help you to be better readers and spellers.”

Small Group Work

Whenever possible use words from books the students are reading.

1. Give students a magnetic wand, magnetic disks, and a sound box worksheet.

2. Tell students to listen to a word you are going to say and to count the sounds by placing

disks in the boxes provided on the Sound Box Worksheet.

3. Have students use the wand (or their fingers, if wands aren’t available)to lift each disk,

one at a time, and write in its place a grapheme that matches that sound.

a. A variation of this activity is to have students leave the disks in place and, in the

row beneath them, write the grapheme that matches the sounds.

Independent Practice

For this portion of the activity, students will work in pairs, taking turns being the “teacher” and

the “student.”

1. Distribute copies of the text, the Sound Box worksheet, markers, magnetic wands, and

disks.

2. Tell the students to go into the text and select a word for their partner to tap, map, and

graph.

50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction

ENHANCED PHONICS BLENDING LINES

The Enhanced Phonics Blending Lines are provided for the year—two per week to

replace the existing Phonics Chart/Transparency. These more rigorous blending

lines are designed to:

1. Provide additional structured guided practice in reading words with the

new phonics skills in isolation prior to reading the decodable reader. You will

model 1-2 words ONLY, then guide students to chorally decode the

remaining words. If students make errors, stop and offer corrective feedback

such as the following:

Say: My turn. Make the sound that students missed. Have them repeat

the sound. Tap under the letter and say: What’s the sound? Students

chorally respond. Return to the beginning of the word.

Say: Let’s start over. Blend the word with students again.

2. Provide practice with previously-taught phonics skills (prior 3-5 weeks;

review and repetition cycle) to offer work with the skill over an extended

period of time to ensure mastery and monitor student progress. This along

with the rereading of previous decodable texts will provide students with

structured review and repetition of skills taught for as long as they need

formal practice to master the skill (achieve automaticity). Monitor students

while reading the blending lines and form small groups based on skill needs

for D.I. time.

3. Provide practice with minimal contrast sets (e.g., hat/hot/hit/hut or

tap/tape, ran/rain) to help students learn the importance of fully analyzing

words when reading them and become flexible in their understanding and use

of a wide range of phonics patterns.

4. Provide additional HOMEWORK reading practice. Make copies of each

week’s two sets of blending lines or have students record them on a sheet of

paper during independent work time to take home for nightly reading with

their families.

Note: This should be a quick-paced activity lasting no more than 5 minutes

1

Name_____________ MyReader/WriterNotebook

2

WeekOneStudentTasks

UnitLaunch–LessonOne

Author/IllustratorTask

WheretheWildThingsAre

CentralMessage–WhatdidMaxLearn?

WheretheWildThingsAre

StoryElement–GraphicOrganizer

3

Iwouldliketobean_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

authorillustrator

4

Inthestory,WheretheWildThingsAre,whatlessondidMaxlearn?

________________________________________________________________________________________________________________________________________________________________________________________________________________________

5

Where the Wild Things Are Written and Illustrated by Maurice Sendak

Characters Setting

Problem

6

Event 1

Event 2

Event 3

Solution

7

Week2andWeek3StudentResponseJournalPages

WhatWillLittleBearWear StoryElementGraphicOrganizer

BirthdaySoup StoryElementGraphicOrganizerBirthdaySoup CharacterAnalysis

LittleBear’sWish SequenceofEvents–RetellingChartChickenSoupwithRice WriteaRecipe

8

TITLE: What Will Little Bear Wear?

Illustrated by Maurice Sendak

Characters

Setting

Problem

9

Event 1

Event 2 Event 3

Solution

10

• Problem

11

TITLE: Birthday Soup

Illustrated by Maurice Sendak

Characters

Setting

Problem

12

Event 1

Event 2 Event 3

Solution

13

Birthday Soup: Character Analysis

Describehowlittlebearfeltatthebeginningandendofthestory.

Whatstoryeventmadehimchange?

BEGINNING END

14

WriteLittleBear’swishesinthecorrectorder.

16

Whichwishcametrue?_____________________________________

___________________________________________________________

Why?___________________________________________________________

_________________________________________________________________

17

Ingredients:

Directions:

18

I can learn facts from reading non-fiction.

Name Fact

19

I can learn facts from reading non-fiction.

3 facts I learned about bears and what or how they eat.

20

Whatsameinformationdidtheauthorsgiveaboutbearsandtheireatinghabits?

21

Whatdifferentinformationaboutbearsandtheireatinghabitsdidthisauthorgive?

Whatdifferentinformationaboutbearsandtheireatinghabitsdidthisauthorgive?

22

Whatisonethingthatisthesameaboutyouandababybearcub?Whatisonethingthatisdifferent?

SAME DIFFERENT

23

CriteriaChartforOpinionWriting

ü MywritinghasanopinionaboutwhichgenreIlikedreadingattheopeningofmyessay(topicsentence).

ü IincludedexamplesofbooktitlesIlikedasevidence.ü IincludeddetailsaboutthebooksIlikedbest.ü Iusedinterestingwordsinmywriting.ü Mywritinghasaconclusion.ü IspelledwordsIknowcorrectly.ü Mysentencesbeginwithacapitalletterandendwithpunctuation.

Insert copy of raz book I had a little hen

3

K1 word work resources for teachers

Part 1

Letter –Naming Fluency (LNF) Chart 1

a, m, s, p, t

a s t m a

p a s t s

m t m a t

s p a t p

t s t p s

10


Part 2

after again

an any

as ask

by could

11


too under

want was

well went

what white

12


him his

how jump

just know

let live

13


every fly

from give

going had

has her

14


show six

small start

ten today

together eight

15


try much

myself never

only own

pick seven

16


shall hot

hurt if

keep kind

laugh light

17


long drink

fall far

full got

grow hold

18


always around

because been

before best

both buy

19


call cold

does don’t

fast first

five found

20


gave goes

green its

made many

off or

21


pull read

right sing

sit sleep

tell their

22


may of

old once

open over

put round

23


warm were

when

about better

bring carry

24


clean cut

done draw

these those

upon us

25


use very

wash which

1-2StudentWordWorkJournal 8

E1

m a t e n c r k

E2

g a p t e c k m d n

E3

r a t e p l n s m


Beck Word List (focus long a) Date: ____________________________

___________________ ___________________

___________________ ___________________

___________________ ___________________

______________________________________________

_________________________________________________

______________________________________________

_________________________________________________


Week #1

Long a (a_e)

mad made hat hate late

can cane cap cape save

came name snake make shape

vase brave plane same wave

ship wish shell thin this

slip grab crush trash bath

Dave made a big cake.

Jane came late to the game.

CHALLENGE:

make making take taking

shake shaking


Week #1

Long a (a_e)

hat hate mad made make

past paste plan plane grade

snake plate name gave game

came cake cave case cape

fish shop shell brush trash

with think flash math Beth

Jane can swim in the lake.

Wade hates to be late.

CHALLENGE:

gave give live name naming


Snake and Ape

In the jungle there lived a snake and an ape. The snake’s

name was Jake. The ape’s name was Kate.

Jake slept in a cave. He ate lots of frogs from the lake.

Kate liked to play in a big fig tree. Kate ate lots of figs from the

tree. Kate ate lots and lots of figs from the tree. Kate and Jake

liked the jungle.

But they saw bad stuff in the jungle. Loggers were cutting

down the trees.

Jake came out of his cave. Kate came down from a tree. They

came face to face.

Jake said, “The place is not safe. We must take brave steps to

save the jungle.”

“I do not like that they cut down the trees,” said Jake. “And I

do not like that they pave the lanes for their big trucks.”

“We must be brave. We must make them stop or it will be too

late,” said Jake.


“I will take a plane to see the king of the apes. For the sake of

the trees, he will make them stop,” said Kate. “We apes need a

place to live.”

Kate went to the gate of the king of the apes. She told the king

that trees were being cut at a fast pace.

“If it does not stop, apes will not have a safe place to live,”

Kate said. The fate of the jungle is in your hands. You must stop

them or it will be too late.”

The king of apes saved the jungle. He made the loggers stop

cutting down the trees.

From then on, Jake and Kate were good mates. They liked to

sit by the lake in the sun.

-Reading A-Z

26


Sight Word Phrases

The air is warm. Home sweet home

Read my letters. Around the clock

It’s still here. Show and tell

Where in the world You must be right.

We need more Tell the truth.

I study in school. Good and plenty

I’m an American. Help me out.

Such a mess It turned out well.

Point it out. It’s your place.

Right now Good things

It’s a small world. I think so.

Big and small Read the book.

27


28


Sight Word phrases

Form two lines. Get the point.

A small house also Because we should

Another old picture Even the animals

Write one sentence. Try your best

Set it up. Move over.

Put it there. We found it here.

Where does it end? Study and learn.

I don’t feel well. Kind of nice

My home is large. Spell your name.

It turned out well. The good American

Read the sentence. Change your clothes

This must be it. Play it again.

Hand it over. Back off.

Such a big house Give it away.

The men asked for help. Answer the phone.

A different land Turn the page

They went here.

30


a b

c d

e f

31


g h

i j

k l

32


m n

o p

q r

33


s t

u v

w x

34


y z

35


E1: CaCe E2: CaCe E3: CaCe

m, a, t, e, n, a, c, k g, a, p, t, e, c, k, m,

d, n r, a, t, e, p, l, n, s, m

mat

mate

mat

man

mane

cane

can

ran

rat

rate

rake

make

cake

gap

tap

tape

tap

cap

cape

cake

make

made

mad

man

mane

cane

rat

rate

plate

plane

plan

plane

lane

late

slate

kate

mate

mat

map

Can a rat make a

man mad?

Can a man run

with a cane?

Can a pet have a

cap and a cape?

Would you be mad

if mom made you

bake a cake?

Can a plane be

late?

Would you hit a

plate with a rake?

36


E1

m a t e n

c r k

E2

g a p t e

c k m d n

E3

r a t e p

l n s m

Week #1 Target Words for (long a,) stories

Story 1 Story 2 Story 3 Skill Specific New words

(10-14)

Skill Specific New Words

(5-7)

Skill Specific Words From Story 1 (5-7)

Skill Specific New words

(10-14 words)

rake Jake Jane Pete

pile robe mile June

note size blaze

mule stripe smile

Jane cute rose

made dude late

mile trade tune

code drive gave

rode home

joke gripe

taped

Week1LongaStoryNumber:1

Kate and Jane

Kate baked a cake. She put the cake on a plate. Kate put a

name on the top of the cake. The name was Jane. Jane likes

grapes, so Kate spelled the name with grapes.

Kate gives the cake she made to Jane. Jane likes the cake Kate

made for her. Jane likes the grapes on top of the cake. Jane is

happy that Kate made her a cake.

Week 1

InstructionalFocus:Longa

StoryNumber:2

Nate, Jane, and the Ape

Nate met an ape at the gate of a cave. Nate gave the ape

a cake he had made. The ape ate Nate’s cake and went in

the cave.

Then Jane came by. She met the ape at the cave. Jane

plays a game with the ape. Jane gives the ape a ball with

shapes in it. The ape shakes the ball, but the shapes do not

come out. The ape pulls on the ball and all the shapes fall out.

Jane shows the ape how to sort the shapes and put the

shapes back in the ball. The ape likes Jane’s game.

Today the ape played a shape game with a ball and ate

cake. The ape is glad that Nate and Jane came to his cave.

Week1

InstructionalFocus:Longa

StoryNumber:3

MasteryCheck

Cade and Jake at the Lake

Cade and Jake are pals. They wake up and go to the lake.

They play at the lake. Cade wades in the lake. Jake waves to

Cade as he wades. Then Jake and Cade ate dates and

baked cod.

It got late, so Cade and Jake left the lake to go home. They

went down the lane. The lane was like a maze. They got

home late.

4


Letter –Naming Fluency (LNF) Chart 2

b, d, f, I, n

b d f b n

f i b f d

d n d n b

i f b i d

f d f b i


too under

want was

well went

what white


him his

how jump

just know

let live


every fly

from give

going had

has her



Core

Approximately

45 min


Student Activity Journal Central Message Task Sheet

T- Chart

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

I Had a Little Hen

Supplies

Post It Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension (Gist/Text Dependent Questions/Central Message)

Introduction Tell students that during this lesson they will listen to the story, Where the Wild Things Are and answer Text

Dependent Questions to demonstrate general understanding of the text.

During Reading Use the text dependent questions below while reading the story Where the Wild Things Are

Cover: Share the cover of the book. Remind the students that Maurice Sendak is both the author and

illustrator of this book. Explain that he won the Caldecott Medal for his illustrations in this book. (The

Caldecott Medal was named in honor of nineteenth-century English illustrator Randolph Caldecott. It is

awarded annually by the Association for Library Service to Children, a division of the American Library

Association, to the artist of the most distinguished American picture book for children). Tell the students to

pay attention to the illustrations as you read the book. They along with the words the author uses will help

them to understand the story

Text Stopping Point Text Dependent Question Text Stopping Point Text Dependent Question

Max made mischief of one kind and another…. The author said that Max made mischief.

Look closely at the pictures. What is Max

doing?

What do you think mischief means? Say:

mischief is a kind of playful behavior by

children that causes a bit of trouble

So she sent him to bed without eating anything. What happened now?

Why did his mother do this?

How is Max feeling? How do you know?

And the walls became the world all around… Look at what is happening in Max’s bedroom.

What is happening in our story? What is Max

doing?

What type of story do you think this is? (Get

to the point that Max is using his imagination

and that this is a fantasy story).

…to where the wild things are. The author said that Max traveled in and out

of weeks and almost over a year… What does

that mean? Why did the author use those

words? (reiterate the point that this is a

fantasy story and the author uses those words

to make a point that in his imagination, Max

traveled a long time)

And showed their terrible claws… The author say they gnashed their terrible

teeth. Gnashed means to grind your teeth

together.

Let’s all gnash our teeth.

Look at Max’s face. How do you think he

feels about the wild things?

And made him King of all Wild Things. King of All Wild Things….what did we learn

now?

“let the wild rumpus start!” A rumpus means there is a lot of noise made

by a lot of people

Show the next two pages without dialogue. Look at these illustrations. Turn and talk with

a partner about what is happening in our story

Summarize what happened on each page.

…and wanted to be where someone loved him best of

all.

How is Max feeling now? How do you know?

…so he gave us being king of where the wild things

are.

The author said he smelled good things to eat

so he gave up being the king of where the

wild things are. What do you think he

smelled?

….and it was still hot. Where is Max now? How do you know?

How do you think Max is feeling now?

Student Response:

Discuss with students what lesson Max learned. This is called the central message. Students can write

and illustrate the lesson learned using the resource provided

Review the response task with students and allow them time to complete

Encourage a few students to share • Circulate to support students who need support

After Reading/Lesson

Closing

Review the author / illustrator the students are learning about

Add any information to the class artifact on authors / illustrators

Focus Standards CCSS RL 1.1 Ask and Answer questions about key details in a text

CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson


Section Instructional Routine ~ Long a Phonological Awareness


Phonemic Awareness:


Tell students they are going to listen for words with long /a/ sound. Have students put heads down, then raise

hands for a word with long /a/ sound. Note formatively students not able to hear sound.


Say “This time if you hear the /long a / sound, say /aaaa /.” If not, stay quiet

Word List: dog, mat, came, drove, mile, pit, sat, pag

Rapid Letter Naming

Sight Word Drill


cut, done, draw

Letter Sound

Correspondence Letter sound Correspondence:

Model placing one finger on each of the vowels. Have students notice their fingers make a V or a peace

sign. Say “When there are 2 vowels, with 1 consonant between them & the 2ndvowel is e, the 1stvowel says

its own name”. Demonstrate with several words, having students use finger gesture to show if word makes

the peace sign, using gradual release, from I do to we do to you do

Word Card List: shape, slap, flag, plane, had, trap, bake

Word Work Word Building

g, a, p, t, e, c, k, m, d, n

Beck E2: gap tap tape tap cap cape cake make made mad man


Dictation Dictate words from word building list

Words Dictate 1-2 sentences with any combination of skill &sight words

Students record words and sentences in word journals.

Connected Text Read Story #1. Allow struggle time and expect brain sweat


Re-teach Options


Blending Lines

Word Building

ALL




Section Instructional Routine ~ Choral Read, Small Group Read, Take Home

Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and with a partner in order to increase their fluency.

Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to

create variety and maintain engagement.


the passage.


Resource

I Had a Little Hen

I had a little hen,






She brought it home




She sat by the fire




Core

Approximately

45 min


Student Activity Journal

Class Story Map

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

I Had a Little Hen

Supplies

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension (Story Elements and Sequencing Events)

Opening Remind students that they are learning about a famous author /illustrator named Maurice Sendak

Review Story Vocabulary:

Mischief : playful behavior by children that causes a bit of trouble How might children get into mischief while playing

in their parent’s bedroom?

Gnashed: to grind one’s teeth together; typically as a sign of anger Why might a dog gnash his teeth? What would he

look and sound like?

Rumpus: a noisy disturbance What would a rumpus out in the playground sound like? What might cause it?

Set Purpose for

Reading

Remind students that fictional stories have common elements such as character, setting, problem, solution and a

message (or moral)

Tell students you will reread the story and that afterwards they will retell the story and identify and describe the story

elements.

Read Read the text without stopping to ask questions

Teacher Model Provide students with a copy of the attached Story Map.

Create a classroom model of the Story Map on chart paper.

Model for students how to use details from the text to complete the setting portion of the graphic organizer.

Guided Practice Guide students to return text to identify the main character. Guide students to use textual support to identify character

traits for each character as well.

Partner/Independent

Activity

Allow students to work with a partner or independently to complete the remaining sections of Story Map.

Work in a small group with struggling readers to provide additional support.

Whole Group

Discussion

Select a few partnerships to record their ideas on the classroom model of the Story Map.

Have partnerships explain their answers using details from the text.

Make sure all students have completed all of the story elements correctly

Classroom Summary Using the ideas presented on the story map, have students summarize the story.

Record the classroom summary on a chart.

Closing Explain that good readers look for the story elements in narrative text to help them with comprehension (Fiction or

narrative contains story elements such as character, setting, problem and solution).

Focus Standards CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson

CCSS RL 1.7 Use Illustrations in a story to describe its character, setting or events




Review Activity: Phonemic blending--Blend the sounds.

Activate Phonemic Awareness: Have students put heads down.

Say the word crate and ask students to tap out the sounds. Hold up the number of fingers to show how many

sounds. Formatively check for accuracy. Then say the word made and ask students what sound they hear at

the middle of the word /a/. Repeat using word list.

Word List: made, ate, chase, plane, brake

Rapid Letter Naming

Sight Word Drill


cut, done, draw

Letter Sound



sign.

Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1stvowel says its



Word Card List: back, Jane, fad, code, tap, joke


r, a, t, e, p, I, n, s, m

rat, rate, plate, plane, plan, plane, lane, late, slate, late, mate, mat, map


Dictation Dictate words from word building list words



Connected Text Highlight target words in story #2.

Read story #2. Allow struggle time and expect brain sweat.


Re-teach Options


Blending Lines

Word Building

ALL



Fluency Curriculum ~ K/ELA ~ Week 1 Lesson 3

Section Instructional Routine ~ Choral Read, Word Discussion Activities, Take Home

Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose

interesting words from the passage in order to increase their fluency.

Step 7 Teacher and students read the passage chorally several times.

Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’

word banks and/or the classroom word wall.

Step 9 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash

card practice, defining words, word games, etc.)


Resource

I Had a Little Hen

I had a little hen,






She brought it home




She sat by the fire




Core

Approximately

45 min


Student Activity Journal

Grade 1 Book Chart

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

I Had a Little Hen

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Using Illustrations to Make Meaning

Introduction During this lesson students will use details and illustrations to make meaning from the text

Opening Remind students that Maurice Sendak won an award for his illustrations in the book, Where the Wild Things

Are and that today you will study the illustrations and use them to add details to the story

Analyze Illustrations Pass out the five copies of the books for students to use

Open the book to the section where Max says, “Let the wild rumpus start”

Look at the next several pages (on these pages there is no text, just illustrations)

MODEL: Teacher should have students look at the first two pages and model how to use details from the

illustrations to write about what is occurring on these two pages with Max and the Wild Things. They should

write about characters, events, and setting

Guided Practice: Assign each group one of the other pages. They will analyze the illustrations and write

details about what is occurring with Max and the Wild Things. Students should use details from the text

(illustrations) as they write about characters, setting and story events.

Teacher should circulate to help with dictation if needed

Share Groups share their responses with the class

Wrap Up Week One To wrap up the first week of the author study, create a Grade One Book Chart that you will use throughout

the unit. You will use this chart to record books that students read in the unit.

Books We Read In Summer Dreamers

Title Where the

Wild Things

Are

Little

Bear

Chicken

Soup with

Rice

Now I

Know

Bears

Growl: All

About Bears

Goldilocks and

the Three

Bears

Author/Illustrator

Genre

Author’s Purpose

What we liked most

about this book

Focus Standards


CCSS RL 1.7 Use Illustrations in a story to describe its character, setting or events





Tell students they are going to listen for words with long /a/ sound.

Have students put heads down, then raise hands for a word with long /a/ sound. Note formatively students

not able to hear sound.


Say “This time if you hear the /long a / sound, say /aaaa /.” If not, stay quiet

Word List: dog, mat, came, drove, mile, pit, sat, pag

Rapid Letter Naming

Sight Word Drill

Rapid letter naming drill #1

Sight word tracing and drill: a, and, away, big, blue, can, come, down

Letter Sound



sign. Say “When there are 2 vowels, with 1 consonant between them & the 2ndvowel is e, the 1stvowel says

its own name”. Demonstrate with words, having students use finger gesture to show if word makes the peace

sign, using gradual release, from I do to we do to you do

Word Card List: back, Jane, fad, code, tap, joke


m, a, t, e, n, c, r, k

mat, mate, mat, man, mane, cane, can, ran, rat, rate, rake, make, cake

Place letters in pocket chart as students build words on magnetic boards.




Connected Text Read story #2.

Students can also read Snake and Ape for extra practice.

Allow struggle time and expect brain sweat.


Re-teach Options


Blending Lines

Word Building

ALL

Fluency Routine using poetry from Reading A-Z and

Fluency Development Lesson


Section Instructional Routine ~ Choral Read, Read to Someone, Take Home

Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and to a partner or an audience in order to increase

their fluency.






Resource

I Had a Little Hen

I had a little hen,






She brought it home




She sat by the fire



Resources



Core

Approximately

45 min


Wrap up any unfinished work from the week

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

I Had a Little Hen

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Long a

Phonological Awareness

Review Activity: Step Up Gross Motor Activity

Students stand in a line. When they hear a long/a/ sound they step forward. If they do not hear the long/a/

sound they stay in place.

Word List: pan, vane, cape, man, Jan, slate, Dad, mad, can, cape

Student Practice Students waiting to be tested should re-read stories 1 and 2 or fluency passages into whisper phones to

practice skill in context. Students may also practice by reading Snake and the Ape.

Fluency Routine using poetry from Reading A-Z and Fluency Development Lesson

Assess Student Mastery Read story #3 individually with teacher (untimed) while recording miscues.

Formative Assessment: Student should read all words with the goal being a minimum of 95% accuracy.

Comprehension Support: Students write a sentence about each passage in the box. A corresponding

illustration for each may be added AFTER the sentence is written

Students who successfully read 95% of words read independently to teacher correctly:

* Complete comprehension work for decodable passages

* Read a trade book with a partner or stuffed animal

Students who unsuccessfully read 95% of words read correctly work with para-professional building words.


Section Instructional Routine ~ Choral Read, Read to an Audience






the passage.





the passage.





Resource

I Had a Little Hen

I had a little hen,






She brought it home




She sat by the fire




Core

Approximately

45 min

Little Bear by Else Holmelunk Minarik

Grade 1 Book Class Chart

Word Work

Approximately

30 min


Teacher Made index card with the word “cake”




Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension (Gist/Story Elements)

Introduction During this lesson students will recall what they remember about Little Bear and begin reading a new

adventure about their friend, Little Bear as they read Chapter One

Before Reading Provide students with a copy of the book, Little Bear

Inform students that Maurice Sendak is the illustrator of this book

Tell students that this is a chapter book and share the table of contents. Read the chapter titles

Ask students to remember which chapter they read during first grade (Little Bear Goes to the Moon)

Ask them what they remember about Little Bear

During Reading Turn to the first chapter, What Will Little Bear Wear?

Begin reading the first page of the book. During the reading vary the strategies depending on strengths of

students in the class using teacher reading, choral reading, echo reading.

Ask questions to support students making meaning of the story gist. Suggestions are below:

Text Stopping Point Text Dependent Question

P.11 I want something to

put on.

What did we learn about Little Bear? What is the story problem? How do you

know this? What words tell you this?

p. 13 Little Bear went out

to play.

How was his problem solved? How does Little Bear feel about his hat? How do

you know? Use words from the text to tell how Little Bear felt.

p. 14 So Mother Bear

made something for Little

Bear

I thought Mother made Little Bear a hat, why do you think he is saying he is

cold?

p. 16 I want something to

put on.

Something to put on? What is going on? What else might Little Bear need to

wear?

p.17 Little Bear went out

to play

What did Mother Bear make him this time?

p. 21 What do you think

of that?

Why was Little Bear not cold? What did Mother Bear mean when she said,

‘There is the fur coat’?

After Reading Final Query: How did things end for Little Bear? What lesson did Little Bear Learn?

Allow students to turn and talk to discuss.

Call on a few students to share.

If time permits assign students partners to practice rereading for fluency practice

Lesson Closing What type of a story is this? How do you know?

What did we learn about the main character? What was the same / different from how he acted in Little Bear

Goes to the Moon?

Begin to add information from this story to the class book chart

Focus Standards

CCSS RL 1.1 Ask and Answer questions about key details in a text

CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson.


Section Instructional Routine ~ Long i Phonological Awareness


Phonemic Awareness: Can you hear the sound?

Tell students they are going to listen for words with long /i/ sound. Have students put heads down, then raise hands for

a word with long/i/ sound. Note formatively students not able to hear sound.

Can you make the sound? Say “This time if you hear the /long i/ sound, say /iiiiii/.”If not, stay quiet.

Word List: rake, pile, : bite, bit, like, mile, rim, pin, pile

Rapid Letter Naming

Sight Word Drill


Sight word tracing and drill: every, fly, from, give, going, jump, know, just, live, let

Letter Sound

Correspondence

Letter sound Correspondence:

Introduce the long I spelled with a silent e. Hold up an index card with the word “cake”. Model placing one finger on

each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there are 2 vowels, with 1

consonant between them & the 2ndvowel is e, the 1stvowel says its own name”. Demonstrate with several words,

having students use finger gesture to show if word makes the peace sign, using gradual release, from I do to we do to

you do.

Word Card List: bite, bit, dim, dime, hike, kite, fit


bit, bite, pine, pin, pine, line, lime, dime, dim







Read Story #1.

Allow struggle time and expect brain sweat


Re-teach Options


Blending Lines

Word Building

ALL

Fluency Routine using poetry from Reading A-Z and Fluency

Development Lesson


Section Instructional Routine ~ Introduction, Initial Reads, Take Home


their fluency.




the passage.


Resource


Kitty cat, kitty cat,

where have you been?

I’ve been to London

to visit the Queen.

Kitty cat, kitty cat

what did you do there?

I frightened a mouse

that was under her chair


Resources

Insert copy of raz book kitty cat, kitty cat



Core

Approximately

45 min


Student Journal

Teacher Created Compare/Contrast Artifact Chart

Grade 1 Book Class Chart

Word Work

Approximately

30 min






Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters

Week#2TargetWordsfor(longi)stories

Story1 Story2 Story3SkillSpecificNewwords(10-14)

SkillSpecificNewWords

(5-7)

SkillSpecificWordsFromStory1(5-7)

SkillSpecificNewwords

(10-14words)

spike ike pipes drive

hike white slide dive

like bike life

mile ride wide

pike five nine

likes miles dimes

slide whine shine

pile line time

pipes fine site

bite smile

limes

twine

dine

pine

kite

Week2InstructionalFocus:LongiStoryNumber:1

Spike’s Hike

Spike likes to hike. He likes to hike a mile on the pike. Spike

will hike up a slide. He will hike over a pile of pipes.

When Spike hikes he bites limes and dines on pine nuts.

Once Spike hiked with his kite and twine. Then he could play

while he hiked his mile.

Week2InstructionalFocus:LongiStoryNumber:2

Ike

My name is Ike. I have a white bike. I like to ride my bike. I ride

five miles a day. I can ride on pipes. I like to ride to the slide. I do

not whine when I get in the line to ride the slide. The slide is fine to

ride. I grin when I slide and ride.

Week2InstructionalFocus:LongiStoryNumber:3MasteryCheck

Pam’s Truck

Pam’s truck has old tires. Pam will drive to a site where she

can see lots of tires. Pam likes the wide tires best. She will give

nine dimes to have the tires. The wide tires make her smile.

Pam will shine her truck. She will drive the truck with the

wide tires all the time. She can drive to a lake where she can

dive and swim with her friends. She has a good time when she

drives her truck. What a life!!


Week 2 Letter Naming Fluency (LNF) Chart 3

c, e, g, h, l

g c e l c

e l h c l

c e g e g

e h l c h

h l e l c


Letter Naming Fluency (LNF) Chart 4

j, k, o, r, u

o k o r j

j r k u o

k o r k r

u r u j o

o u k r j


show six

small start

ten today together eight


try much

myself never

only own

pick seven


shall hot

hurt if

keep kind

laugh light


long drink

fall far

full got

grow hold


E4

l i d s e h r m

E5

f i n e v d m t r p

E6

h i d r e a m n p


Beck Word List (focus long i) Date: ____________________________

___________________ ___________________

___________________ ___________________

___________________ ___________________

______________________________________________

_________________________________________________

______________________________________________


Week #2

Long i (i_e)

bit bite bike rip ripe

rid ride side fin fine

like line lime time mine

dive drive mile smile size

rake rate race place price

catch shops thing which check

Mike likes to ride his bike.

Tim has time to play a game.

CHALLENGE:

bite biting like liking liked


Week #2

Long i (i_e)

hid hide slid slide ride

bite bike dime dive five

kite like mile shine slide

nice rice price spic twice

shape state whale grapes grade

pitch catch chick when which

I have five dimes to spend.

Hide the bike in the shed.

CHALLENGE:

ice spice space race place


The Nice Mice

Mike and Spike were quite nice mice. They were

always side by side. They liked to smile.

Mike asked Spike to take a trip. He wanted to go to

nice sites. And he wanted to dine in fine places.

Mike said, “We will ride bikes on the trip. We must

find time to make money for our trip.”

Mike and Spike got a job. They had to pick limes on

the slope of a hill.

The boss and his wife said to pick ripe limes. They got

a dime for each ripe lime they picked.

It was a fine job. They picked a lot of ripe limes. They

picked from nine until nine.

They helped the wife of the boss make a fine lime

drink. They sliced a pile of limes. They made a fine


lime drink with ice. They got a nice price for the lime

drink.

Mike and Spike made lots of money for their trip.

They made nine hundred dollars. It was time for

their trip.

Spike and Mike rode their bikes far and wide. They

biked nine miles a day. They dined on fine rice.

Life was quite nice for the mice. They liked the life

they had. It made them smile.

-Reading A-Z

37


E4: CiCe E5: CiCe E6: CiCe; CaCe

l, i, d, s, e, h, r, m f, i, n, e, v, d, m, t, r,

p

h, i, d, r, e, a, m, n,

p

lid

slid

slide

slid

lid

hid

hide

side

ride

rid

rim

dim

dime

fine

fin

fine

five

fine

dine

dime

time

tim

tip

rip

ripe

ride

hid

rid

ride

hide

hid

had

mad

made

mad

man

mane

mine

pine

Can you hide

under a slide?

Can you get rid of

a dime under the

rim of a pot?

Would you dine on

fish all the time?

If a hog made you

mad, would you

hide, or go for a

ride?

38


E4

l i d s e

h r m

E5

f i n e v

d m t r p

E6

h i d r e

a m n p

45


Week #1

Long a (a_e)

hat hate mad made make

past paste plan plane grade

snake plate name gave game

came cake cave case cape

fish shop shell brush trash

with think flash math Beth

Jane can swim in the lake.

Wade hates to be late.

CHALLENGE:

gave give live name naming

46


Week #2

Long i (i_e)

bit bite bike rip ripe

rid ride side fin fine

like line lime time mine

dive drive mile smile size

rake rate race place price

catch shops thing which check

Mike likes to ride his bike.

Tim has time to play a game.

CHALLENGE:

bite biting like liking liked


Section Instructional Routine ~ Text Comprehension – Retell the Story

Before Reading Ask students what they remember about Little Bear.

Tell them that today they are going to reread to help them sequence the events that took place in What Will Little Bear Wear?

Remind students that good readers often return to the text to reread to help them better understand what they read.

During Reading Tell students to pay attention to the events in the story.

Reread the story with the students

After Reading Retell the story using a graphic organizer

Say: When you retell a story, you tell the events in the order they happened. 1. Think about what you have read 2. Tell the

events that happened in correct order 3. Make sure you only tell important information or details from the text

Say: What was the problem in the story? What did Little Bear want first? What happened next? What else happened? How did

the story end?

Begin to fill in the graphic organizer with the students. Do the first part together. Scaffold as necessary. Allow students to work

in partnerships to complete the graphic organizer

Work with students who need additional support

Lesson Closing Review the steps in a retelling.

Invite students to retell the story, What Will Little Bear Wear? using their graphic organizer

Create a Little Bear Artifact. Use this artifact to compare and contrast story elements from each chapter

I Can Compare and Contrast the Adventures of Little Bear

Title What Will Little

Bear Wear?

Birthday Soup Little Bear Goes to

the Moon

Little Bear’s Wish

Words to Describe

Little Bear

Little Bear’s

Problem

Central

Message/Lesson

Focus Standards



CCSS RL 1.3 Describe character, setting and events using key details





Tell students they are going to listen for words with long /i/ sound. Have students put heads down, then raise

hands for a word with long /i/ sound. Note formatively students not able to hear sound.


Say “This time if you hear the /long i / sound, say /iiiiii /.” If not, stay quiet.

Word List: rake, pile, : bite, bit, like, mile, rim, pin, pile

Rapid Letter Naming

Sight Word Drill

Sight word tracing and drill: every, fly, from, give, going, jump, know, just, live, let

Letter Sound

Correspondence

Letter sound Correspondence: Review the long i spelled with a silent e. Hold up an index card with the word “cake”. Model placing one

finger on each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there

are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”.

Demonstrate with several words, having students use finger gesture to show if word makes the peace sign,

using gradual release, from I do to we do to you do.

Word Card List: bite, bit, dim, dime, hike, kite, fit

Word Work Word Building: Beck E5 like bike, bite, bit, spit, spite, site, sit,





Connected Text Read Story #1. Students may also read The Nice Mice



Re-teach Options


Word Building

Blending Lines

ALL

Fluency Routine using poetry from Reading A-Z

and Fluency Development Lesson


Section Instructional Routine ~ Choral Read, Small Group, Take Home





the passage.


Resource





to visit the Queen.







Core

Approximately

45 min


Student Journal Summary Chart (teacher created)

Word Work

Approximately

30 min






Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension – Summary Writing Opening Remind students that they are learning about a famous author /illustrator named Maurice Sendak

Summary Writing Tell students that they are going to use their graphic organizer and text to write a group summary of the

story, What Will Little Bear Wear?

Teacher Model: During the summary writing, use chart paper as you write the summary as a model for

students

Remind students about the use of transition words such as first, second, next, last, etc.

When you use these words in the summary, highlight or underline them

Use think alouds as you take information from the graphic organizer and turn it into sentences.

Ask students to take information from the chart to tell what happened next

When finished writing the summary, invite students to read the summary aloud

Closing Encourage students to spend the remainder of the time partner reading the story for fluency practice

Circulate around the room to listen to the students read and provide feedback

Focus Standards


CCSS RL 1.3 Describe character, setting and events using key details




Review Activity: Phonemic segmenting.

Activate Phonemic Awareness: Have students put heads down. Say the word flight and ask students to tap

out the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.

Repeat using word list.

Word List: slide, limes, spike, twine, pipes

Rapid Letter Naming

Sight Word Drill


cut, done, draw

Letter Sound


Model placing one finger on each of the vowels. Have students notice their fingers make a V or a peace sign.

Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its



Word Card List: mile, smile, ride , rid


rit, ride, slide, slid, slim, slime, lime, like





Connected Text Highlight target words in story #2.

Read story #2. Allow struggle time and expect brain sweat.


Re-teach Options


Word Building

Blending lines

ALL Fluency Routine using poetry from Reading A-












Resource





to visit the Queen.






Resources



Core

Approximately

45 min


Student Journal

Word Work

Approximately

30 min


Teacher Made index card with the word “tribe”




Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension - Gist

Opening Ask students to turn to the table of contents in Little Bear and to identify the next chapter. Ask them what

they think this chapter will be about and what adventures Little Bear will have.

Before Reading Review the story elements for fiction (character, setting, problem, solution, central message)

Tell students that they should listen for and be able to identify these when they are finished reading Birthday

Soup.

During Reading As you read, ask questions to help students construct the gist of the story.


p.. 22 ….and today is my

birthday

What did we find out about Little Bear? -How is he feeling? -What words did

the author use to tell us that Little Bear is worried?

p. 23 What can I do? What problem is Little Bear having? How do you know?

p. 23 I can make soup

with carrots, potatoes,

peas and tomatoes.

How does Little Bear think he can solve his problem?

p. 29 I do not know where

she is

What friends have joined Little Bear so far? -What does Little Bear want them

to do?

p. 32 Shut your eyes and

say one, two, three

-What does Cat see? How do you know? What words and pictures help you to

know?

p. 34 …and I never will How is Little Bear feeling now? How do you know?

After Reading Students work in partnerships to complete the story element graphic organizer

Focus Standards



CCSS RL 1.3 Describe character, setting and events using key deta




Activate Phonemic Awareness

Have students show a “thumbs up” when they hear a word with the /ī/ sound. Use words from the word list

below. Formatively check for accuracy.

Word List: Tim, time, write, sprite, spit, crib, tribe, smile, fill

Rapid Letter Naming

Sight Word Drill


cut, done, draw

Letter Sound

Correspondence Letter Sound Correspondence:

Display the word “tribe” on a flash card. Model placing one finger on each of the vowels. Have students

notice their fingers make a V or a peace sign from seats. Say “When there are 2 vowels, with 1 consonant

between them & the 2nd vowel is e, the 1st vowel says its own name”. Demonstrate with words, having

students use finger gesture to show if word makes the peace sign, using gradual release, from we do-you do

Word Card List: sprite, spit, crib


bit, bite, pine, pin, pine, line, lime, dime, dim






Students can also read Snake and Ape for extra practice.



Re-teach Options


Word Building

Blending lines

ALL













Resource





to visit the Queen.







Core

Approximately

45 min


Student Journal

Classroom Book Chart Compare/Contrast

Character Analysis Task Sheet

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Whisper Phones

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension – Character Analysis

Opening Students use story maps to retell Birthday Soup with a partner

Before Reading Comprehension Skill / Strategy: Character Analysis

Tell students that studying or analyzing how a character thinks, feels, says and acts helps us to better

understand and comprehend the story.

Tell students that today you are going to use textual evidence to analyze Little Bear in the story, Birthday

Soup

Tell students that they will reread describe and compare / contrast how Little Bear felt at the beginning and

end of the story and why he felt that way.

During Reading • Assign students a partner or small group to read and work in

Instruct students to reread Birthday Soup with their small group or partner and to pay attention to how Little

Bear changes from the beginning to the end of the story.

After Reading After they reread the story, students should begin to work on the character analysis task sheet

Encourage them to turn back to the text to find text evidence to support their response

Circulate around the room to support students in need and to check in on all students

Encourage students to share with the large group their responses about Little Bear

Closing Add information from this story to the Little Bear Compare / Contrast Chart

Focus Standards

CCSS RL 1.3 Describe characters, settings and major events in a story, using key details

CCSS RL 1.9 Compare and contrast the adventures and experiences of characters in stories

CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson.


Section Instructional Routine ~ Long i



Students stand in a line. When they hear a long /i/ sound they step forward. If they do not hear the long /i/


Word List: rit, ride, slide, slid, slim, slime, lime, like


practice skill in context. Students may also practice by reading The Nice Mice.





illustration for each may be added AFTER the sentence is written.


Complete comprehension work for decodable passages

Read a trade book with a partner or stuffed animal









the passage.





the passage.





Resource





to visit the Queen.






Resources



Core

Approximately

45 in


Student Journal


Word Work

Approximately

30 min


Teacher made index card with the word “rope”




Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

Lady Bug, Lady Bug

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Gist and Compare Across Text

Opening Have students open their Little Bear books to the table of contents and to find which story is next.(Little

Bear Goes to the Moon)

Remind students that they have read this story in first grade but they will reread it today.

Before Reading Remind students that Little Bear is a fantasy story and has the elements of character, setting, problem and

solution. As they read, they should pay attention to the story elements and the sequence of events.

During Reading Vary the reading strategies to include partner reading, choral reading, echo reading.

Ask the following questions to students to make sure they are comprehending the story.


Page 37 Why does Little Bear want to fly?

Page 39 What does Mother Bear think about his idea? How do

you know? Do you agree with Mother Bear? Why?

Page 41 What was Little Bear’s plan to fly? Do you think it will

work?

Page 43 Did Little Bear’s plan work? Did he fly? How do you

know

Page 45 What is happening now?

Page 48 How did things end up for Little Bear? What lesson did

he learn?

Student

Response/Task

Add information from this story to the Little Bear Compare / Contrast Chart

Discuss character traits and words to use to describe Little Bear

Closing Tell students that tomorrow they will read the last chapter in the Little Bear book

Focus Standards



CCSS RL 1.9 Compare and contrast the adventures and experiences of characters in stories.


Section Instructional Routine ~ Long o Phonological Awareness



Tell students they are going to listen for words with long /o/ sound. Have students put heads down, then raise

hands for a word with long /o/ sound. Note formatively students not able to hear sound.


Say “This time if you hear the /long o / sound, say /oooo /.” If not, stay quiet

Word List: dog, stove, grove, pot, note, vole, joke, code, mop

Rapid Letter Naming

Sight Word Drill


Sight word tracing and drill: may, of, old, once, open, over, put, round, some, them, then, think, thank

Letter Sound


Introduce the long o spelled with a silent e. Hold up an index card with the word “rope”. Model placing one

finger on each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there

are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”.

Demonstrate with several words, having students use finger gesture to show if word makes the peace sign,

using gradual release, from I do to we do to you do

Word Card List: woke, shot, home, grove, cone, hot

Word Work Word Building: rose, robe, rob, hob, home, hole







Read Story #1. Allow struggle time and expect brain sweat.


Re-teach Options


Tap It, Map It, Graph It

Word Building

ALL






their fluency.




the passage.


Resource

Ladybug, Ladybug

Ladybug! Ladybug!

Fly away home.

Your house is on fire,

and your children are gone.

All except one,

and that’s little Ann.

For she has crept under the frying pan


Resources

Insert copy of raz book ladybug ladybug

Week#3TargetWordsfor(longo)stories

Story 1 Story 2 Story 3 Skill Specific New words (10-14)

Skill Specific New Words (5-7)


Skill Specific New words (10-14 words)

Rose drove Vole Stone

mole rode home Slone

woke smoke hole chose

home choke grove rope

hole stove woke pole

grove robe bone

robe cove

cone slope

note scope

home lone

vole broke

joke

code

Week3InstructionalFocus:LongoStoryNumber:1

Rose the Mole

Rose was a mole. Rose woke in her home. Her home was in

a hole. The hole was in a grove.

Rose put on a robe. Rose ate a cone in her home. Then

Rose sent a note to a vole. The note Rose sent was a joke.

The note was in code.

InstructionalFocus:Longo

StoryNumber:2

Rose and Vole

Vole had a home in a hole. The home was in the grove.

Rose had a home in the grove.

Rose woke up. Rose put on her robe and drove to see

Vole. As Rose rode, she saw smoke. The smoke made Rose

choke. Rose got to Vole’s home and woke him. Vole said,

“The smoke is from the stove. I am fine.”

InstructionalFocus:Longo

StoryNumber:3

MasteryCheck

Stone and Slone

Stone has a dog. The dog’s name is Slone. Stone wants to

fish. He chose a rope for his pole. Stone gets a bone for Slone.

Then Stone and Slone go to the cove.

At the cove Stone goes down the slope to fish. Stone sees a

lone fish in the cove. He gets the fish on the pole, but the pole

broke.

Slone eats his bone and scopes out a hole. Slone is no help,

so Stone and Slone go home.



q, v, w, x, y, z

w y v q x

x q y z w

y w v y q

v q z x w

w v y q x


Letter Naming Fluency (LNF) Chart 6

a, c, e, g, h, l, m, p, q, s, t, w, x

a c l m x

x s c h w

t g p e q

h q l a w

p s e m g


always around

because been

before best

both buy


call cold

does don’t

fast first

five found


gave goes

green its

made many

off or


pull read

right sing

sit sleep

tell their


E7

c o p e s l t m r b

E8

h o p e m c d r t

E9

c o n e p a t m h


Beck Word List (focus long o) Date: ______________

___________________ ___________________

___________________ ___________________

___________________ ___________________

________________________________________________

_________________________________________________

________________________________________________

______________________________________________


Week # 3

Long o (o_e)

hop hope not note mole

bone rose rise stove joke

hose chose home nose pole

robe rode those these Steve

bikes likes five flake quake

stretch stripes state shapes checks

Pete hopes you like his joke.

Eve got home late.

CHALLENGE:

come some love

glove shove


Week # 3

Long o (o_e)

hope home bone broke close

joke note nose mole vote

stove chose smoke rope stone

hop hope pole rope ripe

mile male plate line kite

fish bath catch when shape

Pete broke the vase.

Where is the mole’s home?

CHALLENGE:

come some love live gone


Rose’s Birthday

Rose the mole woke up. She poked her nose out of a hole. “It is my

birthday,” she said. “I hope I have a swell day.”

Rose spotted a note from Jake and Jane snake. The note said, “We

want you to come to our home. Take your skates with you.”

Rose put her skates in a tote. Then she went to the bus stop. She

skipped over stones. She went past a hole.

The bus came up the lane. The man hit the brakes and the bus

stopped. Rose got on the bus.

The bus smoked as it drove up a big slope. It drove past a lake, a

grove, a glade and a pig in a cage.

The bus stopped at Jake and Jane’s place. Rose saw no trace of Jake

and Jane. Rose spoke, “Is this a joke?”

Just then Jake an Jane jumped out from behind a big stone. “Happy

Birthday,” they yelled. “Let’s go skate.”

Jane and Jake gave Rose a bracelet for her birthday. Their mom got a

cake out of the stove.

In their best tone, they sang Happy Birthday. They ate cake. They ate

grapes and dates.

-Reading A-Z

39


E7: CoCe E8: CoCe E9: CoCe; CaCe

c, o, p, e, s, l, t, m, r,

b

h, o, p, e, m, c, d, r, t c, o, n, e, p, a, t, m,

h

cop

cope

slope

slop

stop

top

mop

mope

rope

robe

rob

hop

hope

mope

mop

cop

cope

code

rode

rote

rot

cot

cone

cope

cape

cap

tap

tape

top

mop

mope

hope

hop

Would a man rob a

cop with a rope?

Would a dog mope

if it got a spot on

Mom’s robe?

Would you hope to

hop to the top of a

big rock?

Would you mope if

you had to mop

under a cot?

Would a cop have

a cap and a cape?

Would you hop to

tape a pin to a

cop’s cap?

40


E7

c o p e s

l t m r b

E8

h o p e m

c d r t

E9

c o n e p

a t m h



Core

Approximately

45 min


Student Journal


Word Work

Approximately

30 min


Teacher made index card with the word “vote”




Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

Lady Bug, Lady Bug

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension – Story Elements/Sequence of Events

Introduction Tell students that today they will read the final chapter in the Little Bear Chapter Book, Little Bear’s Wish

Ask students to predict what they think Little Bear will wish for

During Reading During the reading vary the reading using different strategies such as partner reading, choral reading, echo reading

Stop and ask questions during the reading to make certain students are comprehending the story


Page 51 Why can’t Little Bear sleep?

Page 52 What is Little Bear’s first wish? Why does his mother say he

can’t have that wish?

Page 56 What other things did Little Bear wish for? What is the same

about all of these wishes?

Page 57 What kind of a story did Little Bear want to hear? Why do

think he wanted that kind of a story?

Page 60 What wish did Little Bear get to have? Why? What did you

notice about the story that Little Bear’s mother told?

Final Query How do you think Little Bear feels at the end of the story?

Why? How do you know?

After Reading Tell students that they will practice sequencing the events in the story, sequencing Little Bear’s wishes

Teacher Modeling: Model how to write and illustrate the first wish that Little Bear had. Show students how to use

their own words.

Guide students to work in partners to write and illustrate the six wishes that Little Bear had

Remind students that they will sequence the events in the order in which they occurred in the story

Review order words such as first, second, third, fourth, next and finally Note: Students will continue this task during

Lesson 3

Lesson Closing Add information from Little Bear’s Wish to the Little Bear Compare / Contrast Chart

Ask students to think about what Little Bear chapter they liked best

Focus Standards

CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their Central Message or Lesson

CCSS RL.1.3 Describe characters, settings and major events in a story, using key details





Phonemic Awareness: Can you make the sound?

Say “This time if you hear the /long a / sound, say /oooo /.” If not, stay quiet

Word List: dog, stove, grove, pot, note, vole, joke, code, mop

Articulation: What is the shape of your mouth when you say long /o/?

Description of Mouth: chin is dropped, lips are rounded, tongue low

Rapid Letter Naming

Sight Word Drill Sight word tracing and drill: may, of, old, once, open, over, put, round, some, them, then, think, thank

Letter Sound

Correspondence Letter sound Correspondence: Hold up an index card with the word “vote”. Model placing one finger on

each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there are 2

vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”. Show words,

having students use finger gesture to show if word makes the peace sign, using gradual release, from I do to

we do to you do

Word Card List: zone, globe, cope, pose, wove, flip, tap, stop, hug, pet,

Word Work Word Building: cope, cop, cope, phone, zone, shone, bone






Students can also read Rose’s Birthday for extra practice.



Re-teach Options


Word Building

Blending lines

ALL









the passage.


Resource

Ladybug, Ladybug

Ladybug! Ladybug!

Fly away home.



All except one,




Resources



Core

Approximately

45 min


Student Journal

Classroom Book Chart

Compare/Contrast Chart

Word Work

Approximately

30 min


Teacher made index card with the word “phone”




Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

Lady Bug, Lady Bug

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension ~ Describe Story Elements, Sequence of Events

Opening Orally retell the six wishes that Little Bear had in Little Bear’s Wish

Students should use the book to help them with the oral retelling

Student Work Time Review the task with students. Remind them to use the text to help them sequence the wishes

Review the time order words (first, second, etc)

Students can work in pairs or individually to complete the task

Teacher should circulate to support students or work with a small group that needs additional support

Students can reread any of the Little Bear chapters for fluency practice if they finish early

Closing Tell students that tomorrow they will read the final Maurice Sendak book

Focus Standards







Review Activity: Phonemic blending--Blend the sounds.

Activate Phonemic Awareness: Have students put heads down. Say the word crate and ask students to tap


Then say the word made and ask students what sound they hear at the middle of the word /o/. Repeat using

word list.

Word List: tone, clone, bones, robes, crow, oat

Rapid Letter Naming

Sight Word Drill


Letter Sound

Correspondence Letter sound Correspondence: Hold up an index card with the word “phone”. Have students notice their

fingers make a V or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd

vowel is e, the 1st vowel says its own name”. Show words, having students use finger gesture to show if

word makes the peace sign, using gradual release, from I do to we do to you do

Word Card List: zone, globe, cope, pose, wove, flip, tap, stop, hug, pet

Word Work Word Building: tote, tot, cot, cop, cope, rope, slope, slop, glop, glob, globe







Read Story #2.



Re-teach Options


Word Building

Blending lines

ALL













Resource

Ladybug, Ladybug

Ladybug! Ladybug!

Fly away home.



All except one,




Resources



Core

Approximately

45 min

Chicken Soup with Rice

Student Journal

Classroom Book’s We’ve Read Chart

Word Work

Approximately

30 min


Teacher made index card with the words (broke, cod, code, tot, tote)




Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

Lady Bug, Lady Bug

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Creative Writing ~ Response to Text

Opening Introduce the book, Chicken Soup with Rice hare that this is another book written and illustrated by Maurice

Sendak

Explain that this is a book of poems

Ask students what they know about poems

Before Reading

Tell students as you read, to listen for words that rhyme

Remind students that words that rhyme sound the same at the end of the word

During Reading Read each poem. After each, stop and have children identify the rhyming words

While reading, model proper expression and prosody

Select one or two poems that you want to explore further and write it out on chart paper

Invite students to find the rhyming words and circle them

Invite students to chorally read the poems from the chart paper

Encourage students to read with prosody and expression

After Reading Add information from this book onto the Books We’ve Read Chart

Student Response Task: students create their own recipe for Chicken Soup with Rice

Closing Tell students that tomorrow they will conclude their author study and write about their favorite Sendak text.




Review Activity: Segmenting the sounds.

Activate Phonemic Awareness: Have students put heads down. Say the word flight and ask students to tap



Word List: lone, hose, nose, close

Rapid Letter Naming

Sight Word Drill


Letter Sound

Correspondence Letter sound Correspondence: Say “When there are 2 vowels, with 1 consonant between them & the 2nd

vowel is e, the 1st vowel says its own name”. Demonstrate with words, having students use finger gesture to

show if word makes the peace sign, using gradual release, from I do to we do to you do

Word Card List: broke, cod, code, tot, tote

Word Work Word Building: rose, robe, rob, hob, home, hole






Students can also read Rose’s Birthday for extra practice.



Re-teach Options


Word Building

Blending lines

ALL






their fluency.






Resource

Ladybug, Ladybug

Ladybug! Ladybug!

Fly away home.



All except one,




Resources

Quick and Easy Chicken Noodle Soup

Prep10 m Cook 20 m Ready In 30 m

Recipe By:MARYVM "When you don't have time to make your soup totally from scratch, this is a very easy, very good substitute."

Ingredients

1 tablespoon butter 1/2 cup chopped onion 1/2 cup chopped celery 4 (14.5 ounce) cans chicken broth 1 (14.5 ounce) can vegetable broth 1/2 pound chopped cooked chicken breast

1 1/2 cups egg noodles 1 cup sliced carrots 1/2 teaspoon dried basil 1/2 teaspoon dried oregano salt and pepper to taste

Directions

1. In a large pot over medium heat, melt butter. Cook onion and celery in butter until just tender, 5 minutes. Pour in chicken and vegetable broths and stir in chicken, noodles, carrots, basil, oregano, salt and pepper. Bring to a boil, then reduce heat and simmer 20 minutes before

serving.



Core

Approximately

45 min

Maurice Sendak Books

Class charts

Chart for class votes

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

Lady Bug, Lady Bug

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Opinion Writing ~ On Demand Task

Opening

Refer to the two class charts / artifacts

Discuss all of the books read

Conduct a class vote of their favorite and tally the responses

Opinion Writing

Review the criteria for opinion writing

Tell the students they will write an essay explaining which Sendak text they liked best and tell why

Pass out materials and allow students time to write.

Circulate around the room to support students

Share/Present Allow students to share their writing with the class

Display the writings

Closing Tell students that they have spent a lot of time reading about Little Bear and that next week they will read

non-fiction books about bears so they can learn true facts about these animals.

Focus Standards

CCSS W 1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, and provide some

sense of closure


Section Instructional Routine ~ Long o



Students stand in a line. When they hear a long /o/ sound they step forward. If they do not hear the long /a/


Word List: code, cod, slope, mop, slop, zone


practice skill in context.

Students may also practice by reading Rose’s Birthday.

















the passage.





the passage.





Resource

Ladybug, Ladybug

Ladybug! Ladybug!

Fly away home.



All except one,




Resources



Core

Approximately

45 min

GROWL

Class Book Chart

Student Journal

Now I Know Bears

Word Work

Approximately

30 min



Teacher Made Index card with the word “mute”



Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension ~ Main Topic and Key Details

Opening Tell students that over the next week they are going to read to learn interesting facts about bears and that the

types of books they will be reading are non-fiction

Ask them what they know about non-fiction books.

Set purpose for reading: Tell students that in today’s lesson they will read like detectives to find out about

different types of bears

Invite students to take a picture walk through the book, Now I Know Bears. Ask them what they notice about the

illustrations? Are they the same or different than the kinds of illustrations they saw in Maurice Sendak’s books?

Tell students that in non-fiction books, photographs are often used to show the reader real life pictures of what

they are reading about. Photographs are an important feature that helps the reader learn about something.

During Reading Read the title and author / illustrator for the students

Allow students to read the book independently for the initial read

As students read, circulate around the room to support those who may be struggling

After a few minutes, gather the students back together and read the book together

To increase engagement, read each page orally and then have the students echo read

Continue this for each page

After Reading Ask the students what types of bears the author introduced them to in this text

Encourage students to turn back to text to find the different types of bears

Pass out the student response journal and allow students time to return to text to write about the different types of

bears they learned about in this text

Students should write the name of each bear and one fact about each type o Example: Name: Brown Bear Fact: It

is the biggest bear of all

Model the first example for the students

Closing Invite students to share facts they learned about bears from their response journals

Chart names of bears and facts as students share

Focus Standards:

CCSS RI 1.1 Ask and answer questions about key details in text

CCSS RI 1.2 Identify the main topic and retell key details of a text


Section Instructional Routine ~ Long u Phonological Awareness



Tell students they are going to listen for words with long /u/ sound. Have students put heads down, then raise

hands for a word with long /u/ sound. Note formatively students not able to hear sound.

Can you make the sound? Say “This time if you hear the /long u / sound, say /uuuu /.” If not, stay quiet.

Word List: tusk, sum, , plume, cube, gum, flute

Rapid Letter Naming

Sight Word Drill


Sight word tracing and drill: walk, warm, were, when, what, was, want, white, well

Letter Sound

Correspondence Letter sound Correspondence: Introduce the long o spelled with a silent e. Hold up an index card with the

word “mute”. Model placing one finger on each of the vowels. Have students notice their fingers make a V

or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st

vowel says its own name”. Demonstrate with several words, having students use finger gesture to show if


Word Card List: duke, nut, tube, tub, puke

Word Work Word Building: cut, cute, flute, fluke, duke, dune









Re-teach Options


Blending Lines

Word Building

ALL






their fluency.




the passage.


Resource


The lion and the unicorn

were fighting for the crown.

The lion beat the unicorn

all about the town.

Some gave them white bread

and some gave them brown.

Some gave them plum cake

and drummed them out of town!


Resources

Insert copy of raz book the lion and the unicorn

Week #5 Target Words for (long u) stories


(10-14)


(5-7)



(10-14 words)

puke plume duke chute

duke rude brute Nuke

flute prude flute fuse

dune crude jute Muke

lube Sute cute prune

cute ruse

fume Rute

jute (rope) Yule

lute

brute

Week 5 Instructional Focus: Long u Story Number: 1

The Duke on the Dune

The duke was a brute, but he could play the lute and flute very well. No

one liked the duke, so the duke went up on the dune to play his lute

and flute.

With the duke was a roll of jute, his flute, and his lute. He will put the

jute around his hand. He can hold on to the jute and not fall from the

dune. If the duke grabs the wet part of the jute, it will lube his hand.

The duke may fall.

If the duke falls, he may puke! The lute and the flute will be lost too.

The duke will fume if his flute and lute are lost.

Instructional Focus: Long u Story Number: 2

Sute and the Duke

The duke was a brute. He could play the flute, but he was crude and

rude. Sute was a bit of a prude. She did not like the duke and his rude side.

The duke had red jute. The duke had the jute to play a trick on Sute.

Sute had a pretty plume. The plume was red like the jute the duke

had. Sute put her pretty red plume on her hat to walk home. When the duke

saw Sute with her pretty red plume, the duke put the red jute where Sute

would see it.

Sute bent down to pick up the red jute. The red jute will look pretty

with her red plume. Now the duke will pull on the jute so Sute will fall! The

duke is so rude.

Story Number: 3 Mastery Check

The Ruse

Nuke is a crude dude. Nuke will play a trick on his pal Muke. The trick

is a ruse with a log. It is the time of Yule, and Muke wants to prune a nice

log for Yule. Muke asks Nuke to help him find a nice Yule log.

Nuke sees a chute. He will not tell Muke about the chute. The chute is

how they can get the Yule log off the hill. The log can slide down the chute

into the truck.

Nuke lets Muke push the log all the way down the hill. Muke could slide

the log down the chute but Nuke did not tell him about it. Muke finds out

there is a chute from Rute. Muke has a short fuse. He is mad at Nuke.

When Muke sees the log made a pretty Yule log, Muke is not mad.

Nuke and Muke shake hands.



b, d, f, I, j, k, n, o, r, u, v, y, z

f z b y d

i f v b u

n r j o k

u i n y z

j o v k d


may of

old once

open over

put round


warm were

when


about better

bring carry

clean cut

done draw


these those

upon us

use very

wash which


Beck Word List (focus review long aio) Date: ____________________________

___________________ ___________________

___________________ ___________________

___________________ ___________________

______________________________________________

_________________________________________________

_________________________________________________


Week 5 Week # 5 Long u (u_e)

hug huge cut cute fume

cub cube us use fuse

home close stone smoke note

strike ride fine bike bride

vase safe late date brave

white whale choke think bath

The cub is cute!

Did you use that?

CHALLENGE:

June rule tune flute tube

amason1

Typewritten Text

amason1

Typewritten Text


Week # 5

Long u (u_e)

hug huge cut cute fume

cub cube us use fuse

hope stove robe spoke spike

pin pine nine nice smile

skate state grade grape globe

scrape string shapes skunk flash

That is a huge dog!

Use six cubes of ice.

CHALLENGE:

June rule rude include sure



Core

Approximately

45 min

GROWL

Class Book Chart

Student Journal

Now I Know Bears

Word Work

Approximately

30 min



Teacher Made Index card with the word “tube”



Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section THIS LESSON WILL TAKE TWO DAYS TO COMPLETE

Opening Refer to the Grade One Books We’ve Read Chart

Ask students to think about the book, Now I Know Bears and add information from that book to the Books

We’ve Read Chart

Tell students that today they will read more non-fiction to learn about bears

Set purpose for reading: Tell students that yesterday they learned about the different type of bears. Today

they will read to learn about eating habits and the type of food bears eat.

VOCABULRY: Habit: A habit is something that we do without even thinking about it

During Reading

Remind students that good readers often reread the same book to learn more about a topic

Remind them that when they are reading for a purpose they need to ‘read like detectives’

Conduct a choral reading of the text Now I Know Bears.

After Reading Ask students to think about what they read and if they learned anything about bears and their eating habits.

Invite students to turn back to text to find and read facts about bears and what types of food they eat and

when they eat.

Students should share responses with the class

Pass out the student response journal

Teacher Modeling: Model how to take information from the text and write it in the response journal

Students can work in partnerships or small groups to complete the task

Circulate around the room to ensure students are on task or work with a small group that needs extra support

Closing Ask student volunteers to share completed journal pages

Have a class discussion about facts learned about bears and their eating habits.

Remind students that non-fiction text is written to teach facts about a topic

Focus Standards






Phonemic Awareness: Tell students they will be chorally substituting phonemes.

Say puke. Now substitute /long o/ for /long u/. New word? poke

Say dune. Now substitute /long a/ for /long u/. New word? dane

Say jude. Now substitute /long a/ for /long u/. New word? jade

Rapid Letter Naming

Sight Word Drill

Sight word drill: walk, warm, were, when, what, was, want, white, well

Letter Sound

Correspondence Letter sound Correspondence: Hold up an index card with the word “tube”. Model placing one finger on


vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”. Show

words, having students use finger gesture to show if word makes the peace sign, using gradual release, from

I do to we do to you do

Word Card List: cut, cute, cub, cube, tube, tub

Word Work Word Building: cube, cub, cut, cute, flute, fume, plume, plum






Students can also read for extra practice.



Re-teach Options


Word Building

Blending lines

ALL









the passage.


Resource





all about the town.






Resources



Core

Approximately

45 min

GROWL

Now I Know Bears

Class Book Chart

Student Journal

Word Work

Approximately

30 min



Teacher Made Index card with the word “brute”



Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Text Comprehension – Main Idea and Details (THIS LESON WILL TAKE

TWO DAYS) Opening Tell the students that today they will read to find out more facts about bears

Tell students that good readers often read from different sources to learn about a topic

Initial Read

Share the cover of the book, GROWL and tell students that this is also a non-fiction book

Pass out Chapter 1 and tell students to follow along as you read

Stop and ask questions to support student comprehension of the text.

Read the title: What Do Bears Eat? ASK: what do you think we will learn about in this chapter?


Page 5 What did the author tell us about the foods that bears eat?

Page 6 What do grizzly bears like to eat? How much food do

grizzly eat? Why do they eat so much?

Page 7 What do polar bears eat? Why do they eat so much food?

Page 10 What did we learn about what the sun bear likes to eat?

Page 11 What do sloth bears eat? How do they eat?

Page 12 What do Giant pandas eat?

After the initial read, ask students to turn and talk with a partner and share a new fact they learned

Ask the class to discuss the author’s purpose for writing this text

Second Read Tell students that they will reread this chapter for the purpose of highlighting details about bears and their eating

habits

Tell students that during this read, they will stop and highlight information and facts about eating habits of bears

Model how to do this and guide students to highlight the appropriate information

After Reading Ask students what new information they learned from the book GROWL

Encourage students to share their learning with the whole group

Closing Add information to the Books We’ve Read Chart

Encourage students to reread the text to build fluency

Focus Standards






Review Activity: Segmenting sounds.

Activate Phonemic Awareness: Have students put heads down. Say the word crate and ask students to tap


Then say the word made and ask students what sound they hear at the middle of the word /u/. Repeat using

word list.

Word List: sum, , plume, cube, gum, flute

Rapid Letter Naming

Sight Word Drill


Letter Sound


Hold up an index card with the word “brute”. Have students notice their fingers make a V or a peace sign.

Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its

own name”. Show words, having students use finger gesture to show if word makes the peace sign, using

gradual release, from I do to we do to you do

Word Card List: cut, cute, cub, cube, tube, tub

Word Work Word Building: cut, cute, flute, fluke, duke, dune, tune, tube, tub, rub







Read Story #2.



Re-teach Options


Word Building

Blending lines

ALL













Resource





all about the town.






Resources



Core

Approximately

45 min

GROWL

Now I Know Bears

Class Book Chart

Student Journal

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Identifying Similarities (THIS LESSON WILL TAKE TWO DAYS)

Opening Remind students that good readers often read multiple books to learn about a topic

Ask students to consider both books they have read and to think about the different things they learned from

each

Compare/Contrast

Student Text

Tell students that in today’s lesson they will think about what they learned from each book about what bears

eat

Pass out the student response task sheet and explain the task to the students

Model how to complete the task by adding one detail to the chart

Guide students to complete the task by using both books

Circulate around the room to support students with this task

Encourage students to reread portions of the text to complete the task

Share student responses

Reread for Fluency Spend the remainder of class time rereading for fluency

Circulate to listen to students read and provide feedback

Focus Standards

CCSS RI 1.9 Identify basic similarities in and between two texts on the same topic.





Activate Phonemic Awareness: Have students put heads down. Say the word and ask students to tap out

the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.


Word List: puke plume tubes chute

Rapid Letter Naming

Sight Word Drill


Letter Sound




Word Card List: plume tubes rude

Word Work Word Building: Place letters in pocket chart as students build words on magnetic boards.





Students can also read No More Sad Tunes for extra practice.



Re-teach Options


Word Building

Blending lines

ALL






their fluency.






Resource





all about the town.






Resources



Core

Approximately

45 min

GROWL

Now I Know Bears

Student Journal

Class Book Chart

Word Work

Approximately

30 min





Word Building Cards



Pocket Chart

Fluency

Approximately

15 min


Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Main Idea/Details (THIS LESSON WILL TAKE TWO DAYS)

Opening Tell students that non-fiction text often has special features to help readers comprehend text.

Identify some of the common text features such as photographs, heading, captions, bold print etc.

Set a Purpose for

reading

Tell students that today they are going to reread Now I Know Bears to find out about baby bears and that

they will use the words and text features to help them

During reading

Tell students to turn to page 22 in their book

Point out the caption on page 22. Tell students that captions are used by authors to teach us about something


Page 22 Identify the caption for the students on this page. Tell

them that a caption is information written below a

photograph to tell important facts about that

photograph. Tell students to read the caption. ASK:

What did you learn from this caption? What else did we

learn about baby bears?

Page 23/24 What did you learn about baby cubs?

Page 25 The author tells us that cubs like to have fun. What

additional information does the photograph tell us?

Remind students that photographs are also a text

feature.

Page 26 How is the mother bear taking care of the cubs? How

do you know?

Page 27 The author used a close up picture to show us how the

mother teachers her cubs to find food. What is she

doing? What did she teach them? The close us picture

is a special text feature.

Page 28/29 What did we learn from the words and photographs on

this page? What text feature did the author and

illustrator use?

Page 31 What did we learn about the baby cubs?

After Reading Task Final Query: How are baby cubs the same as human babies? How are they different? Students will respond

to this query in their response journal. Remind students to turn back to text to support their response.

Closing Students share the most interesting fact they learned about bears. As an option, chart the responses.

Focus Standards



CCSS RI 1.7 Know and use various text features to locate key facts of information in a text


Section Instructional Routine ~ Long u



Students stand in a line. When they hear a long /u/ sound they step forward. If they do not hear the long /u/


Word List: cute, cut, hut, fuse, crude, crud, prune, dune, up


practice skill in context. Students may also practice by reading No More Sad Tunes.









Students who unsuccessfully read 95% of words read correctly work with para-professional building words








the passage.





the passage.





Resource





all about the town.






Resources

Curriculum Materials ~ 1st/ELA ~ Week 6 CORE Culminating Project/Week 5 Word

Work and Fluency


Core

Approximately

45 min

All Texts

Student Journal

All Class Charts

Opinion Rubric

Criteria Chart

Art Project Materials (Paper plates, markers, paint, construction paper)

Word Work

Approximately

30 min



Teacher Made Index Card with the Word “bike”



Word Building Cards



Pocket Chart

Fluency

Approximately

15 min

Two Blackbirds

Supplies

Post-it Notes

Chart paper

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters

CORE Curriculum ~ 1st/ELA ~ Week 6 Culminating Project

Section Instructional Routine ~ Culminating Project

Timeline Monday: Students Complete the Writing Essay

Tuesday: Students Complete the Art Project

Wednesday: Students share their project with the class.

Opening Share the culminating project with the students

Explain the task to them

Review the text read using the class charts

Review the difference between fiction and non-fiction and allow students to share thoughts with a partner

Select a few students to share responses with the class

Opinion Writing Review the opinion writing rubric and criteria with the students

Begin the writing process by having students brainstorm and think about what they are going to write about

Remind students that in their response they will include information from the books they read as evidence of

their choice

Encourage students to begin a rough draft

Provide feedback to students on their rough draft and encourage them to revise and edit their work

Students Publish a final copy

Artistic

Representation

Share a completed brown bear art project with the students as a model

Share the steps for completion with the students

Begin the art project at the beginning of the week so that it has time to dry

Speaking and

Listening

Students share their project with the class


Section Instructional Routine ~ Long Vowel Review Phonological Awareness



Tell students they are going to listen for words with long vowel sounds. Have students put heads down, then

raise hands for a word with a long vowel sound. Note formatively students not able to hear sound.

Can you make the sound? Say “This time if you hear a long vowel sound, say the vowel sound.” If not,

stay quiet.

Word List: rake, rack, pill, pile, note, not, Jane, Jan, fade, fad, mule

Rapid Letter Naming

Sight Word Drill


Sight word tracing and drill: now, new, like, into, have, out, stop, again, must, under, could

Letter Sound

Correspondence Letter sound Correspondence: Introduce the long vowel spelled with a silent e. Hold up an index card with

the word “bike”. Model placing one finger on each of the vowels. Have students notice their fingers make a

V or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the

1st vowel says its own name”. Demonstrate with several words, having students use finger gesture to show if


Word Card List: pine, at, state, rot, slice, crime, blame, slam, pin, home, nut, tube

Word Work Word Building:

pike, flake, rake, rode, code, cope, cape, tape, puke, duke, fluke









Re-teach Options


Blending Lines

Word Building

Approaching Group Teacher Led

Re-teach Options


Blending Lines

Word Building




their fluency.




the passage.


Resource

Two Blackbirds

There were two blackbirds

Sitting on a hill,

One named Jack,

The other named Jill.

Fly away, Jack!

Fly away, Jill!

Come again, Jack!

Come again, Jill!


Resources

4

Grade One Culminating Project

Text Type: Opinion Writing

Fiction or Non-Fiction? Students write an opinion essay answering the question, Fiction or Non-Fiction? In this essay, they will state their opinion on which books they liked better: The Little Bear Chapter Books or the non-fiction bear books, GROWL and Now I Know Bears.

Artistic Representation

Students create a brown bear using paper plates and paint. The brown bear will either represent Little Bear from the Little Bear chapter book or the brown bear they read about in their non-fiction books.

Speaking and Listening Students share their essays and bear projects with the class.

34

Opinion Writing Rubric: Grade 1 4 (Advanced) 3 (Proficient) 2 (Basic) 1 (Below Basic)

Focu

s

Writes an opinion paper that clearly identifies and skillfully introduces a topic using a compelling intro or “hook” and clearly states an opinion about the topic.

Writes an opinion paper that identifies and introduces a topic and states an opinion about the topic.

Writes an opinion paper that may identify a topic and attempts an opinion, but the opinion may be somewhat related to the topic.

May have a topic or more than one topic; does not state an opinion or opinion is not about the topic.

Con

tent

Maintains clear topic and opinion that are supported by related details. Adds additional support from facts or definitions to support the topic and opinion.

Maintains topic and opinion that are supported by related details.

Attempts to maintain the topic and opinion with related details, which may be insufficient to support the opinion; opinion may not be relevant to the topic.

May have a topic but lack an opinion or opinion may not be related to the topic.

Org

aniz

atio

n

Develops opinion with clearly related reasons logically organized; appropriately uses words and phrases to link ideas, provides a clear sense of closure that supports the opinion.

Develops opinion with related reasons grouped to support the opinion; provides a sense of closure that supports the opinion.

Attempts to organize opinion by grouping related reasons, but ideas are not fully developed; includes a weak sense of closure.

Includes little organization of ideas and opinion; no sense of closure is used or the closure does not connect to the opinion.

Styl

e

Sophisticated language and word choice are precisely chosen to support the opinion, aiding in varied and naturally flowing sentences.

A variety of grade- appropriate language and vocabulary are chosen to support the opinion.

Language and/or vocabulary are limited and/or repetitive.

Language and vocabulary are not appropriate or are confusing.

Con

vent

io

ns

There are no grade level appropriate errors in spelling, grammar, capitalization, or punctuation that hinder understanding.

There are few grade level appropriate errors in spelling, grammar, capitalization, or punctuation that hinder understanding.

Several errors in spelling, grammar, capitalization, or punctuation sometimes make the piece difficult to understand.

Many errors in spelling, grammar, capitalization, or punctuation make the piece difficult to understand.

35

Criteria Chart for Opinion Writing

üMy writing has an opinion about which genre I liked reading at the opening of my essay (topic sentence).

üI included examples of book titles I liked as evidence. üI included details about the books I liked best. üI used interesting words in my writing. üMy writing has a conclusion. üI spelled words I know correctly.

üMy sentences begin with a capital letter and end with punctuation.

Insert copy of raz book two blackbirds

Week#6TargetWordsfor(longvowel)stories


(10-14)


(5-7)



(10-14 words)

rake Jake Jane Pete

pile robe mile June

note size blaze

mule stripe smile

Jane cute rose

made dude late

mile trade tune

code drive gave

rode home

joke gripe

taped

InstructionalFocus:cvcevowels

StoryNumber:1

Jane’s Mule

Jane has a brown mule. Jane can ride her mule for a mile.

Jane found a note taped on her mule, but it was in code. Can Jane

read the note in code? No, but her friend will crack the code. Jane

will hold her friend’s rake while he cracks the code on the note. The

note says to get a rake and help make a pile. Jane’s friend made

the note as a joke.

Week6InstructionalFocus:LongvowelsStoryNumber:2

The Cute Dude in a Robe

Jake is a dude. Jane is not a dude. Jake has a cute robe with a

stripe. Is Jake’s robe the right size? No, Jake’s robe is too big! Jane

has a robe with no stripe. Is Jane’s robe the right size? No, Jane’s

robe is too small.

Should Jane and Jake drive a mile to get new robes? No, Jane

and Jake could trade robes. Jane gets the robe with a stripe and

Jake gets the robe with no stripe. Jane and Jake like their new cute

robes!

InstructionalFocus:Longvowels

StoryNumber:3

MasteryCheck

Pete Makes June Smile

Pete and June are friends. Pete made June smile when he gave

her a rose. The rose was blaze red. June takes her rose home.

The next day, June smiles when she looks at the rose that Pete

gave her. June plans to sing a tune for Pete when he gets home. He

was to be home at three but he is late. June will not gripe at Pete

because he is late. June goes over the song she will sing until he

comes home.

41


E10: CuCe E11: CuCe E12: CuCe; CoCe

c, u, t, m, e, b, n r, u, d, d, e, m, t, c, b c, u, t, e, m, o, p, n

cut

mut

mute

mut

cut

cute

cube

cub

cube

cub

tub

tube

tune

rude

dude

dud

mud

mut

mute

cute

cut

cub

cube

tube

tub

rub

cut

cute

cut

cot

cop

cope

cop

cot

cut

mut

cut

cute

Would a man rob a

cop with a rope?

Would a dog mope

if it got a spot on

Mom’s robe?

Would you hope to

hop to the top of a

big rock?

Would you mope if

you had to mop

under a cot?

Would a cop have

a cap and a cape?

Would you hop to

tape a pin to a

cop’s cap?

42


E10

c u t m e

b n

E11

r u d d e

m t c b

E12

C U T E M

O P N

52


Week # 6

Long Vowel Review

may way pay play gray

day today say stay sway

paid pain rain train brain

ran rain pin pain pan

hope take ride cute time

huge broke shake white stripe

Today the mail came late.

I waited all day to play with my friend Drake.

CHALLENGE:

waited playful painless

payday staying

53


Week # 5

Long Vowel Review

say stay aid chain wait

gray tail lay play pail

plan plain pain rain grain

man main mane am aim

rope make side cube life

huge choke shine strip stripe

The train will not stay all day!

I see snails on the trail after it rains.

CHALLENGE:

raining trained saying tailspin

mainland


Sight Word Phrases

The air is warm. Home sweet home

Read my letters. Around the clock

It’s still here. Show and tell

Where in the world You must be right.

We need more Tell the truth.

I study in school. Good and plenty

I’m an American. Help me out.

Such a mess It turned out well.

Point it out. It’s your place.

Right now Good things

It’s a small world. I think so.

Big and small Read the book.


E10

c u t m e b n

E11

r u d d e m t c b

E12

C U T E M

O P N


Beck Word List (focus long u) Date: ____________________________

___________________ ___________________

___________________ ___________________

___________________ ___________________

________________________________________________

_________________________________________________

_________________________________________________


No More Sad Tunes

Luke was a dude. HE liked to sing sad tunes. Rube was a nice

gal. She like to play her flute.

Rube played sad tunes on her flute. Luke sang as she played.

June was a fun gal. She ate ice cubes with red hot peppers.

June did not like sad tunes.

June was not rude but she made lots of rules. “No more sad

tunes,” she said. “No sad tunes is the rule.”

“When you play and sing a sad tune, I want to run and hide in a

tube. Sad tunes make me feel like an old prune,” she said.

“What will we do if we cannot play and sing sad tunes?” asked

Luke. “Sad tunes are what we like.”


“We can do happy things,” said June. “We will take a huge tube

down a river. We can ride mules.” “But we just want to sing and

play the flute. We do not like your rule, said Rube.

“Sing and play happy tunes,” said June. “Just do not play sad

tunes. You can sing and play jazz. We can play happy tunes on

the jukebox, too.”

“Can we use a drum to make tunes?” asked Luke. “Yes, you

can use drums for happy tunes,” said June.

So Luke sang and played the drum. Rube played the flute. June

played tunes on the jukebox. They all played happy tunes. They

had a fine time.

-Reading A-Z

Curriculum Materials ~ K/ELA ~ Word Work/Fluency Week 5 Lesson 2


Core

Approximately

45 min

Culminating Project Continued

Word Work

Approximately

30 min

Letter “U” Cards (Teacher made)


Teacher Made Index Card with the word “tube”







Pocket Chart

Fluency

Approximately

15 min

The Mutt and the Bug

My Pug Has Fun

Bub and the Nut

Supplies

Chart paper

Crayons

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters

WORD WORK Curriculum ~ K/ELA ~ Week 5 Lesson 2



Phonemic Awareness: Tell students they will be chorally substituting phonemes.

Say crime. Now substitute /long o/ for /long i/. New word? chrome

Say bake. Now substitute /long i/ for /long a/. New word? Bike

Say flake. Now substitute /long u/ for /long a/. New word? Fluke

Say tone. Now substitute /long u/ for /long o/. New word? Tune

Rapid Letter Naming

Sight Word Drill Sight word drill: now, new, like, into, have, out, stop, again, must, under, could

Letter Sound

Correspondence Letter sound Correspondence: Hold up an index card with the word “tube”. Model placing one finger on


vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”. Show

words, having students use finger gesture to show if word makes the peace sign, using gradual release, from

I do to we do to you do


Word Work Word Building: Jake, joke, broke, brake, flake, tone, fluke, duke, dune, tune






Students can also read for extra practice.



Re-teach Options


Word Building

Blending lines


Re-teach Options


Word Building

Blending lines







the passage.


Resource

Two Blackbirds


Sitting on a hill,

One named Jack,


Fly away, Jack!

Fly away, Jill!

Come again, Jack!

Come again, Jill!


Resources



Core

Approximately

45 min


Word Work

Approximately

30 min



Teacher Made Index Card with the word “crime”







Pocket Chart

Fluency

Approximately

15 min


My Pug Has Fun

Bub and the Nut

Supplies

Chart paper

Crayons

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters




Review Activity: Segmenting sounds.

Activate Phonemic Awareness: Have students put heads down. Say the word slate and ask students to tap


Word List: shape, ate, slice, bones, slime, joke

Rapid Letter Naming

Sight Word Drill

Sight word drill: now, new, like, into, have, out, stop, again, must, under, could

Letter Sound

Correspondence Letter sound Correspondence: Hold up an index card with the word “crime”. Have students notice their

fingers make a V or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd

vowel is e, the 1st vowel says its own name”. Show words, having students use finger gesture to show if



Word Work Word Building: slime, grime, game, came, tame, tone, zone







Read Story #2.



Re-teach Options


Word Building

Blending lines


Re-teach Options


Word Building

Blending lines











Resource

Two Blackbirds


Sitting on a hill,

One named Jack,


Fly away, Jack!

Fly away, Jill!

Come again, Jack!

Come again, Jill!


Resources



Core

Approximately

45 min


Word Work

Approximately

30 min









Pocket Chart

Fluency

Approximately

15 min


My Pug Has Fun

Bub and the Nut

Supplies

Chart paper

Crayons

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters





Activate Phonemic Awareness: Have students put heads down. Say the word and ask students to tap out

the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.


Word List: fade, miles, code, ride, grape, stroke, cubes

Rapid Letter Naming

Sight Word Drill

Sight word drill: now, new, like, into, have, out, under, stop, again, must, could

Letter Sound




Word Card List: plume tubes rude

Word Work Word Building:

pike, flake, rake, rode, code, cope, cape, tape, puke, duke, fluke






Students can also reread a previous title for extra practice.



Re-teach Options


Word Building

Blending lines


Re-teach Options


Word Building

Blending lines




their fluency.






Resource

Two Blackbirds


Sitting on a hill,

One named Jack,


Fly away, Jack!

Fly away, Jill!

Come again, Jack!

Come again, Jill!


Resources



Core

Approximately

45 min


Word Work

Approximately

30 min









Pocket Chart

Fluency

Approximately

15 min


My Pug Has Fun

Bub and the Nut

Supplies

Chart paper

Crayons

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters


Section Instructional Routine ~ Long Vowel Review



Students stand in a line. When they hear a long vowel sound they step forward. If they do not hear a long

vowel sound they stay in place.

Word List: fade, miles, code, ride, cubes, grape, stroke


practice skill in context.

















the passage.





the passage.





Resource

Two Blackbirds


Sitting on a hill,

One named Jack,


Fly away, Jack!

Fly away, Jill!

Come again, Jack!

Come again, Jill!


Resources

Curriculum Materials ~ K/ELA ~ Week 6


Core

Approximately

45 min


Word Work

Approximately

30 min

All Letter Cards





Pocket Chart

Fluency

Approximately

15 min

All text

Supplies

Chart paper

Crayons

Pencils

Markers


Dry Erase Markers


Magnetic Wands

Magnetic Disks

Highlighters

Fluency Curriculum ~ K/ELA ~ Week 6

Section Instructional Routine ~ Performances

Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to

choose interesting words from the passage in order to increase their fluency.

Have students perform their favorite nursery rhymes from this summer!

1st/ ELA Week 6

Resources


Week 6 Sight Word phrases Form two lines. Get the point.

A small house also Because we should

Another old picture Even the animals

Write one sentence. Try your best

Set it up. Move over.

Put it there. We found it here.

Where does it end? Study and learn.

I don’t feel well. Kind of nice

My home is large. Spell your name.

It turned out well. The good American

Read the sentence. Change your clothes

This must be it. Play it again.

Hand it over. Back off.

Such a big house Give it away.

The men asked for help. Answer the phone.

A different land Turn the page

They went here.


Beck Word List (review) Date: ____________________________

___________________ ___________________

___________________ ___________________

___________________ ___________________

________________________________________________

_________________________________________________

_________________________________________________


Jake and Gail Go to Spain

Jake the snake and Gail the snail lived by a bay in Maine.

They wanted to take a trip. “Where can we go?” asked

Jake. “How about Spain?” asked Gail.

“We can take a plane,” said Gail. No way! I hate planes,”

wailed Jake. “Then you can go by rail,” said Gail. “Hey, I

do not want to go by rail,” wailed Jake. “I think trains and

planes are a pain”

“You can go to Spain on a big ship,” said Gail. “That is a

great plan,” said Jake. “I like to sail on a big ship. Gail, you

must have a great brain to think up such a great plan.”

“When will we leave?” asked Jake. “I cannot wait to sail to

Spain.” “You have to leave today,” said Gail. “It will take a

long time to sail to Spain. I will leave eight days later on a

gray plane. We will meet in Spain.” That day, Jake and

Gail paid for their tickets.


Jake and Gail met on Spain’s main plain. It rained each

day they were in Spain. “It never fails,” said Jake. “It

always rains when I take a trip. What will we do now?”

“Let’s go eat a steak,” said Gail.

Jake and Gail went to the Main Street Diner to eat steak.

They each ate a big steak that weighed as much as eight

plates. After they ate, Gail had another great plan. “We

can paint,” she said. Spain is a land of great painters.

So, Gail and Jake got eight brushes and eight pails of

paint. Each day that it rained, they stayed inside and

painted. They became great painters.

The people of Spain paid Jake and Gail lots of cash for

their paintings. Jake and Gail mailed their paintings all

over the land. They stayed in Spain and got rich from their

paintings.

-Reading A-Z

1st/ela curriculum road map - pittsburgh public schools · maurice sendak is a caldecott...

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