Download - Language Arts: WRITING

YEAR AT A GLANCE – 1st GRADE 2020-2021 Language Arts: WRITING

Unit/Testing Date

Suggested Duration SOL Objectives

Side Notes

Unit 1B: Getting Ready: Launching the Writing Workshop Test Date: October 23

First Quarter Baseline Writing

Prompt/Narrative: September 25th

Optional Performance Task: Students will create a page for a class book that tells a personal narrative about them. When planning their page, they should brainstorm with their teacher and fellow students to come up with possible ideas. When creating their page, they should: • stay on topic, • write at least two sentences, • use uppercase letters when needed, and • end punctuation.

Key vocabulary: conversation, take turns, voice level, question, complete sentence, story, poem, fiction, retell, “in order”, first, next, last, beginning, middle, end, spell, vowel, consonant, word wall, brainstorm, personal narrative, “small moment,”

September 7th- October 30th Duration: 8 Weeks

Communication and Multimodal Literacies 1.1 The student will develop oral communication skills. a) Listen actively and speak using agreed-upon rules for discussion. b) Initiate conversation with peers and adults. c) Adapt or change oral language to fit the situation. d) Use appropriate voice level, phrasing and intonation. g) Ask and respond to questions to seek help, get information, or clarify information. j) Express ideas orally in complete sentences. k) Work respectfully with others. 1.2 The student will demonstrate growth in oral early literacy skills. a) Listen and respond to a variety of print and media materials. b) Tell and retell stories and events in sequential order. Writing 1.11 The student will print legibly in manuscript. a) Form letters accurately. b) Space words within sentences. 1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion. a) Identify audience and purpose. b) Use prewriting activities to generate ideas. c) Focus on one topic. d) Organize writing to suit purpose. g) Use letters to phonetically spell words.

Focus: Oral Language Students will be able to: Work with

the writing process to communicate:

draft, compose, review and publish

writing.

1.1

• Develop active listening skills.

• Listen attentively to teachers and peers.

• Begins to use active listening strategies during conversations (use eye contact, give wait time, listen without interrupting, respond appropriately, take turns when speaking, keep hands and feet to self.)

1.2

• Participate in a variety of oral language activities, such as: listening to stories and poems read aloud daily; participating in discussions about stories and poems; talking about words and their meanings as they are encountered in stories, poems, and conversations; giving reactions to stories and poems; -asking and answering questions about

audience, writer’s notebook, writer’s folder, left to right, top to bottom

h) Share writing with others. 1.13 The student will edit writing for capitalization, punctuation, and spelling. c) Use correct spelling for commonly used sight words and phonetically regular words.

what is said in order to gather additional information or clarify something not understood; verbally express ideas and feelings; and describe people, places, things, and events with details.

• Participate in daily oral language activities (e.g., choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns).

• Tell and retell stories and events in logical order, indicating first, next, and last events in a story.

Focus: Writing 1.11

• Use appropriate pencil grip.

• Use manuscript letter and number formation.

• Print all capital and lowercase letters accurately.

• Print first and last names, beginning each with a capital letter.

• Space words within sentences.

1.12 Narratives-are written about one time when the writer did something.

• Identify the intended audience and purpose for writing (e.g. letter, story, journal, etc.).

• Use previous experiences to generate ideas.

• Participate in teacher-directed brainstorming discussions to generate ideas.

• Apply the alphabetic principle when writing words.

• Write narratives that include at least two sequenced events.

1.13

• Use resources in the classroom to spell words.

Unit 2B: Exploring Narrative Writing

Test Date: November 20th Optional Performance Task: Students will write a personal narrative, sharing an event that has happened to them, as part of a class book. The book will be multiple pages with pictures and should include a beginning, at least two detailed sequenced events, and an ending. When writing students should: • write known words correctly, • stay on topic, • use uppercase letters when needed, and • use punctuation.

Key vocabulary: personal narrative, “small moment,” details, writing process, topic, brainstorm, plan, compose, revise, edit, publish, capital, punctuation, period, exclamation point, question mark,

November 2nd - December 18th

Duration: 6 Weeks

Communication and Multimodal Literacies 1.1 The student will develop oral communication skills. a) Listen actively and speak using agreed-upon rules for discussion. j) Express ideas orally in complete sentences. k) Work respectfully with others. 1.2 The student will demonstrate growth in oral early literacy skills. a) Listen and respond to a variety of print and media materials. b) Tell and retell stories and events in sequential order. Writing 1.11 The student will print legibly in manuscript. a) Form letters accurately. b) Space words within sentences. 1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion. a) Identify audience and purpose. b) Use prewriting activities to generate ideas. c) Focus on one topic. d) Organize writing to suit purpose.

Focus: Oral Language Students will be able to: Work with the writing process to communicate: draft, compose, review and publish writing. 1.2

• Participate in a variety of oral language activities, including listening and responding to stories and poems.

• Participate in discussion about stories and poems, including new words and their meanings.


Focus: Writing 1.11

• Use appropriate pencil grip.


writer’s folder, first, next, last, beginning, middle, end, vowel, consonant

g) Use letters to phonetically spell words. h) Share writing with others. 1.13 The student will edit writing for capitalization, punctuation, and spelling. a) Use complete sentences. b) Begin each sentence with a capital letter and use ending punctuation. c) Use correct spelling for commonly used sight words and phonetically regular words.


• Print first and last names, beginning each with a capital letter.


1.12 Narratives-are written about one time when the writer did something.

• Identify the intended audience and purpose for writing (e.g. letter, story, journal, etc.).



• Focus on one topic when writing.


• Write narratives that include at least two sequenced events with details on the same topic.

• Share writing with others to seek feedback.

1.13

• Use complete sentences that begin with a capital letter and have correct ending punctuation.

• Capitalize the pronoun I.

• Capitalize days of the week, months of the year, and names of people.

• Spell commonly used with words and phonetically regular words correctly.


• Use tools to produce and publish writing.

• Begin to edit own writing for capitalization, punctuation, and spelling.

Unit 3B: Expressing an Opinion in Writing

Test Date: January 8th Mid-Year Prompt : January 29th Optional Performance Task: Students will create a written advertisement or commercial about their favorite movie. It should include evidence to support why they think this movie is the best and visuals to make it interesting. After finishing, they will share this with a peer to receive feedback to improve their advertisement.

Key vocabulary: audience, purpose, opinion, reason, support, feedback, sentence, beginning, ending, capital, space, punctuation, period, exclamation point, question mark, quotation marks, comma, writing

January 4th-February 12th Duration: 6 Weeks

Communication and Multimodal Literacies 1.1 The student will develop oral communication skills. a) Listen actively and speak using agreed-upon rules for discussion. b) Initiate conversation with peers and adults. c) Adapt or change oral language to fit the situation. e) Participate in collaborative and partner discussions about various texts and topics. g) Ask and respond to questions to seek help, get information, or clarify information. j) Express ideas orally in complete sentences. k) Work respectfully with others. l) Increase listening and speaking vocabularies. 1.2 The student will demonstrate growth in oral early literacy skills. a) Listen and respond to a variety of print and media materials. b) Tell and retell stories and events in sequential order. Writing 1.11 The student will print legibly in manuscript. a) Form letters accurately.


• Participate in collaborative discussions building on others’ ideas and clearly expressing thoughts and opinions.

• Speak in complete sentences. 1.2



Focus: Writing 1.11

process, brainstorm, plan, write, revise, edit, share

b) Space words within sentences. 1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion. a) Identify audience and purpose. b) Use prewriting activities to generate ideas. c) Focus on one topic. d) Organize writing to suit purpose. f) Write to express an opinion and give a reason. g) Use letters to phonetically spell words. h) Share writing with others. 1.13 The student will edit writing for capitalization, punctuation, and spelling. a) Use complete sentences. b) Begin each sentence with a capital letter and use ending punctuation. c) Use correct spelling for commonly used sight words and phonetically regular words.



1.12 Opinion Writing: Shares an opinion or likes and dislikes; and give reasons.



• Write multiple sentences on one topic.

• Organize writing for a specific purpose.

• Write to express an opinion with supporting reason(s).


• Use feedback from others to revise writing.

1.13

• Capitalize the pronoun I).




• Edit own writing for capitalization, punctuation, and spelling.

Unit 4B: Research Writing Test Date: March 12

February 15th -April

9th

Communication and Multimodal Literacies 1.1 The student will develop oral communication skills.

Focus: Oral Language Students will be able to: Work with the writing process to communicate:

Optional Performance Task: Students will create an informational book or poster about a nonfiction topic of their choice, organized on a graphic organizer. Students will research with a partner using books available in their classroom, library, or by using online sources. Students should include facts that they have learned and begin to include text features such as headings and illustrations.

Key vocabulary: nonfiction, audience, purpose, teach, inform, information, vocabulary, text feature, picture, heading, chart, caption, writing process, plan, compose, revise, edit, share, research, question, resource, adjective, describe, topic

Duration: 8 Weeks

a) Listen actively and speak using agreed-upon rules for discussion. e) Participate in collaborative and partner discussions about various texts and topics. g) Ask and respond to questions to seek help, get information, or clarify information. j) Express ideas orally in complete sentences. k) Work respectfully with others. 1.2 The student will demonstrate growth in oral early literacy skills. a) Listen and respond to a variety of print and media materials. Writing 1.11 The student will print legibly in manuscript. a) Form letters accurately. b) Space words within sentences. 1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion. a) Identify audience and purpose. b) Use prewriting activities to generate ideas. c) Focus on one topic. d) Organize writing to suit purpose. g) Use letters to phonetically spell words. h) Share writing with others. 1.13 The student will edit writing for capitalization, punctuation, and spelling. a) Use complete sentences. b) Begin each sentence with a capital letter and use ending punctuation. c) Use correct spelling for commonly used sight words and phonetically regular words. Research 1.14 The student will conduct research to answer questions or solve problems using available resources.

draft, compose, review and publish writing. 1.1

• Participate in collaborative discussions building on others’ ideas and clearly expressing thoughts.

• Speak in complete sentences. Focus: Writing Informational Writing/Research: Writing that includes some important points about a subject. 1.11



1.12


• Use prewriting strategies, including webbing and clustering, to organize ideas and information.


• Organize writing for a specific purpose.


• Share writing with others.

• Seek feedback from others to revise writing.

1.13

a) Generate topics of interest. b) Generate questions to gather information. c) Identify pictures, texts, or people as sources of information. d) Find information from provided resources. e) Record information.



1.14

• Generate ideas for topics based on interest or content areas (e.g. favorite animals, life cycles, community helpers).

• Work collaboratively to generate questions to gather information. Identify if pictures, various texts, media or people can be used as sources of information.

• Use provided sources to answer questions.

• Use templates (e.g. graphic organizers, charts, graphs) to organize information.

Unit 5B: Descriptive Writing Test Date: April 30th Optional Performance Task: You will create a poem about a topic of your choosing. You may use a shape poem, list poem, rhyming poem, non-rhyming poem, or other style. Your poem should include: • descriptive words, • use capital and lowercase letters when needed, and • correctly spelling known words.

April 19th-May 14th Duration: 3 to 4

Weeks

Communication and Multimodal Literacies 1.1 The student will develop oral communication skills. a) Listen actively and speak using agreed-upon rules for discussion. j) Express ideas orally in complete sentences. k) Work respectfully with others. l) Increase listening and speaking vocabularies. 1.2 The student will demonstrate growth in oral early literacy skills. a) Listen and respond to a variety of print and media materials. Writing 1.11 The student will print legibly in manuscript.




Key vocabulary: vocabulary, describe, descriptive, language, adjective, poem, poetry, poet, writing process, brainstorm, plan, revise, edit, publish, share

a) Form letters accurately. b) Space words within sentences. 1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion. a) Identify audience and purpose. b) Use prewriting activities to generate ideas. c) Focus on one topic. d) Organize writing to suit purpose. e) Revise by adding descriptive words when writing about people, place, things, and events. g) Use letters to phonetically spell words. h) Share writing with others. 1.13 The student will edit writing for capitalization, punctuation, and spelling. c) Use correct spelling for commonly used sight words and phonetically regular words.

Focus: Writing Descriptive Writing: Writing descriptively through poetry. 1.11



1.12




1.13



Unit 6B: Pulling It All Together: A Celebration of Writing. Test Date: May 26th Fourth Quarter Writing Prompt/Descriptive: May 28th Optional Performance Task: You have learned so much as a writer this year! Compose a piece of your choosing, being sure to include all the elements of writing we’ve studied. You may want to write a personal narrative, a piece about a topic you know lots about, provide your

May 17th-June 4th

Duration: 3 to 4

Weeks

Communication and Multimodal Literacies 1.1 The student will develop oral communication skills. a) Listen actively and speak using agreed-upon rules for discussion. j) Express ideas orally in complete sentences. k) Work respectfully with others. l) Increase listening and speaking vocabularies. 1.2 The student will demonstrate growth in oral early literacy skills. a) Listen and respond to a variety of print and media materials. b) Tell and retell stories and events in sequential order.




opinion on a topic or compose a piece of poetry. You will work through the writing process to complete your piece. Key vocabulary: personal narrative, “small moment,” writing process, topic, brainstorm, plan, compose, revise, edit, publish, share, capital, punctuation, period, exclamation point, question mark, first, next, last, beginning, middle, end, adjective, describe, audience, purpose, feedback

Writing 1.11 The student will print legibly in manuscript. a) Form letters accurately. b) Space words within sentences. 1.12 The student will write in a variety of forms to include narrative, descriptive, and opinion. a) Identify audience and purpose. b) Use prewriting activities to generate ideas. c) Focus on one topic. d) Organize writing to suit purpose. e) Revise by adding descriptive words when writing about people, place, things, and events. g) Use letters to phonetically spell words. h) Share writing with others. 1.13 The student will edit writing for capitalization, punctuation, and spelling. a) Use complete sentences. b) Begin each sentence with a capital letter and use ending punctuation. c) Use correct spelling for commonly used sight words and phonetically regular words.

Focus: Writing 1.11




1.12

• Identify the intended audience and purpose for writing.




• Write narratives that include at least two sequenced events, with details, and a conclusion.

• Revise writing by adding descriptive words.


• Share writing with others. 1.13

• Use complete sentences that begin with a capital letter and have correct ending punctuation.

• Capitalize the pronoun I.


• Spell commonly used with words and phonetically regular words correctly.



Language Arts: Communications and Multimodal Literacies

Unit/Testing Date

Suggested Duration SOL Objectives Side Notes

Unit 1: Getting Ready Reader’s workshop

Test Date: October 21st

August/Mid-October Duration: 6-8 weeks

1.1 The student will develop oral communication

skills.

c) Adapt or change oral language to fit the situation. d) Use appropriate voice level, phrasing and intonation. e) Participate in collaborative and partner discussions about various texts and topics. g) Ask and respond to questions to seek help, get information, or clarify information.

1.2 The student will demonstrate growth in oral

early literacy skills. a) Listen and respond to a variety of print and media materials. c) Participate in a variety of oral language activities, including choral speaking and recitation.

Focus:

• Using appropriate level, phrasing, and intonation

• Participate in collaborative and partner discussions about various texts/topics

• Ask and respond to questions to seek help, get info, and clarify info.

Unit 2: Exploring Fiction Through

Characters and Storytelling Test Date: November 18th

End of

October/November

Duration: 4-6 weeks


skills. a) Listen actively and speak using agreed-upon rules for discussion. b) Initiate conversation with peers and adults. f) Follow rules for conversation using appropriate voice level in small-group settings. h) Restate and follow simple two-step oral directions. j) Express ideas orally in complete sentences.

k) Work respectfully with others. 1.2 The student will demonstrate growth in oral

early literacy skills. b) Tell and retell stories and events in sequential order. d) Participate in creative dramatics.

Focus:

• Retelling stories and events in sequential order

• Restate and follow simple two-step oral directions

• Express ideas orally in complete sentences

Unit 3: Talking About Books: Book

Discussions, Book Talks and Book

Clubs Test Date: January 6th

December/January Duration: 4-6 weeks


skills.

l) Increase listening and speaking vocabularies.


early literacy skills. (Continued...) a) Listen and respond to a variety of print and media materials. b) Tell and retell stories and events in sequential order.

Unit 4: Exploring Informational Text Test Date: February 24th

January/ March

Duration: 6-8 weeks


skills.

e) Participate in collaborative and partner discussions about various texts and topics. g) Ask and respond to questions to seek help, get information, or clarify information. j) Express ideas orally in complete sentences. 1.2 The student will demonstrate growth in oral

early literacy skills. (Continued...) a) Listen and respond to a variety of print and media materials.

Focus:

• Participate in collaborative and partner discussions about various texts and topics

Unit 5: Poetry Test Date: March 24th

March/April Duration: 3-4 weeks


skills. (Continued...)

e) Participate in collaborative and partner discussions about various texts and topics. j) Express ideas orally in complete sentences. 1.2 The student will demonstrate growth in oral

early literacy skills. (Continued...) a) Listen and respond to a variety of print and media materials. c) Participate in a variety of oral language activities,

including choral speaking and recitation.

d) Participate in creative dramatics

Focus:

• Participate in a variety of oral language activities, including choral speaking and recitation

Unit 6: Pulling It All Together: Author Study

Test Date: May 19th

April/June Duration: 4-6 weeks


skills. (Continued...)

e) Participate in collaborative and partner discussions

about various texts and topics.

j) Express ideas orally in complete sentences.


early literacy skills. a) Listen and respond to a variety of print and media

materials.

b) Tell and retell stories and events in sequential order.

Focus:

• Tell and retell stories and events in sequential order

• Summarizing

Language Arts: READING

Unit/Testing Date


Unit 1: Rhyming, Blending, Digraphs Test Date: October 21st

August/Mid-October

Duration: 6-8 weeks

1.3 The student will orally identify, produce, and

manipulate various phonemes within words to

develop phonological and phonemic awareness.

a) Create rhyming words.

1.4 The student will apply knowledge of how print is

organized and read.

a) Read from left to right and from top to bottom.

b) Match spoken words with print.

c) Identify letters, words, sentences, and ending punctuation.

1.5 The student will apply phonetic principles to

read and spell.

c) Use consonant digraphs to decode and spell one-syllable

words. f) Use word patterns to decode unfamiliar words. 1.6 The student will use semantic clues and syntax

for support when reading.

a) Use words, phrases, and sentences. b) Use titles and pictures. c) Use information in the story to read words. d) Use knowledge of sentence structure. e) Reread and self-correct. 1.7 The student will expand vocabulary and use of

word meanings.

b) Develop vocabulary by listening to and reading a variety

of texts.

1.9 The student will read and demonstrate

comprehension of a variety of fictional texts.

a) Preview the selection.

b) Set a purpose for reading.

i) Read and reread familiar stories and poems with fluency,

accuracy, and meaningful expression.

Focus: Reading strategies:

• Rhyming words

• Use word patterns to decode unknown words

• Digraphs Comprehension:

• Make Connections

• Visualize

Phonics Review from Kindergarten: SOL 1.5d Short vowels were taught in the following order: a,i,o,u,e SOL 1.3c Decode CVC words (reading) SOL 1.12g, 1.13c Spell CVC words (writing) SOL1.5c Identify Consonant Digraphs: sh,th,wh,ch SOL1.3f Blend and segment multisyllabic words at the syllable level SOL 1.5h, 1.13c Read and write sight words

Word Structure

SOL 1.f Use the plural –s for nouns to show “more than one.” SOL 1.6d Use the inflectional ending –s for verbs to make the verb “sound right” in the sentence (e.g. “she runs home,” instead of She run home.”)

SOL 1.5a,e,f Identify that double final consonants make one sound (e.g. miss, will, off). *Helpful hint: Words ending in f, l, s, z usually end in double ff, ll, ss, zz.

Unit 2: Exploring Fiction Through

Characters and Storytelling Test Date: November 18th

Late

October/November

Duration: 4-6 weeks



develop phonological and phonemic awareness. b) Count phonemes (sounds) in one-syllable words.

c) Blend sounds to make one-syllable words.

d) Segment one-syllable words into individual phonemes.


organized and read. (Continued...)





read and spell.

a) Use initial and final consonants to decode and spell one-

syllable words.

d) Use short vowel sounds to decode and spell one-syllable

words. 1.6 The student will use semantic clues and syntax

for support when reading. (Continued...)

a) Use words, phrases, and sentences. c) Use information in the story to read words. d) Use knowledge of sentence structure. e) Reread and self-correct. 1.7 The student will expand vocabulary and use of

word meanings. (Continued...)


of texts. 1.9 The student will read and demonstrate


c) Relate previous experiences to what is read. d) Make and confirm predictions.

f) Identify characters, setting, and important events.

g) Retell stories and events, using beginning, middle, and

end in a sequential order.


comprehension of a variety of nonfiction texts. a) Preview the selection.

Focus: Reading Strategies:

• Count and blend phonemes in one-syllable words

• Use initial and final consonant sounds to decode one-syllable words

• Use short-vowel sounds to decode

Comprehension:

• Ask and Answer Questions

• Make Predictions

• Identify Story Elements: characters, setting, and important events.

• Retelling stories/events B,M,E

• *Introduce Nonfiction Text Skills/strategies

• Preview text

• Set a purpose for reading

Phonics Hear, read, and write the following features in the sequence listed within each objective: SOL 1.5b Initial consonant blends (onset): L-blends: pl, sl, bl, cl, fl, gl S-blends: sm, sp, st, sn, sc, sk,sw R-blends: cr, fr, br, gr, tr, pr, dr

c) Set a purpose for reading. SOL 1.5b, d-f Final blends with short vowels (rime): nd, lt, st, nt, lp, sp, nk, mp, pt, ft, lk, sk, nch Initial 3-letter blends: squ, spl, scr, str, shr, spr SOL 1.5c Initial consonant digraphs: sh, ch, th (both sounds), wh, thr SOL 1.5f Words with silent e: a_e, i_e, o_e, u_e, e_e SOL 1.5e,f single-letter long vowels in words that end in a vowel (e.g., me, hi, go)

Word Structure SOL 1.6d, 1.7h Add –ing to a verb without changing the root word (e.g. going) SOL 1.6d, 1.7h Add –ed to a verb without changing the root word to show that the action took place in the past (e.g. walked) SOL 1.6d Use possesives: my, your, our Use contractions: I’m, don’t, can’t SOL 1.5f Use soft c and g sounds *Helpful Hint: Soft c and g sounds are made when followed by an e, i, or y. Soft c examples: ice, cipher, cycle Soft g examples: gage, giant, gypsy

Unit 3: Talking About Books: Book

Discussions, Book Talks and Book

Clubs Test Date: : January 6th

December/Janurary

Duration: 4-6 weeks



develop phonological and phonemic awareness. e) Add or delete phonemes to make new words.


organized and read. (Continued...)





read and spell.


• Add or delete phonemes

(sounds) to make new words

• Use two-letter consonant

blends

• Blend initial, medial, final

consonant sounds

• Read and spell common sight

words

Comprehension:

b) Use two-letter consonant blends to decode and spell one-

syllable words.

e) Blend initial, medial and final sounds to recognize and

read words.

h) Read and spell commonly used sight words.

1.6 The student will use semantic clues and syntax

for support when reading. (Continued...) a) Use words, phrases, and sentences. c) Use information in the story to read words. d) Use knowledge of sentence structure. e) Reread and self-correct. 1.7 The student will expand vocabulary and use of

word meanings. (Continued...)


of texts. 1.9 The student will read and demonstrate


(Continued...)

e) Ask and answer who, what, when, where, why, and how

questions about what is read.

d) Make and confirm predictions.

f) Identify characters, setting, and important events.

g) Retell stories and events, using beginning, middle, and

end in a sequential order.

h) Identify theme.

1.10 The student will read and comprehend a variety

of nonfiction texts. e) Make and confirm predictions. f) Ask and answer who, what, where, when, why, and how


• Ask and Answer Questions


• Identify Story Elements: characters, setting, and important events.

• Retelling stories/events B,M,E

• Ask 5W + H questions (Who, what, when, where, why, and how)

• Identify Theme/main idea

*Introduce Nonfiction Text Skills/strategies


• Ask 5W + H questions (Who, what, when, where, why, and how)

Phonics

SOL 1.5f Introduce long vowels in the following order: Long a vowels: ai, ay (e.g. mail, play) Long e vowels: ee, ea (e.g. tree, eat) Long o vowels: oa, ow (e.g. soap, tow) Long i vowels: y, igh (e.g. Fly, light) Long u vowels: u, ew, ue, oo (e.g. flu, grew, blue, zoo) SOL 1.5e, f Introduce reading of R-controlled words in the following sequence: Ar Or, ore, oar ir, er, ur SOL 1.5h, 1.13c Read and write sight words

Word Structure

SOL 1.3e Use common prefixes: un-, re- SOL 1.3e Use comparatives and superlatives: -er, -est SOL 1.5g Read and spell simple two-syllable compound words SOL 1.5f, 1.6c Notice exceptional vowels, such as ea in head vs. eat, and oo in room vs. Book

Unit 4: Exploring Informational Text Test Date: February 24th

End of January/Mid

March

Duration: 6-8 weeks



develop phonological and phonemic awareness. f) Blend and segment multisyllabic words at the syllable

level.


read and spell. g) Read and spell simple two-syllable compound words. h) Read and spell commonly used sight words. 1.6 The student will use semantic clues and syntax

for support when reading. (Continued...) a) Use words, phrases, and sentences.

c) Use information in the story to read words.

d) Use knowledge of sentence structure.

e) Reread and self-correct.

1.7 The student will expand vocabulary and use of

word meanings. (Continued...) b) Develop vocabulary by listening to and reading a variety

of texts

e) Use vocabulary from other content areas.


comprehension of a variety of nonfiction texts. d) Identify text features such as pictures, headings, charts,

and captions. e) Make and confirm predictions. f) Ask and answer who, what, where, when, why, and how

questions about what is read. g) Identify the main idea. h) Read and reread familiar texts with fluency, accuracy, and

meaningful expression. INTRODUCE: RESEARCH

Look up research strand documents of support

Focus: Reading Strategies

• Blend and segment multisyllabic words

• Read and spell simple two-syllable compound words

Comprehension:

• Reread and self-correct

• Use vocabulary from other content areas

Nonfiction Texts

• Introduce Text features: picture, headings, charts, and captions

• Identify main idea using 5W + H strategy

*Introduce Research Topics

Phonics SOL1.5e, f Introduce more complex vowel combinations as students encounter them while reading text Long i and o: ild, ind, old Long i and o: ie, oe Long e: y, ey, ie, ei /ou/= ou, ow (e.g., out, now) /oi/ = oi, oy (e.g., coin, boy)

1.14 The student will conduct research to answer

questions or solve problems using available

resources.

a) Generate topics of interest. d) Find information from provided resources.

SOL 1.5h, 1.13h Read and write sight words

Word Structure SOL 1.5g read and spell simple two-syllable compound words SOL 1.3e Use common suffixes: -ing, -es

Unit 5: Poetry Test Date: March 24th

End of March/April

Duration: 3-4

Weeks


read and spell. (Continued...) g) Read and spell simple two-syllable compound words. h) Read and spell commonly used sight words. 1.6 The student will use semantic clues and syntax





1.7 The student will expand vocabulary and use of

word meanings. (Continued...) b) Develop vocabulary by listening to and reading a variety

of texts


comprehension of a variety of fictional texts. h) Identify theme.

i) Read and reread familiar stories and poems with fluency,

accuracy, and meaningful expression.


• Two-syllable compound words

Comprehension: Introduce Fairytales and Poems

• Identify theme/main idea

• Read/reread familiar stories and poems with fluency, accuracy, and meaningful expression

• Date of May Play:

Unit 6: Pulling It All Together: Author Study

Test Date: May 19th *An author study gives students the opportunity to delve deeply into an author’s life and body of work. An author study guides students through critically evaluating an author’s themes, characters, and writing style, making connections between the author’s life and work and making personal connections between their own experiences and those of the author and his/her characters. Author studies can be an avenue for students to explore different authors and genres.

End of April/June

Duration: 4-6 weeks



develop phonological and phonemic awareness.

(Continued...) f) Blend and segment multisyllabic words at the syllable

level.


organized and read. (Continued...) c) Identify letters, words, sentences, and ending punctuation 1.5 The student will apply phonetic principles to

read and spell. (Continued...) g) Read and spell simple two-syllable compound words. h) Read and spell commonly used sight words. 1.6 The student will use semantic clues and syntax




• Blend and segment multisyllabic words at the syllable level

• Identify letters, words, sentences, and end punctuation

Comprehension: Fiction and nonfiction texts

• Make Connections

• 5W’s + H Questions

• Identify theme/main idea

• Retelling

• Synthesize/Summarize.

Suggested Authors: David Shannon, Kevin Henkes, Ezra Jack Keats, Laura Gehl, Marc Brown, Dan Santat, Amy Krouse Rosenthal, Laura Numeroff; Nonfiction Authors: Steve Jenkins, Gail Gibbons, Seymour Simon, Peter Lourie, Melissa Sweet, Nicola Davies, Jess Keating





(Continued...) e) Ask and answer who, what, when, where, why, and how

questions about what is read. g) Retell stories and events, using beginning, middle, and end

in a sequential order. h) Identify theme. i) Read and reread familiar stories and poems with fluency,

accuracy, and meaningful expression. 1.10 The student will read and demonstrate

comprehension of a variety of nonfiction texts.

(Continued...) f) Ask and answer who, what, where, when, why, and how


MATH: Investigation in Number, Data and Space

Unit/Testing Date


Unit 1: Numbers and Data Test Date: October 8th

September 8 –

October 7 (22 days)

Kindergarten: Review during Classroom Routines: • Measurement Monday – using a calendar to investigate passage of time, time (longer, shorter), temperature (hotter, colder) K.8, K.9 • Time to Count Tuesday – counting objects orally to 20 to determine how many and read, write and represent the total K.1ab • Word Problem Wednesday – word problems within 10 using concrete objects K.6 • Thinking Back Thursday – collect, organize, represent, read, and interpret data, introduce quarter and review coins – penny, nickel, dime K.11ab, K.7 • Fluency Friday – combinations to 5 1.7ab

Establish routines, procedures, organization, and use of manipulatives Daily Data Collection - attendance, weather, lunch choice (Continue to reinforce data concepts throughout the year through routines, etc.) (SOL 1.12A) Learning Recovery: • Count objects orally to 20 to determine how many and read, write and represent the total. K.1ab • Identify the number after, without counting, when given any number between 0 and 100 and identify the number before, without counting, when given any number between 1 and 10. K.3c Learning Recovery: Collect, organize, represent, read, and interpret data • Graphing K.11ab Unit 1 End-of-Unit Assessment 1.1ab ,1.2ab, 1.3, 1.12ab

Unit 2: Addition and Time Test Date: November 5th

Unit 2: Addition and Time October 8–October 30 (16

days)

Computation and Estimation • Addition Strategies o counting on, rather than counting all o think big, count small o using the communicative property o “doubles” (e.g., 6 + 6 =__) 1.7ab • Learning Recovery: Story problems within 10 using concrete objects K.6 • Join Story Problems (action involved) Measurement and Geometry • Learning Recovery: Recognize the attributes of a quarter and identify the number of pennies equivalent to a quarter. K.7 • Review the number of pen

Review of coins: • Money: Review the number of pennies equivalent to (equal to) a nickel, a dime, a quarter Unit 2 End-of-Unit Assessment 1.6, 1.7ab, 1.8, 1.9a Learning Recovery: Story problems within 10 using concrete objects K.6 •Learning Recovery: Recognize the attributes of a quarter and identify the

nies equivalent to (equal to) a nickel, a dime, a quarter 1.8 • Introduce Time to the Hour 1.9a

number of pennies equivalent to a quarter. K.7

Unit 3: Number and Length Test Date: December 3rd

Unit 3: Number and Length

November 4 – November 24 (14

days)

Number and Number Sense • Count forward to 110 orally and backwards from 20 (start at any number and count forward and backward) 1.1ac • Compare two numbers between 0 and 50 pictorially or with objects 1.2b • Order three or fewer sets up to 50 1.2c Measurement and Geometry • Learning Recovery: Compare two objects using direct comparison according to the attributes of length and height. K.9 • Compare Lengths (longer, shorter; taller, shorter; same as) 1.10 • Make a reasonable estimate before you measure 1.5ab • Measure using nonstandard tools 1.10

Unit 3 End-of-Unit Assessment 1.1ac, 1.2bc, 1.10 Learning Recovery: Compare two objects using direct comparison according to the attributes of length and height. K.9

Unit 4: Subtraction, Addition and 2D Shapes

Test Date: December 14th

Unit 4: Subtraction, Addition and 2-D

Shapes November 30 –

December 18 (15 days)

Computation and Estimation • Subtraction Strategies o Take apart to Take from o Count- back 1.7ab • Separate Story Problems (action involved) 1.6 Measurement and Geometry Plane figures: triangles, squares, rectangles, circles • Identify • Trace • Describe 1.11a • Sort • Classify 1.13 Representations of triangles, squares, rectangles, and circles 1.11b • Identify • Describe Pattern and Functions and Algebra • Sorting and Classifying 1.13

Measurement and Geometry Plane figures: triangles, squares, rectangles, circles • Identify • Trace • Describe • Sort • Classify According to sides, vertices and angles Representations of triangles, squares, rectangles, and circles • Identify • Describe in different environments regardless of orientation Unit 4 End-of-Unit Assessment 1.6, 1.7ab,1.11ab, 1.13

Unit 5: Addition and Numbers Test Date: January 21

Unit 5: Addition and Number January 4 – January 22 (14 days)

1.7ab 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. 1.6 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.2abc 1.2 The student, given up to 110 objects, will a) group a collection into tens and ones and write the corresponding numeral; b) compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to; and c) order three or fewer sets from least to greatest and greatest to least.

Operations and Algebraic Thinking • Addition Strategies (sum is 13 and under) o Doubles plus-one o Doubles plus-two Number and Operations in Base-ten • Identify tens and ones to 100 • Group a collection of up to 110 objects in tens and ones • Compare two numbers between 0 and 70 pictorially or with objects • Order three or fewer sets up to 70 Unit 5 End-of-Unit Assessment 1.2abc, 1.6, 1.7ab

Unit 6: Subtraction and Common Fractions

Test Date: February 11th

Unit 6: Subtraction and Common

Fractions January 26 – February 12 (14

days)

1.7ab 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. 1.6 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.4ab 1.4 The student will solve a) represent and solve practical problems involving equal sharing with two or four sharers; and b) represent and name fractions for halves and fourths, using models.

Subtraction o Part/whole o Unknown addend o Count on/Think “addition” o Doubles “Seperate” word problems Unit 6 End-of-Unit Assessment 1.6, 1.7ab, 1.4ab

Unit 7: Number, Time and Subtraction

Test Date: March 4th

Unit 7: Number,

Time and

Subtraction

1.2b,c 1.2 The student, given up to 110 objects, will b) compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to

Number and Operations in Base-ten • Comparing and Ordering two-digit numbers • Analyzing 100

February 16– March

5 (14 days)

c) order three or fewer sets from least to greatest and greatest to least 1.7ab 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.9 a,b 1.9 The student will investigate the passage of time and a) tell time to the hour and half-hour, using analog and digital clocks; and b) read and interpret a calendar.

• Finding Patterns on a 120 chart Operations and Algebraic Thinking • Subtraction o Unknown addend o Near doubles • Part-Part-Whole Problems Measurement and Data • Introduce time to the half hour • Read and interpret calendar Unit 7 End-of-Unit Assessment 1.2bc,1.6,1.7ab, 1.9ab • Learning Recovery: Use a calendar to investigate the passage of time, compare events with the attributes of time (longer, shorter) K.8, K.9

Unit 8: Addition, Equality and Data Test Date: March 25th

Unit 8: Addition, Equality and Data

March 8– March 26 (15 days)

1.7ab 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.15 1.15 The student will demonstrate an understanding of equality through the use of the equal symbol. 1.12ab 1.12 The student will a) collect, organize, and represent various forms of data using tables, picture graphs, and object graphs; and b) read and interpret data displayed in tables, picture

Operations and Algebraic Thinking • Addition Strategies: o Using the associative property o Make ten strategy o Using the communicative property • Part-Part-Whole Problems • Equality o Balancing equations: Revisit Equality [+, -, =] (e.g. 5 + 3 = 8, 8 = 5 + 3, 5 + 3 = 4 + 4) Measurement and Data o Collecting and Recording Data on a Tally Chart Unit 8 End-of-Unit Assessment 1.6, 1.7ab, 1.12ab, 1.15

graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than, and equal to.

Unit 9: Subtraction and Numbers Test Date: April 22nd

Unit 9: Subtraction and Number April 6 - April 23 (14 days)

1.7ab 1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.9b 1.9 The student will investigate the passage of time and b) read and interpret a calendar 1.5ab 1.5 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. 1.1b b) write the numerals 0 to 110 in sequence and out-of-sequence;

Operations and Algebraic Thinking • Subtraction o Related facts/fact family o Counting on and back o Decomposing a number to bridge ten o Solving word problems with comparisons • Compare Word Problems Unit 9 End-of-Unit Assessment 1.1b, 1.2a, 1

Unit 10: Subtraction, Addition, Algebra, Patterns and Fractions

Test Date: May 13

Unit 10: Subtraction, Addition, Algebra,

Patterns and Fractions April 26 – May 21 (20 days)

1.4ab 1.4 The student will solve a) represent and solve practical problems involving equal sharing with two or four sharers; and b) represent and name fractions for halves and fourths, using models. 1.1d 1.1 The student will d) count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. 1.7ab

Number and Number Sense • Fractions of a Set • Skip counting by twos, fives, and tens to 110 o Using concrete objects o Starting at various multiples of 2, 5, or 10 Operations and Algebraic Thinking • Addition and Subtraction o Think addition o Make ten • Compare Problems

1.7 The student will a) recognize and describe with fluency part-whole relationships for numbers up to 10; and b) demonstrate fluency with addition and subtraction within 10. 1.6 The student will create and solve single-step story and picture problems using addition and subtraction within 20. 1.14 1.14 The student will identify, describe, extend, create, and transfer growing and repeating patterns.

Patterns Functions and Algebra • Repeating Patterns o Identify o Describe o Extend o Create o Transfer (e.g. red blue green is the same as ABC is the same as snap clap stomp) • Growing Patterns (geometric, arithmetic) o Identify o Describe o Extend o Create o Transfer (e.g. red blue, red red blue, red red red blue is the same as ABAABAAAB is the same as snap clap, snap snap clap, snap snap snap clap) Unit 10 End-of-Unit Assessment 1.1d, 1.4ab, 1.6, 1.7ab, 1.14

Unit 11 Number, Capacity, Mass, and Money

Test Date: May 27th

Unit 11: Number, Capacity, Mass, and

Money May 24 - June 11 (14 days)

1.8 The student will determine the value of a collection of like coins (pennies, nickels, or dimes) whose total value is 100 cents or less. 1.10 The student will use nonstandard units to measure and compare length, weight, and volume. 1.2a,b,c 1.2 The student, given up to 110 objects, will a) group a collection into tens and ones and write the corresponding numeral; b) compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to; and c) order three or fewer sets from least to greatest and greatest to least.

Measurement and Data • Counting Collections with Like Coins [pennies, nickels, dimes] to $1.00 • Nonstandard Measurement o Length (longer, shorter; taller, shorter; same as) o Weight (lighter, heavier, the same as) o Capacity/Volume (more, less, equivalent) Number and Operations in Base Ten • Place Value o Analyzing the 100 Chart • Identify tens and ones to 100 • Group a collection of up to 110 objects in tens and ones

• Compare two numbers between 0 and 110 pictorially or with objects • Order three or fewer sets up to 110 o Learning Recovery: Compare two objects using direct comparison according to the attributes of weight and volume. K.9 Unit 11 End-of-Unit Assessment 1.2abc, 1.8, 1.10

Social Studies

Unit/Testing Date


Good Citizenship Test Date: October 6th

August/September

Duration:

Good Citizenship SOL 1.10 a.) focusing on fair play, exhibiting good sportsmanship, helping others, and treating each other with respect. b.) recognizing the purpose of rules and practicing self- control c.) working hard in school d.) taking responsibility for one’s actions e.) valuing honesty and truthfulness in oneself and others

Focus on :Star Qualities, Porter Creed, Porter Traditions, Symbol, contribution

Patriotic Symbols of U.S. and V.A.

Test Date: October 27th

October

Duration:

Patriotic Symbols SOL 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the us U.S by demonstrating respect for the American Flag by learning the pledge of Allegiance. SOL 1.12 The student will recognize the symbols and traditional practice that honor the commonwealth of Virginia by a.) identify the Virginia Flag, state capitol building, state bird and state flower b.) describe why people have traditions

Focus On: American Flag, Pledge of Allegiance, Richmond, VA Symbols

VA Government and People

Test Date: December 1st

November

Duration:

VA Government and People SOL 1.13 The student will understand people of Virginia a.) have state and local government that elected by the people b.) make contributions to their communities c.) include people who have ethnic origins, customs, and traditions that are united as Americans by common principals

Focus On: governor, voting, contributions, traditions

Economics

Test Date: January 12th

December

Duration:

Economics SOL 1.7 The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services. SOL 1.8

Focus On: goods, services, consumer, producer, choice, saving money

The student will explain that people make choices because they cannot have everything they want. SOL 1.9 The student will recognize that people save money for the future to purchase goods and services.

Geography

Test Date: February 16th

January

Duration:

Geography SOL 1.5 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map; and e) constructing simple maps, including a title, map legend, and compass rose. SOL 1.6 The student will develop a geographic understanding that a) the location of Virginia determines its climate and results in four distinct seasons; and b) the landforms of Virginia affect the places people live

Focus On: map, globe, cardinal directions, Washington D.C, Virginia, Map Key, landform,

Jamestown

Test Date: March 9th

February/March

Duration:

Virginia History and People SOL 1.2 a) the settlement of Virginia at Jamestown; c) life in Virginia today, including food, clothing, shelter, transportation, and recreation SOL 1.3 a) Powhatan; b) Pocahontas; c) Christopher Newport;

Events: Mount Vernon Field trip aligned with SOL 1.2 Focus On: Jamestown, contribution, past, present, transportation

Famous Americans and Related

Holidays

Test Date: April 20th

April/May Duration:

SOL 1.3 d) Maggie L. Walker; and e) Arthur R. Ashe, Jr SOL 1.4 The student will describe the lives of people associated with major holidays, including a) George Washington Day (Presidents’ Day); b) Independence Day (Fourth of July); and c) Martin Luther King, Jr., Day.

Focus On: equality, presidents day, 4th of July, Martin Luther King Jr. Day

Science

Unit/Testing Date


Unit 1 Earth and Sun Relationships

Test Date: September 29th

August/September

Duration:

Earth-Sun relationships SOL 1.6 a) the sun is the source of energy and light that warms the land, air, and water; and b) the sun’s relative position in the morning is east and in the late afternoon is west.

Incorporation of basic scientific method: Basic Science Skills (YEARLONG OBJECTIVE) Focus On: Observing Describing Measuring Weighing Predicting Focus On: Sun, cardinal directions

Unit 2 Fall Seasonal Changes and

Weather

Test Date: October 20th

October Duration:

1.7, 1.1 ➢ Changes in temperature, light, and precipitation occur over time and affect plants and animals, including humans ➢ Relationships between daily weather and the season ➢ Science & Engineering Practices (infused)

Events: Pumpkin Patch Field trip, pumpkin investigation day, apple investigation project/Johnny Appleseed Day Focus on: lifecycle, basic needs, nutrients

Unit 3: Plants

Test Date: November 17

November Duration:

Unit 3 Plants 1.4, 1.1

➢ What plants need to grow

➢ Structures of plants perform specific functions ➢ Plants can be classified based on a variety of characteristics

➢ Science & Engineering Practices (infused)

Incorporation of: Seasonal Changes SOL 1.7 Winter a) changes in temperature, light, and precipitation affect plants and animals, including humans.

Unit 4A: Nocturnal Animals

Unit 4B Artic Animals and

Adaptations

Nocturnal Animals: December 15th

Arctic Animals: January 26th

December/January

Duration:

Unit 4 Animals 1.5, 1.1

➢ What animals need to live

➢ Animals have different physical characteristics that perform specific functions

➢ Animals can be classified based on a variety of characteristics

➢ Science & Engineering Practices (infused)

Focus On: Adaptation, hibernation, migration, habitat

Unit 5 Natural Resources Test Date: February 23rd

January/March

Duration:

1.8 Natural Resources a) identification of natural resources; b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources.

Focus On: reduce, recycle, reuse, pollution, natural resource

Unit 6 :Matter

Test Date: March 23rd

February

Duration:

Matter SOL 1.3 1.3 a) some liquids will separate when mixed with water, but others will not; b) some solids will dissolve in water, but others will not; and c) some substances will dissolve more readily in hot water than in cold water.

Focus On: Solid, liquid, gas, dissolve, solvent

Unit 7: Motion and Sound

Test Date: May 25th

April

Duration:

Motion and Sound SOL 1.2 a) objects may have straight, circular, and back-and-forth motions; and c) pushes or pulls can change the movement of an object. Sound SOL 1.2 b) objects may vibrate and produce sound

Focus On: motion, push , pull, vibrate

Seasonal Changes Review Unit

May Duration Seasonal Change SOL 1.7 b) there are relationships between daily and seasonal changes; and c) changes in temperature, light, and precipitation can be observed and recorded over time.

National Zoo field trip aligned with animal adaptations SOLs: Animal Life Needs SOL 1.5 Migration/Hibernation Arctic Animals a) basic needs include adequate air, food, water, shelter, and space (habitat); b) animals, including humans, have many different physical characteristics; and c) animals can be classified according to a variety of characteristics.

Library/Research

Suggested Duration Unit August/September Orientation

Book Care Selecting Books

(Bats in the Library/ What Happened to Marion’s Book; The Library Doors; But Excuse me That is my Book) EXT: ABC Symbols Book

October Primary Sources: Present Community Research: Plants

IMP: Plan, Do, Review (Flora’s Surprise; The Empty Pot; It’s Pumpkin Time; Baby Owl)

EXT: Nocturnal Animals November Primary Sources: Past Community

(Go to Sleep Groundhog; When Autumn Falls; Fall Poetry; Over the River & Through the Wood) EXT: Seasons Research

December Primary Sources: Diversity (Adelita; B. Bears: Trouble with Money; Bennies Pennies; Christmas Alphabet; The Magic Dreidels)

EXT: Research “My Country” January Primary Sources:

Famous Americans Research: Famous Americans

IMP: Plan, Do, Review (In the Snow; A New Coat for Anna; My Wobbly Tooth Must Never Fall Out; Young Martin)

EXT: Online Scavenger Hunts February Primary Sources: Past Communities

Locate Library Resources Research: Mount Vernon

IMP: Plan, Do, Review (Tacky the Penguin; Little Polar Bear; Read Anything Good Lately; Mike Mulligan) EXT: Write a script about a penguin family

March Primary Sources: American Museum Research: Dr. Seuss

IMP: Plan, Do, Review (Dear Ms. LaRue, Dear Fish; In the Small, Small Pond; Leprechaun’s Gold)

EXT: Patterns in Our World April Research: The Sun and Day and Night

IMP: Plan, Do, Review into steps 1-5 (L is for Library; Horton Hears and Hoo; Big Foot Cinderrrella; Who’s Afraid of the Big Bad Book; Cinder-elly)

EXT: Create a Primary Source set for people and climate May Primary Source: Maps/ Towns

Research: Create a Library Map (Celebrate the 50 States; Mapping Penny; Westlandia; Gigi & Zachary’s Around the World Adventure; V is for Virginia)

EXT: How would you design your own town? June Summer Reading

(Olivia Saves the Circus; Think Cool Thoughts; Froggy Learns to Swim)

Art

Suggested Duration

Unit

August/September

October

November

December

January February

March

April

May

June

P.E.

Suggested Duration Unit August/September

October

November

December January

February

March

April May

June

Music

Suggested Duration Unit August/September

October

November December

January

February

March April

May

June

Computer

Suggested Duration Unit August/September Digital Citizenship

**continuing throughout the year.

October Navigating the Class Webpages

Microsoft Accounts Clever

Moby Math Facts Istation EPIC!

Capstone Library Seesaw


November Navigating the Class Webpages

Microsoft Accounts Wixie

Moby Math Facts Istation EPIC!

Capstone Library Benchmark Universe

**continuing throughout

December Apps for enhancing learning and…

MyOn Kahoot

Teach My Monster to Read

Quizizz IXL

Go Noodle

Cosmic Kids Yoga

**continuing throughout the year

January Apps for enhancing learning and…

Newsela

Nearpod Classkick Wizer.me


February enhancing learning and…

MyOn

Nearpod Classkick


March Apps for enhancing learning

Kahoot

Nearpod Classkick

Go Noodle

Cosmic Kids Yoga


April Apps for enhancing learning

Book Creator Green Screen

Seesaw

Go Noodle

Cosmic Kids Yoga

May Apps for enhancing learning

Book Creator Seesaw

Go Noodle

Cosmic Kids Yoga

June Apps for enhancing learning

Download - Language Arts: WRITING

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