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Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 1: Getting to Know Us
Time Frame: 6 WeeksDescription: The Big Idea: What makes you special?Reading Comprehension: Visualize, Ask and Answer Questions, Key Details.Phonological/ Phonemic Awareness: Identify Rhyme, Phoneme Isolation/ Blending/ Segmentation/ Deletion, Alliteration, Contrast Vowel Sounds.
Reading Strategy Reading Skill Writing Grammar, Mechanics Speaking and Listening Word Work
Visualize Key details Trait ideas Sentences Readers theater Short a, i,o,
Ask and answer questions
Trait organization
Capitalization Fluency: phrasing, rate, expression
Ending: -s
periods Writing celebration Blends: l-r-s
Exclamation marks Double final consonants
Writing: Organization, Compare and Contrast, Order of Events, Ideas, Describing Details, Focus on a Single Event.
Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment
Standards Topics Activities Resources AssessmentL.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [7 lessons] L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson] L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons] L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson] RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson] RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson] RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons] RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons] RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [3 lessons] RF.1.3.b Decode regularly spelled one-syllable words. [18 lessons] RF.1.3.f Read words with inflectional endings. [7 lessons] RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [13 lessons] RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons] RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
Week 1: At SchoolEssential Question:
What do you do at your school?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: This School Year Will Be the Best!Genre: Realistic FictionStrategy: VisualizeConcepts of Print: Book Handling
Read AloudTitle: "School Around the World"Genre: NonfictionStrategy: Visualize
Reading/Writing Workshop ComprehensionShort Text: Jack CanGenre: Realistic FictionStrategy: VisualizeSkill: Key Details
Literature AnthologyMain Selection, Paired SelectionStrategy: VisualizeSkill: Key Details
Main SelectionTitle: Nat and SamGenre: Realistic Fiction
Paired SelectionTitle: "Rules at School"Genre: NonfictionText Feature: Photographs
Grade 1,Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Wonders Smart Start Assessments
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop
Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment
electronic menus, icons) to locate key facts or information in a text. [2 lessons]RI.1.7 Use the illustrations and details in a text to describe its key ideas. [2 lessons] RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons] RL.1.1 Ask and answer questions about key details in a text. [10 lessons] RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson] RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [6 lessons] RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons] SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons] SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson] SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson] SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson] SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons] W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons] W.1.6 With guidance and support from adults, use a variety of digital tools to produce
Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Key DetailsMain SelectionsGenre: Realistic FictionTitles:A: A Fun DayO: We Like to ShareE: We Like to ShareB: Class Party
Paired SelectionsGenre: NonfictionTitles:A: "We Share"O: "Look at Signs"E: "Look at Signs"B: "Our Classroom Rules"LexilesA: BRO: 60LE: 100LB: 360LAccess Complex Text (ACT)Literature Big Books: Organization, Connection of IdeasVocabulary WordsAdditional Domain Words:rules, obey, safetyAdditional Academic Vocabulary:events, illustrations, punctuationHigh-Frequency Words
and publish writing, including in collaboration with peers. [1 lesson] W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
down, out, up, veryOral Vocabulary Wordslearn, subjects, common, object, recognizePhonicsPhonological/ Phonemic Awareness:Identify Rhyme, Phoneme Isolation/ Blending/ SegmentationPhonics/ Spelling Skill: short a Consonants reviewed throughout Unit 1Structural Analysis: -s (inflectional ending)
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Ideas: Focus on a Single EventWriting Product:Personal NarrativeGrammar Skill: SentencesGrammar Mechanics: Sentence CapitalizationWrite About Reading: Analyze Key Details
ResearchWeekly:What kinds of activities do we do at school?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Unit Overview
Standards Topics Activities Resources Assessment L.1.2.b Use end punctuation for sentences. [6
lessons]L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [12 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [2 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [7 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [11 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [13 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
Week 2: Where I LiveEssential Question:
What is it like where you live?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: Alicia's Happy DayGenre: Realistic FictionStrategy: VisualizeConcepts of Print: Book Handling
Read AloudTitle: "City Mouse and Country Mouse"Genre: FableStrategy: Visualize
Reading/Writing Workshop ComprehensionShort Text: Six KidsGenre: FantasyStrategy: VisualizeSkill: Key Details
Literature AnthologyMain Selection, Paired SelectionStrategy: VisualizeSkill: Key Details
Main SelectionTitle: Go, Pip!Genre: Fantasy
Grade 1,Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]
RL.1.1 Ask and answer questions about key details in a text. [13 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [1 lesson]
RL.1.6 Identify who is telling the story at various points in a text. [1 lesson]
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [4 lessons]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [4 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [3 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [6 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons]
W.1.6 With guidance and support from
Paired SelectionTitle: "I Live Here"Genre: NonfictionText Feature: Bold printLeveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Key Details
Main SelectionsGenre: FantasyTitles:A: What Can We See?O: A Trip to the CityE: A Trip to the CityB: Harvest Time
Paired SelectionsGenre: NonfictionTitles:A: "My Home"O: "Where I Live"E: "Where I Live"B: "Where We Live"LexilesA: BRO: 30LE: BRB: 330L
Access Complex Text (ACT)Literature Big Books: Organization, Lack of Prior Knowledge
adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Vocabulary WordsAdditional Domain Words:building, yard, playgroundAdditional Academic Vocabulary:author, bold print, sequenceHigh-Frequency Wordsdown, out, up, veryOral Vocabulary Wordscity, county, bored, feast, scurried
PhonicsPhonemic Awareness:Alliteration, Phoneme Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: short iConsonants reviewed throughout Unit 1Structural Analysis: double final consonants
Fluency SkillIntonation
WritingWriting Trait: Ideas: Describing DetailsWriting Product: Descriptive Sentences About a PlaceGrammar Skill:Word OrderMechanics: Sentence Punctuation (periods)
Write About Reading: Analyze Key Details
ResearchWeekly:How are places in our community similar to, or different from, places in other communities?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.j Produce and expand complete simple
and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [3 lessons]
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson]
L.1.2.b Use end punctuation for sentences. [3 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
Week 3: Our PetsEssential Question:
What makes a pet special?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: Cool Dog, School Dog Genre: FictionStrategy: VisualizeConcepts of Print: Track Print and Return Sweep
Read AloudTitle: "Our Pets"Genre: NonfictionStrategy: Visualize
Reading/Writing Workshop ComprehensionShort Text: A Pig for CliffGenre: FantasyStrategy: Visualize
Grade 1,Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [4 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [6 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [3 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [5 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [13 lessons]
RF.1.3.f Read words with inflectional endings. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [13 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RL.1.1 Ask and answer questions about key details in a text. [4 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [5 lessons]
RL.1.5 Explain major differences between books that tell stories and books that give
Skill: Key Details
Literature AnthologyMain Selection, Paired SelectionStrategy: VisualizeSkill: Key Details
Main SelectionTitle: FlipGenre: Fantasy
Paired SelectionTitle: "What Pets Need"Genre: NonfictionText Feature: Labels
Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Key Details
Main SelectionsGenre: FantasyTitles:A: Mouse’s Moon PartyO: Pet ShowE: Pet ShowB: Polly the Circus Star
Paired SelectionsGenre: NonfictionTitles:A: "A Mouse in the House"O: "Love That Llama!"E: "Love That Llama!"
information, drawing on a wide reading of a range of text types. [1 lesson]
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [1 lesson]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [4 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [2 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [3 lessons]
SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [2 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [5 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
B: "Birds That Talk"
LexilesA: 120LO: 200LE: 20LB: 280L
Access Complex Text (ACT)Literature Big Books: Sentence Structure, Connection of Ideas
Vocabulary WordsAdditional Domain Words:living things, need, caresAdditional Academic Vocabulary:consonant, label, publishHigh-Frequency Wordsbe, come, good, pullOral Vocabulary Wordscare, train, groom, companion, popular
PhonicsPhonemic Awareness: Contrast Vowel Sounds,Phoneme Blending/ Substitution/ SegmentationPhonics/ Spelling Skill: beginning consonant blends:l-blendsConsonants reviewed throughout Unit 1Structural Analysis: -s (plural
nouns)
Fluency SkillAppropriate PhrasingWritingWriting Trait: Ideas: Describing DetailsWriting Product: Descriptive Sentences About an AnimalGrammar Skill:StatementsMechanics: Capitalization and Punctuation (periods)Write About Reading: Analyze Key Details
ResearchWeekly:What are the ways to care for pets?
Handwriting: practice using weekly spelling wordsTechnology: Go Digital!
Standards Topics Activities Resources Assessment L.1.2.b Use end punctuation for
sentences. [5 lessons] L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [7 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to
Week 4: Let’s Be FriendsEssential Question:What do friends do
together?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Literature Big BookTitle: Friends All AroundGenre: NonfictionStrategy: Ask and Answer QuestionsConcepts of Print: Book Handling and Labels
Read AloudTitle: "Games Long Ago"Genre: Nonfiction
Grade 1,Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
signal simple relationships (e.g., because). [1 lesson]
RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [5 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [4 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [5 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [11 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [10 lessons]
RI.1.2 Identify the main topic and retell key details of a text. [1 lesson]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [5 lessons]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for
Writing
Research and Inquiry
Handwriting
Technology
Strategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: Toss! Kick! Hop!Genre: NonfictionStrategy: Ask and Answer QuestionsSkill: Key Details
Literature AnthologyMain Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details
Main SelectionTitle: FriendsGenre: Nonfiction
Paired SelectionTitle: "There Are Days and There Are Days"Genre: Poetry
Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details Main SelectionsGenre: NonfictionTitles
grade 1. [3 lessons] RL.1.1 Ask and answer questions about key
details in a text. [2 lessons] RL.1.5 Explain major differences between
books that tell stories and books that give information, drawing on a wide reading of a range of text types. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [8 lessons]
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [3 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [2 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and
A: Friends Are FunO: Friends Are FunE: Friends Are FunB: Friends Are FunPaired SelectionsGenre: PoetryTitles:A: "I Like to Play"O: "I Like to Play"E: "I Like to Play"B: "I Like to Play"
LexilesA: 130LO: 110LE: 100LB: 350L
Access Complex Text (ACT)Literature Big Books: Organization, Connection of Ideas
Vocabulary WordsAdditional Domain Words:poemAdditional Academic Vocabulary:evaluate, rhymeHigh-Frequency Wordsfun, make, they, tooOral Vocabulary Wordscooperate, relationship, deliver,chore, collectPhonicsPhonemic Awareness: Phoneme Categorization/ Segmentation/
writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Deletion, Rhyme, Phoneme BlendingPhonics/ Spelling Skill: short o Consonants reviewed throughout Unit 1Structural Analysis: alphabetical order (one letter)
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Organization: Compare and ContrastWriting Product: Personal NarrativeGrammar Skill: Questions and ExclamationsGrammar Mechanics: Question and Exclamation MarksWrite About Reading: Analyze Key Details
ResearchWeekly:What can we learn about our favorite games or sports?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.1.b Use common, proper, and possessive nouns. [4 lessons]
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [1 lesson]
L.1.2.b Use end punctuation for sentences. [7 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [1 lesson]
RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [6 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [6 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [13 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
Week 5: Let’s Move!Essential Question:
How does your body move?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: Move!Genre: NonfictionStrategy: Ask and Answer QuestionsConcepts of Print: Special Text Treatments
Read AloudTitle: "Rabbit andCoyote Race"Genre: FolktaleStrategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: Move and Grin!Genre: NonfictionStrategy: Ask and Answer QuestionsSkill: Key Details
Literature AnthologyMain Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details
Main SelectionTitle: Move It!Genre: Nonfiction
Grade 1,Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [11 lessons]
RI.1.2 Identify the main topic and retell key details of a text. [1 lesson]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [7 lessons]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [4 lessons]
RI.1.8 Identify the reasons an author gives to support points in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [8 lessons]
RL.1.1 Ask and answer questions about key details in a text. [1 lesson]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [7 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event
Paired SelectionTitle: "Using Diagrams"Genre: NonfictionText Feature: Diagram
Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Key Details
Main SelectionsGenre: NonfictionTitles:A: We Can Move!O: We Can Move!E: We Can Move!B: We Can Move!
Paired SelectionsGenre: NonfictionTitles:A: "What’s Under Your Skin?"O: "What’s Under Your Skin?"E: "What’s Under Your Skin?"B: "What’s Under Your Skin?"
LexilesA: 170LO: 200LE: 190LB: 390L
Access Complex Text (ACT)Literature Big Books: Purpose, Vocabulary
order, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Vocabulary WordsAdditional Academic Vocabulary:diagram, first, last, nextHigh-Frequency Wordsjump, move, run, twoOral Vocabulary Wordsphysical, exercise, agree, exhausted, difficult
PhonicsPhonemic Awareness: Phoneme Categorization/ Segmentation/ Deletion/ BlendingPhonics/ Spelling Skill: Beginning consonant blends:r-blends;s-blendsConsonants reviewed throughout Unit 1Structural Analysis: possessives
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Organization: Order of EventsWriting Product: Personal NarrativeGrammar Skill:Writing SentencesMechanics: Capitalization and Punctuation(periods, question and exclamation marks)
Write About Reading: Analyze Key Details
ResearchWeekly:How does the human body move?
Unit Level:Research Skill: Selecting a TopicUnit Project: Self-select and develop from weekly research projects.
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-
syllable words. [3 lessons] RF.1.3.g Recognize and read grade-
appropriate irregularly spelled words. [4 lessons]
RF.1.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [5 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or
Week 6:
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Reader’s Theatre: Focus on Vocabulary
Fluency: Pronunciation, Expression, Phrasing,
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing
Research and InquiryRelevant Facts
Grade 1,Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*Required Common Assessment:Wonders unit1 assessment
Wonders Fluency Assessment
Published Genre Writing
information in a text. [1 lesson] RI.1.10 With prompting and support, read
informational texts appropriately complex for grade 1. [4 lessons]
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [3 lessons]
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [4 lessons]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]
Technology Unit ProjectsPresentation of Ideas
TechnologyReading Digitally
Navigating Links
Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 2: Our Community
Unit 2 Time Frame: 6 WeeksDescription: The Big Idea: What makes a community?Reading Comprehension: Make and Confirm Predictions, RereadPhonological/ Phonemic Awareness: Phoneme Categorization/ Blending/ Substitution/ Segmentation /Isolation/ AdditionWriting: Focus on an Idea; Beginning, Middle, End; Main Idea; Supporting Details
Standards Topics Activities Resources Assessment L.1.1.b Use common, proper, and possessive
nouns. [5 lessons] L.1.2.b Use end punctuation for
sentences. [1 lesson] L.1.2.c Use commas in dates and to separate
single words in a series. [2 lessons] L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [1 lesson]
RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [7 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [6 lessons]
RF.1.3 Know and apply grade-level phonics
Week 1: Jobs Around Town
Essential Question:What jobs need to be done
in a community?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: Millie Waits for the MailGenre: FictionStrategy: Make and Confirm Predictions Concepts of Print: Ellipses and Dashes
Read AloudTitle: "Jobs Around Town"Genre: NonfictionStrategy: Make and Confirm Predictions
Reading/Writing Workshop ComprehensionShort Text: Good Job, Ben!Genre: Realistic FictionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
and word analysis skills in decoding words. [5 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [15 lessons]
RF.1.3.f Read words with inflectional endings. [8 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [12 lessons]
RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [8 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [9 lessons]
Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events
Main SelectionTitle: The Red HatGenre: Realistic Fiction
Paired Selection Title: "Firefighters at Work"Genre: NonfictionText Feature: Labels
Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events
Main SelectionsGenre: Realistic FictionTitlesA: Pick Up DayO: Ben Brings the Mail E: Ben Brings the MailB: At Work with Mom
Paired SelectionsGenre: nonfictionTitles:A: "The Recycling Center"O: "At the Post Office"E: "At the Post Office"
SL.1.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [2 lessons]
L.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]SL.1.6 Produce complete sentences when appropriate to task and situation. [3 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
B: "Tools for the School Nurse" LexilesA: 70LO: 200LE: 70LB: 330LAccess Complex Text (ACT)Literature Big Books: Sentence Structure, Organization
Vocabulary WordsAdditional Domain Words:firefighter, siren, protectAdditional Academic Vocabulary:brainstorm, end, middleHigh-Frequency Wordsagain, help, new, there, useOral Vocabulary Wordsoccupation, community, equipment, fortunately, astonishing
PhonicsPhonemic Awareness: Phoneme Blending/Isolation/ SegmentationPhonics/ Spelling Skill: short e spelled e and eaStructural Analysis: inflectional ending -ed (no spelling change)
Fluency SkillIntonation
WritingWriting Trait: Organization:
Focus on an IdeaWriting Product: StoryGrammar Skill: NounsMechanics: Commas in a SeriesWrite About Reading: Analyze Character, Setting, Events
ResearchWeekly: What can we learn about jobs that help the community?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.b Use common, proper, and possessive
nouns. [6 lessons] L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [2 lessons]
RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes),
Week 2: Buildings All Around
Essential Question:What buildings do you
know? What are they made of?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Literature Big BookTitle: The 3 Little DassiesGenre: FantasyStrategy: Make and Confirm Predictions Concepts of Print: Quotations
Read AloudTitle: "The Three Little Pigs"Genre: FolktaleStrategy: Make and Confirm Predictions
Reading/Writing Workshop ComprehensionShort Text: Cubs in a HutGenre: FantasyStrategy: Make and Confirm Predictions
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
including consonant blends. [4 lessons] RF.1.2.c Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken single-syllable words. [7 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [1 lesson]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [8 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [16 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [4 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [2 lessons]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [13 lessons]
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [4 lessons]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [5 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about
TechnologySkill: Character, Setting, Events
Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Events
Main SelectionTitle: The Pigs, the Wolf, and the MudGenre: Fantasy
Paired SelectionTitle: "Homes Around the World"Genre: NonfictionText Feature: Captions
Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, EventsMain SelectionsGenre: FantasyTitles:A: What a Nest!O: Staying AfloatE: Staying AfloatB: City Armadillo, Country Armadillo
grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [1 lesson]
Paired SelectionsGenre: NonfictionTitles:A: "Stone Castles"O: "A Day on a Houseboat"E: "A Day on a Houseboat"B: "City or Country?"LexilesA: 170LO: 150LE: 10LB: 330L
Access Complex Text (ACT)Literature Big Books: Vocabulary
Vocabulary WordsAdditional Domain Words:homes, build, shelterAdditional Academic Vocabulary:apostrophe, dialogue, presentationHigh-Frequency Wordscould, live, one, then, threeOral Vocabulary Wordsshelter, materials, collapsed, furious, refused
PhonicsPhonemic Awareness: Rhyme, Phoneme Identity/Blending/ SegmentationPhonics/ Spelling Skill: short uStructural Analysis: contractions with ’s
Fluency SkillExpression
WritingWriting Trait: Organization: Beginning, Middle, EndWriting Product: StoryGrammar Skill: Singular and Plural NounsMechanics: Adding -s and -es to form plural nounsWrite About Reading: Analyze Character, Setting, Events
ResearchWeekly: What can we learn about the buildings in our community? What are they made of?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.b Use common, proper, and possessive
nouns. [6 lessons] L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1
Week 3: A Community in Nature
Essential Question:Where do animals live
together?Reading
Language- Vocabulary- Phonics- Grammar and
Literature Big BookTitle: Babies in the BayouGenre: NonfictionStrategy: Reread Concepts of Print: Distinguish Sentences
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
lesson] RF.1.2.b Orally produce single-syllable
words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [9 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [3 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [14 lessons]
RF.1.3.f Read words with inflectional endings. [8 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [2 lessons]
RI.1.2 Identify the main topic and retell key details of a text. [14 lessons]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Animals in the Desert"Genre: Nonfiction Strategy: Reread
Reading/Writing Workshop ComprehensionShort Text: The Best SpotGenre: NonfictionStrategy: RereadSkill: Main Topic and Key Details
Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Main Topic and Key Details
Main Selection Title: At a PondGenre: Nonfiction
Paired SelectionTitle: "Way Down Deep"Genre: Poetry
Leveled Reader Main Selection, Paired SelectionStrategy: RereadSkill: Main Topic and Key Details
Main SelectionsGenre: NonfictionTitles:A: Meerkat Family
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [6 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [3 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
O: Meerkat FamilyE: Meerkat FamilyB: Meerkat Family
Paired SelectionsGenre: Poetry
Titles:A: "I Live in a House!"O: "I Live in a House!"E: "I Live in a House!"B: "I Live in a House!"LexilesA: 170LO: 210LE: 170LB: 370LAccess Complex Text (ACT)Literature Big Books: Purpose, Organization
Vocabulary WordsAdditional Domain Word:poemAdditional Academic Vocabulary:draft, repetition, rhythmHigh-Frequency Wordseat, no, of, under, whoOral Vocabulary Wordshabitat, depend, hibernate, tranquil, toleratePhonicsPhonemic Awareness: Phoneme Categorization/ Blending/ Substitution/ SegmentationPhonics/ Spelling Skill: ending
consonant blends nd, nk, nt, st, sk, mp Structural Analysis: inflectional ending -ing (no spelling change); first introduction to two-syllable words
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Ideas: Main IdeaWriting Product: Sentences That ExplainGrammar Skill: Possessive NounsMechanics: Apostrophe with Possessive NounsWrite About Reading: Analyze Main Topic and Key Details
ResearchWeekly: What can we learn about a habitat? What kinds of creatures live there?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.b Use common, proper, and possessive
nouns. [6 lessons] L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [1 lesson]
RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [2 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [8 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [1 lesson]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [3 lessons]
RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [15 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [5 lessons]
RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on
Week 4: Let’s HelpEssential Question:
How do people help out in the community?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: The Story of Martin Luther King Jr. Genre: Nonfiction/ BiographyStrategy: Reread Concepts of Print: Special Text Treatments
Read AloudTitle: "Luis's Library”Genre: NonfictionStrategy: Reread
Reading/Writing Workshop ComprehensionShort Text: Thump Thump Helps Out Genre: FantasyStrategy: RereadSkill: Character, Setting, Events
Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Character, Setting, Events
Main Selection Title: Nell's BooksGenre: Fantasy
Paired Selection Title: "Kids Can Help!"Genre: Nonfiction
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
successive readings. [2 lessons] RF.1.4.c Use context to confirm or self-
correct word recognition and understanding, rereading as necessary. [2 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [3 lessons]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RL.1.1 Ask and answer questions about key details in a text. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [13 lessons]
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [9 lessons]
SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson]
RL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [3
Text Feature: ListLeveled Reader Main Selection, Paired SelectionStrategy: RereadSkill: Character, Setting, Events
Main SelectionsGenre: FantasyTitles:A: The Sick Tree O: Squirrels HelpE: Squirrels HelpB: Wow, Kitty!
Paired SelectionsGenre: NonfictionTitles:A: "Beach Clean-Up"O: "Food Drive"E: "Food Drive"B: "Sharing Skills"LexilesA: 40LO: 200LE: 190LB: 390L
Access Complex Text (ACT)Literature Big Books: Genre, Prior Knowledge
Vocabulary WordsAdditional Domain Words:neighborhood, garden, recycleAdditional Academic Vocabulary:
lessons] W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [2 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
highlight, imaginary, stressHigh-Frequency Wordsall, call, day, her, wantOral Vocabulary Wordsleadership, admire, enjoy, rely, connections
PhonicsPhonemic Awareness: Phoneme Isolation/ Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: consonant digraphs th, sh, -ngStructural Analysis: closed syllables
Fluency SkillIntonation
WritingWriting Trait: Organization: Beginning, Middle, EndWriting Product: StoryGrammar Skill: Common and Proper NounsMechanics: Capitalize Proper Nouns (people, pets, places, and things)Write About Reading: Analyze Character, Setting, Events
ResearchWeekly: How can we make our classroom a better place?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [2 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [5 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [6 lessons]
RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [6 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [11 lessons]
RF.1.3.f Read words with inflectional endings. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [16 lessons]
Week 5:Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: Me on the MapGenre: Realistic FictionStrategy: Reread Concepts of Print: Reading Sentences across Pages
Read AloudTitle: "Map It!"Genre: Nonfiction Strategy: Reread
Reading/Writing Workshop ComprehensionShort Text: Which Way on the Map? Genre: NonfictionStrategy: RereadSkill: Main Topic and Key Details
Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Main Topic and Key Details
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share NetworkSkill Lesson
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [1 lesson]
RI.1.2 Identify the main topic and retell key details of a text. [10 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RI.1.8 Identify the reasons an author gives to support points in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [8 lessons]
RL.1.1 Ask and answer questions about key details in a text. [1 lesson]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [10 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]
Main Selection TitlesGenre: NonfictionTitles:A: How Maps Help O: How Maps HelpE: How Maps HelpB: How Maps Help
Paired SelectionsGenre: NonfictionTitles:A: "On the Map" O: "On the Map"E: "On the Map"B: "On the Map"
LexilesA: 130LO: 230LE: 60LB: 420L
Access Complex Text (ACT)Literature Big Books: Purpose, Organization
Vocabulary WordsAdditional Academic Vocabulary:blog, landmark, variousHigh-Frequency Wordsaround, by, many, place, walkOral Vocabulary Wordslocate, route, height, model, separate
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [1 lesson]W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [4 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
PhonicsPhonemic Awareness: Phoneme Segmentation/ Addition/ BlendingPhonics/ Spelling Skill: consonant digraphs ch, -tch, wh, phStructural Analysis: -es (plural nouns)
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Ideas: Supporting DetailsWriting Product: Sentences That ExplainGrammar Skill: Irregular Plural NounsMechanics: Capital Letters and Periods (in sentences)Write About Reading: Analyze Main Topic and Key Details
ResearchWeekly: What can we learn about maps?Unit Level:Research Skill: Collecting InformationUnit Project: Self-select and develop from weekly research projects.
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-
syllable words. [5 lessons] RF.1.3.g Recognize and read grade-
appropriate irregularly spelled words. [5 lessons]
RF.1.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [3 lessons]
RI.1.2 Identify the main topic and retell key details of a text. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [3 lessons]
W.1.1 Write opinion pieces in which they
Week 6:Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reader’s Theatre: Focus on Vocabulary
Fluency: Pronunciation, Expression, Phrasing,
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing
Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas
TechnologyReading Digitally
Navigating Links
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
Wonders Fluency Assessment
*Benchmark*Unit Assessment
Published Genre Pieces
introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 3: Changes Over Time
Unit 3 Time Frame: 6 WeeksDescription: The Big Idea: What can happen over time?Reading Comprehension: Make and Confirm Predictions; RereadPhonological/ Phonemic Awareness: Alliteration, Phoneme Deletion/ Segmentation/ BlendingWriting: Word Choice: Sensory Details, Use Specific Words; Expression; Give Reasons for an Opinion
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [5 lessons]
L.1.2.c Use commas in dates and to separate single words in a series. [5 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a wordsor phrase. [1 lesson]
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [2 lessons]
RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1 lesson]
RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes)
Week 1: What Time Is It?Essential Question:
How do we measure time?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: A Second Is a HiccupGenre: FictionStrategy: Make and Confirm PredictionsConcepts of Print: Capitalization and Punctuation
Read AloudTitle: "Measuring Time"Genre: NonfictionStrategy: Make and Confirm Predictions
Reading/Writing Workshop ComprehensionShort Text: Nate the Snake Is Late Genre: FantasyStrategy: Make and Confirm PredictionsSkill: Character, Setting, Plot
Literature Anthology Main
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
in spoken single-syllable words. [6 lessons] RF.1.2.d Segment spoken single-syllable
words into their complete sequence of individual sounds (phonemes). [3 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [5 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [9 lessons]
RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [14 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [12 lessons]
RL.1.6 Identify who is telling the story at various points in a text. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Plot
Main SelectionTitle: On My Way to SchoolGenre: Fantasy
Paired Selection Title: "It's About Time"Genre: NonfictionText Feature: Bold print
Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Character, Setting, Plot
Main SelectionsGenre: FantasyTitles:A: Busy’s WatchO: Kate Saves the Date!E: Kate Saves the Date!B: Uncle George Is Coming
Paired SelectionsGenre: NonfictionTitles: A: "Make a Clock"O: "Use a Calendar"E: "Use a Calendar"B: "So Many Clocks!"LexilesA: 40L
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
O: 220LE: 330LB: 320L
Access Complex Text (ACT)Literature Big Books: Purpose, Organization
Vocabulary WordsAdditional Domain Words:clock, sundial, shadowAdditional Academic Vocabulary:capitalization, flare, rubric, timetableHigh-Frequency Wordsaway, now, some, today, way, whyOral Vocabulary Wordsschedule, immediately, weekend, calendar, occasion
PhonicsMissing
Fluency SkillIntonation
WritingWriting Trait: Word Choice: Sensory DetailsWriting Product: PoemGrammar Skill: VerbsMechanics: Commas in SeriesWrite About Reading: Analyze Character, Setting, Plot
ResearchWeekly: What are the different ways to measure time?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.c Use singular and plural nouns with
matching verbs in basic sentences (e.g., He hops; We hop). [1 lesson]
L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [6 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [2 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of
Week 2: Watch It Grow!Essential Question:
How do plants change as they grow?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: Mystery VineGenre: Informational FictionStrategy: Make and Confirm Predictions Concepts of Print: Punctuation Within Sentences
Read AloudTitle: "The Great Big, Gigantic Turnip"Genre: FolktaleStrategy: Make and Confirm Predictions
Reading/Writing Workshop ComprehensionShort Text: Time to Plant!Genre: DramaStrategy: Make and Confirm PredictionsSkill: Plot: Sequence
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
individual sounds (phonemes). [3 lessons] RF.1.3 Know and apply grade-level phonics
and word analysis skills in decoding words. [4 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [6 lessons]
RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [15 lessons]
RF.1.3.f Read words with inflectional endings. [5 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [2 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [3 lessons]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [4 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [11 lessons]
RL.1.6 Identify who is telling the story at various points in a text. [1 lesson]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
SL.1.1 Participate in collaborative
Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Sequence
Main SelectionTitle: The Big Yuca PlantGenre: Play
Paired Selection Title: "How Plants Grow"Genre: NonfictionText Feature: Diagram
Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Sequence
Main SelectionsGenre: PlayTitles:A: Corn FunO: Yum, Strawberries!E: Yum, Strawberries!B: A Tree’s Life
Paired SelectionsGenre: NonfictionTitles:A: "Ear of Corn"O: "Strawberry Plant"E: "Strawberry Plant"B: "Inside Trees"
conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]
SL.1.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
LexilesA: NPO: NPE: NPB: NP
Access Complex Text (ACT)Literature Big Books: Prior Knowledge, Vocabulary
Vocabulary WordsAdditional Domain Words:seed, root, sprout Additional Academic Vocabulary:audience, harvest, vegetables
High-Frequency Wordsgreen, grow, pretty, should, together, waterOral Vocabulary Wordsbloom, sprout, grasped, assist, spied
PhonicsPhonemic Awareness: Alliteration, Phoneme Deletion/ Segmentation/ BlendingPhonics/ Spelling Skill: long i: i_eStructural Analysis: plurals (with CVCe words)
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Word Choice: Use Specific WordsWriting Product: Opinion About a TopicGrammar Skill: Present-Tense VerbsMechanics: Capitalize and Underline Titles of PlaysWrite About Reading: Analyze Plot: Sequence
ResearchWeekly: How do plants change as they grow?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.e Use verbs to convey a sense of past,
present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [6 lessons]
L.1.2.c Use commas in dates and to separate single words in a series. [3 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). [1
Week 3: Tales Over TimeEssential Question:What is a folktale?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Literature Big BookTitle: Interrupting ChickenGenre: FictionStrategy: Make and Confirm Predictions Concepts of Print: Quotation Marks/ Text Styles
Read AloudTitle: "The Foolish, Timid Rabbit" Genre: Folktale
Strategy: Make and Confirm
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
lesson] RF.1.2.b Orally produce single-syllable
words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [4 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [5 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [15 lessons]
RF.1.3.f Read words with inflectional endings. [8 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [4 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [11 lessons]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [1 lesson]
RL.1.10 With prompting and support, read
Handwriting
Technology
Predictions
Reading/Writing Workshop ComprehensionShort Text: The Nice MittenGenre: FolktaleStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect
Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect
Main SelectionTitle: The Gingerbread ManGenre: Folktale
Paired SelectionTitle: "Mother Goose Rhymes"Genre: Rhyme
Leveled Reader Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect
Main SelectionsGenre: FolktaleTitles:A: How Coquí Got Her Voice O: The Magic Paintbrush
prose and poetry of appropriate complexity for grade 1. [4 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [4 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
E: The Magic PaintbrushB: The Storytelling Stone
Paired Selections: Genre: Poetry/SongTitles:A: "El Coquí/The Coquí"O: "Make New Friends"E: "Wanted: A Friend"B: "Family Stories"
LexilesA: 300LO: 230LE: 240LB: 460L
Access Complex Text (ACT)Literature Big Books: Organization, Connection of Ideas
Vocabulary WordsAdditional Domain Words:poemAdditional Academic Vocabulary:element, puppet, styleHigh-Frequency Wordsany, from, happy, once, so, uponOral Vocabulary Wordstale, hero, timid, foolish, eventually
PhonicsPhonemic Awareness: Rhyme, Phoneme Blending/ SegmentationPhonics/ Spelling Skill: soft c; soft g, dgeStructural Analysis: inflectional endings -ed and -ing (drop final e)
Fluency SkillExpression
WritingExpression
ResearchWeekly: What can we learn about folktales?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.c Use singular and plural nouns with
matching verbs in basic sentences (e.g., He hops; We hop). [5 lessons]
L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [2 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [4 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [7 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [4 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [6 lessons]
RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [8 lessons]
RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on
Week 4: Now and ThenEssential Question:
How is life different than it was long ago?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: The Last TrainGenre: FictionStrategy: Reread Concepts of Print: Reading Sentences Across Pages
Read AloudTitle: "Pioneers"Genre: Nonfiction Strategy: Reread
Reading/Writing Workshop ComprehensionShort Text: Life at HomeGenre: NonfictionStrategy: Reread Skill: Connections Within Text: Compare and Contrast
Literature Anthology Main Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Compare and Contrast
Main SelectionTitle: Long Ago and NowGenre: Nonfiction
Paired SelectionTitle: "From Horse to Plane"Genre: NonfictionText Feature: CaptionsLeveled Reader Main
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
successive readings. [2 lessons] RF.1.4.c Use context to confirm or self-
correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [2 lessons]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [13 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [5 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [1 lesson]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Compare and Contrast
Main SelectionsGenre: NonfictionTitles:A: Schools Then and NowO: Schools Then and NowE: Schools Then and NowB: Schools Then and Now
Paired SelectionsGenre: NonfictionTitles: A: "School Days"O: "School Days"E: "School Days"B: "School Days"LexilesA: 170LO: 220LE: 270LB: 380L
Access Complex Text (ACT)Literature Big Books: Prior Knowledge, Vocabulary
Vocabulary WordsAdditional Domain Words:transportation, engines, inventedAdditional Academic Vocabulary:confusion, frontier, proofreader’s marks
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
High-Frequency Wordsago, boy, girl, how, old, peopleOral Vocabulary Wordscentury, past, present, future, entertainment
PhonicsPhonemic Awareness: Phoneme Segmentation/ Isolation/ BlendingPhonics/ Spelling Skill: long o: o_e; long u: u_e; long e: e_eStructural Analysis: CVCe syllables
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Ideas: Give Reasons for an OpinionWriting Product: Opinion About a TopicGrammar Skill: Is and AreMechanics: Commas in DatesWrite About Reading: Analyze Connections Within Text: Compare and Contrast
ResearchWeekly: How has our way of life changed over time?
Handwriting: practice using
weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [4 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [1 lesson]
RF.1.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [4 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [1 lesson]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [7 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [4 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [14 lessons]
Week 5: From Farm to Table Essential Question:How do we get our food?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big BookTitle: Where Does Food Come From?Genre: NonfictionStrategy: Reread Concepts of Print: Special Text Treatments
Read AloudTitle: "The Little Red Hen"Genre: Folktale Strategy: Reread
Reading/Writing Workshop ComprehensionShort Text: A Look at BreakfastGenre: NonfictionStrategy: Reread Skill: Connections Within Text: Sequence
Literature Anthology Main Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Sequence
Main Selection
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.3.f Read words with inflectional endings. [6 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.1 Ask and answer questions about key details in a text. [1 lesson]
RI.1.2 Identify the main topic and retell key details of a text. [1 lesson]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [11 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RI.1.8 Identify the reasons an author gives to support points in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [2 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [5 lessons]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
Title: From Cows to YouGenre: Nonfiction
Paired SelectionTitle: "A Food Chart"Genre: NonfictionText Feature: ChartLeveled Reader Main Selection, Paired SelectionStrategy: Reread Skill: Connections Within Text: Sequence
Main SelectionsGenre: NonfictionTitles:A: Apples from Farm to TableO: Apples from Farm to TableE: Apples from Farm to TableB: Apples from Farm to Table
Paired SelectionsGenre: NonfictionTitles:A: "A Dairy Treat" O: "A Dairy Treat"E: "A Dairy Treat"B: "A Dairy Treat"LexilesA: 330LO: 550LE: 430LB: 580L
Access Complex Text (ACT)
SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [3 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [2 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Literature Big Books: Purpose, Genre
Vocabulary WordsAdditional Academic Vocabulary:advantages and disadvantages, process, productHigh-Frequency Wordsafter, buy, done, every, soon, workOral Vocabulary Wordsdelicious, nutritious, responsibility, enormous, delighted
PhonicsPhonemic Awareness: Phoneme Segmentation/ Blending/Deletion Phonics/ Spelling Skill: variant vowel spellings with digraphs: oo, uStructural Analysis: inflectional endings -ed and -ing (double final consonant)
Fluency SkillIntonation
WritingWriting Trait: Ideas: Give Reasons for an OpinionWriting Product: Opinion About a Topic
Grammar Skill:
Contractions with NotMechanics: Apostrophes in ContractionsWrite About Reading: Analyze Connections Within Text: Sequence
ResearchWeekly: Where does food come from? How is food produced?Unit Level:Research Skill: Using Different ResourcesUnit Project: Self-select and develop from weekly research projects.
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment
RF.1.3.b Decode regularly spelled one-syllable words. [5 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [5 lessons]
RF.1.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [2 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Week 6:Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reader’s Theatre: Focus on Vocabulary
Fluency: Pronunciation, Expression, Phrasing,
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing
Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas
TechnologyReading Digitally
Navigating Links
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Fluency Assessment
*Benchmark*Wonders Unit Assessment 3
Published Genre Pieces
Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 4: Animals Everywhere
Unit 4 Time Frame: 6 WeeksDescription: The Big Idea: What animals do you know about? What are they like?Reading Comprehension: Ask and Answer Questions, VisualizeVocabulary: Use a dictionary, Context Clues: Sentence Clues, Word Categories, Root WordsPhonological/ Phonemic Awareness: Rhyme, Phoneme Categorization/ Blending/ Segmentation/ Identify/ SubstitutionWriting: Word Choice: Figurative Language; Organization: Introduce the Topic, Write a Concluding Sentence; Word Choice: Words That Tell Order
Standards Topics Activities Resources Assessment L.1.1.c Use singular and plural nouns with
matching verbs in basic sentences (e.g., He hops; We hop). [4 lessons]
L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [1 lesson]
.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [4 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [3 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g.,
Week 1: Animal FeaturesEssential Question:
How do animals’ bodies help them?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "The Elephant's Child"
Genre: Fantasy
Strategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: A Tale of a Tail: “How the Beaver Got Its Flat Tail”
Lexile: 430L
Genre: Folktale
Strategy: Ask and Answer Questions
Skill: Plot: Sequence
Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
because). [1 lesson] RF.1.2.a Distinguish long from short
vowel sounds in spoken single-syllable words. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [3 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [4 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [4 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [5 lessons]
RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [10 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [9 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RL.1.1 Ask and answer questions about key details in a text. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [12 lessons]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
QuestionsSkill: Plot: Sequence
Main Selection Title: How Bat Got Its WingsGenre: FolktaleLexile: 410L
Paired Selection Title: "Bats! Bats! Bats!"Genre: NonfictionLexile: 400L Text Feature: Chart
Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Plot: SequenceMain SelectionsGenre: FolktaleA: The King of the AnimalsO: Fly to the Rescue!E: Fly to the Rescue!B: Hummingbird’s Wings
Paired SelectionsGenre: Nonfiction
Titles:A: "Lions and Elephants" O: "Animal Traits"E: "Animal Traits"B: "What Is a Hummingbird?"LexilesA: 350LO: 290LE: 270LB: 520LAccess Complex Text (ACT)Literature Anthology: Prior
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [3 lessons]
SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [1 lesson]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [3 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]
Knowledge
Vocabulary WordsVocabulary Words: special, splendidAdditional Domain Words:mammal,bird,hunt
Additional Academic Vocabulary:image, traditions, unusualVocabulary Strategy: Use a DictionaryHigh-Frequency Wordsabout,animal,carry,eight,give,ourOral Vocabulary Wordsfeature,appearance,determined,predicament,relief
PhonicsPhonemic Awareness: Rhyme, Phoneme Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: long a: a, ai, ayStructural Analysis: alphabetical order (two letters)
Fluency SkillIntonation
WritingWriting Trait: Word Choice: Figurative LanguageWriting Product: StoryGrammar Skill: Was and WereMechanics: Apostrophe with Contractions Write About Reading: Analyze Plot: Sequence
ResearchWeekly: What can we learn about animal features?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.2.b Use end punctuation for sentences. [5 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [2 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [2 lessons]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [2 lessons]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [2 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [7 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [4 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [4 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [7 lessons
RF.1.3.c Know final -e and common vowel
Week 2: Animals TogetherEssential Question:
How do animals help each other?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Animals Working Together"Genre: NonfictionStrategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: A Team of Fish Lexile: 340LGenre: NonfictionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Feature: Captions
Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain Selection Title: Animal TeamsGenre: NonfictionLexile: 480LText Feature: CaptionsPaired Selection Title: "Busy As a Bee"Genre: NonfictionLexile: 500L Text Feature: Captions
Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain SelectionsGenre: NonfictionA: Penguins All Around
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
team conventions for representing long vowel sounds. [8 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [4 lessons]
RI.1.1 Ask and answer questions about key details in a text. [3 lessons]
RI.1.2 Identify the main topic and retell key details of a text. [9 lessons]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [4 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [3 lessons]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [3 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions
O: Penguins All AroundE: Penguins All AroundB: Penquins All Around
Paired SelectionsGenre: NonfictionTitles:A: "Animals Work Together!"P: "Animals Work Together!"E: "Animals Work Together!"B: "Animals Work Together!"LexilesA: 340LO: 450LE: 340LB: 610L
Access Complex Text (ACT)Literature Anthology: Purpose, Connection of Ideas
Vocabulary WordsVocabulary Words: partner,dangerAdditional Domain Words:worker,honey, queenAdditional Academic Vocabulary:accomplish,cooperate,investigate,logical orderVocabulary Strategy: Context Clues: Sentence CluesHigh-Frequency Wordsbecause,blue,into,or,other,
and suggestions from peers, and add details to strengthen writing as needed. [2 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
smallOral Vocabulary Wordsbehavior,beneficial,dominant,instinct,endangered
PhonicsPhonemic Awareness: Phoneme Identity/ Segmentation, Rhyme, Phoneme BlendingPhonics/ Spelling Skill: long e: e, ee, ea, ieStructural Analysis: prefixes re-, un-, pre-Fluency SkillAppropriate Phrasing
WritingWriting Trait: Organization: Introduce the TopicWriting Product: ReportGrammar Skill: Has and HaveMechanics: Capitalization and End Punctuation
Write About Reading: Analyze Main Idea and Key Details
ResearchWeekly: How can animals help one another?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.e Use verbs to convey a sense of past,
present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [5 lessons]
L.1.2.a Capitalize dates and names of people. [1 lesson]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [7 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [3 lessons]
L.1.5.b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [5 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [10 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]
RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [1 lesson]
RF.1.3.b Decode regularly spelled one-syllable words. [5 lessons]
RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [4 lessons]
Week 3: In the WildEssential Question:
How do animals survive in nature?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Animals in Winter"Genre: NonfictionStrategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: Go Wild!Lexile: 530LGenre: NonfictionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Feature: Illustrations/ Photographs
Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain Selection Title: Vulture ViewLexile: 70L Genre: NonfictionText Feature: Illustrations/ PhotographsPaired Selection Title: "When It's Snowing"Genre: PoetryLexile: NP (Non-Prose)
Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Main Idea and Key
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [2 lessons]
RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [3 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.1.1 Ask and answer questions about key details in a text. [1 lesson]
RI.1.2 Identify the main topic and retell key details of a text. [11 lessons]
. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [3 lessons]
Details
Main SelectionsGenre: NonfictionA: Go, Gator!O: Go, Gator!E: Go, Gator!B: Go, Gator!
Paired SelectionsGenre: PoetryTitles: A: "Ducklings"O: "Ducklings"E: "Ducklings"B: "Ducklings"LexilesA: 320LO: 510LE: 270LB: 590L
Access Complex Text (ACT)Literature Anthology: Organization, Sentence Structure
Vocabulary WordsVocabulary Words: search,seek
Additional Domain Words:poem
Additional Academic Vocabulary:diorama, experience, scene,surviveVocabulary Strategy: Word Categories
SL.1.6 Produce complete sentences when appropriate to task and situation. [3 lessons]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
High-Frequency Wordsfind,food,more,over,start,warm
Oral Vocabulary Wordssurvive,provide,wilderness,communicate,superiorPhonicsPhonemic Awareness: Phoneme Categorization/ Blending, Contrast Sounds, Phoneme SegmentationPhonics/ Spelling Skill: long o: o, oa, ow, oeStructural Analysis: open syllables
Writing
Writing Trait: Organization: Write a Concluding Sentence
Writing Product: Report
Grammar Skill: Go and Do
Mechanics: Capitalize Proper Nouns
Write About Reading: Analyze Main Idea and Key Details
ResearchWeekly: How do animals survive in their habitats?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [5 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [1 lesson]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [4 lessons]
.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [2 lessons]
Week 4: Insects!Essential Question:
What insects do you know about? How are they alike
and different?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Insect Hide and Seek"Genre: NonfictionStrategy: Visualize
Reading/Writing Workshop ComprehensionShort Text: Creep Low, Fly High Lexile: 290L Genre: FantasyStrategy: VisualizeSkill: Point of View
Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: Point of ViewMain Selection Title: Hi! Fly GuyGenre: FantasyLexile: 200L
Paired Selection Title: "Meet the Insects"Genre: NonfictionLexile: 420LText Feature: Headings
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. [1 lesson]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [4 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [3 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [5 lessons]
RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [7 lessons]
RF.1.3.f Read words with inflectional endings. [8 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [3 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [4 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [1 lesson]
RL.1.6 Identify who is telling the story at various points in a text. [10 lessons]
RL.1.9 Compare and contrast the
Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Point of ViewMain SelectionsGenre: Fantasy
A: Where Is My Home?O: The HatE: The HatB: Come One, Come All
Paired SelectionsGenre: NonfictionTitles:A: "Wings"O: "Let’s Look at Insects!"E: "Let’s Look at Insects!"B: "Compare Insects"
LexilesA: 170LO: 290LE: 230LB: 330L
Access Complex Text (ACT)Literature Anthology: Organization
Vocabulary WordsVocabulary Words: beautiful,fancyAdditional Domain Words:body,protects,sensesAdditional Academic Words:alike,edit,narrator
adventures and experiences of characters in stories. [2 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [3 lessons]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [1 lesson]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Vocabulary Strategy: Context Clues: Sentence CluesHigh-Frequency Wordscaught,flew,know,laugh,listen,were
Oral Vocabulary Wordsflutter,different,resemble(s),protect(s),imitatePhonicsPhonemic Awareness: Phoneme Categorization/ Identity/ Segmentation/ Substitution Phonics/ Spelling Skill: long i: i, y, igh, ie
Structural Analysis: inflectional endings (change y to i)
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Organization: Write a Concluding StatementWriting Product: Opinion about a StoryGrammar Skill: See and SawMechanics: Underline Titles of BooksWrite About Reading: Analyze Point of View
ResearchWeekly: What can we learn about insects?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.2.c Use commas in dates and to separate single words in a series. [5 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [5 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [2 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [2 lessons]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [3 lessons]
RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. [1 lesson]
RF.1.2.b Orally produce single-syllable
Week 5: Working with Animals
Essential Question:How do people work with
animals?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Ming's Teacher"Genre: FolktaleStrategy: Visualize
Reading/Writing Workshop ComprehensionShort Text: Time for Kids: From Puppy to Guide DogLexile: 680L Genre: NonfictionStrategy: VisualizeSkill: Connections Within Text: SequenceText Feature: Captions
Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: Connections Within Text: SequenceMain Selection Title: Time for Kids: Koko and PennyGenre: NonfictionLexile: 370LPaired Selection Title: "Saving Mountain Gorillas"Genre: Nonfiction
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
words by blending sounds (phonemes), including consonant blends. [5 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [4 lessons]
RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. [12 lessons]
RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [8 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [3 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.1.2 Identify the main topic and retell key details of a text. [1 lesson]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [10 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [7 lessons]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [1
Lexile: 450LText Feature: Captions
Leveled ReaderMain Selection,Paired SelectionStrategy: Visualize
Skill: Connections Within Text: Sequence
Main SelectionsGenre: Nonfiction
A: Teach a Dog!O: Teach a Dog!E: Teach a Dog!B: Teach a Dog!
Paired SelectionsGenre: NonfictionTitles: A: "Working with Dolphins"O: "Working with Dolphins"E: "Working with Dolphins"B: "Working with Dolphins"
LexilesA: 270LO: 330LE: 220LB: 440L
Access Complex Text (ACT)Literature Anthology: Organization, Genre
Vocabulary WordsVocabulary Words: clever, signalAdditional Academic Words:graphic organizer, guide dog,
lesson] SL.1.1 Participate in collaborative
conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
series,tasksVocabulary Strategy: Root WordsHigh-Frequency Wordsfound,hard,near,woman,would,writeOral Vocabulary Wordscareer,soothe,remarkable,advice,trust
PhonicsPhonemic Awareness: Phoneme Categorization/ Deletion/ Blending/ Addition Phonics/ Spelling Skill: long e: y, ey Structural Analysis: compound words
Fluency SkillIntonation
WritingWriting Trait: Word Choice: Words That Tell OrderWriting Product: How-to SentencesGrammar Skill: Adverbs That Tell WhenMechanics: Commas in a SeriesWrite About Reading: Analyze Connections Within Text: Sequence
ResearchWeekly: How do people and animals work together?
Unit Level:Research Skill: Asking QuestionsUnit Project: Self-select and develop from weekly research projects.
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-syllable
words. [5 lessons] RF.1.3.g Recognize and read grade-appropriate
irregularly spelled words. [4 lessons] RF.1.4.a Read on-level text with purpose and
understanding. [1 lesson] RF.1.4.b Read on-level text orally with accuracy,
appropriate rate, and expression on successive readings. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.2 Identify the main topic and retell key details of a text. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [4 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Week 6:Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reader’s Theatre: Focus on Vocabulary
Fluency: Pronunciation, Expression, Phrasing,
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing
Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas
TechnologyReading Digitally
Navigating Links
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Fluency Assessment
*Benchmark*Required common Assessment:Wonders UnitAssessment week 4
Writer’s Workshop Pieces
Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 5: Figure It Out
Unit 5 Time Frame: 6 WeeksDescription: The Big Idea: How can we make sense of the world around us?Reading Comprehension: Make and Confirm Predictions, Ask and Answer QuestionsVocabulary: Context Clues: Multiple Meanings, Shades of Meaning/ Intensity, Prefixes, Suffixes, Inflectional EndingsPhonological/ Phonemic Awareness: Contrast Sounds, Phoneme Categorization/ Blending/ Segmentation/ Substitution/ Deletion/ Isolation Writing: Sentence Fluency: Use Complete Sentences; Word Choice: Describing Adjectives, Time-Order Words; Organization: Steps in Order
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [4 lessons]
L.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because). [6 lessons]
L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [1 lesson]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [7 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [2 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [2 lessons]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [3 lessons]
RF.1.2.b Orally produce single-syllable words
Week 1: See It, Sort ItEssential Question:
How can we classify and categorize things?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Goldilocks"Genre: FolktaleStrategy: Make and Confirm Predictions
Reading/Writing Workshop ComprehensionShort Text: A Barn Full of HatsLexile: 320LGenre: FantasyStrategy: Make and Confirm PredictionsSkill: Point of View
Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Point of ViewMain Selection Title: A Lost Button (from Frog and Toad Are Friends)
Genre: Fantasy
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Bookwww.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
by blending sounds (phonemes), including consonant blends. [1 lesson]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [8 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [4 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [12 lessons]
RF.1.3.f Read words with inflectional endings. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [4 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RL.1.1 Ask and answer questions about key details in a text. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [2 lessons]
RL.1.6 Identify who is telling the story at various points in a text. [5 lessons]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [5 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [2 lessons]
Lexile: 340LPaired Selection Title: "Sort It Out"Genre: NonfictionLexile: 210LText Feature: Photographs
Leveled ReaderMain Selection,Paired SelectionStrategy: Make and Confirm PredictionsSkill: Point of View
Main SelectionsGenre: FantasyA: Nuts for WinterO: Dog BonesE: Dog BonesB: Spark's Toys
Paired SelectionsGenre: Nonfiction
Titles: A: "Sort by Color!"O: "Sorting Balls"E: "Sorting Balls"B: "Sorting Fruit"
LexilesA: 170LO: 360LE: 260LB: 390L
Access Complex Text (ACT)
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [3 lessons]
.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Literature Anthology: Organization, Connection of Ideas
Vocabulary WordsVocabulary Words: trouble, wholeAdditional Domain Words:alike,different,sort Additional Academic Words:categorize,directions,errors,revisionVocabulary Strategy: Context Clues: Multiple MeaningsHigh-Frequency Wordsfour,large,none,only,put,roundOral Vocabulary Wordsdistinguish,classify,organize,entire,startled
PhonicsPhonemic Awareness: Contrast Sounds, Phoneme Categorization/ Blending/ SegmentationPhonics/ Spelling Skill: r-controlled vowel arStructural Analysis: plurals
(irregular)Fluency SkillPhrasing
WritingWriting Trait: Sentence Fluency: Use Complete SentencesWriting Product: Directions to a PlaceGrammar Skill: Words That JoinMechanics: Capitalize Proper Nouns (places)Write About Reading: Analyze Point of View
ResearchWeekly: How do we classify and categorize objects?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.f Use frequently occurring adjectives. [7
lessons] L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [2 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [2 lessons]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [2 lessons]
L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [5 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [6 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [18 lessons]
RF.1.3.f Read words with inflectional endings. [5 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with
Week 2: Up in the SkyEssential Question:
What can you see in the sky?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Why the Sun and Moon Are in the Sky"Genre: FolktaleStrategy: Make and Confirm Predictions
Reading/Writing Workshop ComprehensionShort Text: A Bird Named FernLexile: 360L Genre: FantasyStrategy: Make and Confirm PredictionsSkill: Plot: Cause and Effect
Literature Anthology Main Selection, Paired SelectionStrategy: Make and Confirm PredictionsSkill: Plot: Cause and EffectMain Selection Title: Kitten's First Full MoonGenre: FantasyLexile: 550L
Paired Selection Title: "The Moon"Genre: NonfictionLexile: 400LText Feature: Captions
Leveled ReaderMain Selection,Paired SelectionStrategy: Make and Confirm
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [12 lessons]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [4 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [3 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [3 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and
PredictionsSkill: Plot: Cause and Effect
Main SelectionsGenre: FantasyA: Little Blue’s DreamO: Hide and Seek E: Hide and SeekB: The Foxes Build a Home
Paired SelectionsGenre: NonfictionTitles: A: "Hello, Little Dipper!"O: "Our Sun Is a Star!"E: "Our Sun Is a Star!"B: "Sunrise and Sunset"LexilesA: 280LO: 310LE: 310LB: 420L
Access Complex Text (ACT)Literature Anthology: Connection of Ideas, Sentence StructureVocabulary WordsVocabulary Words: leaped, stretchedAdditional Domain Words:earth,telescope, astronautAdditional Academic Words:enthusiasm, excitement,observe
Vocabulary Strategy: Shades of
writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Meaning/ IntensityHigh-Frequency Wordsanother,climb, full, great,poor,throughOral Vocabulary Wordsobserve,vast,thoughtful,certain,remained
PhonicsPhonological Awareness: Rhyme, Phoneme Substitution/ Blending/Deletion/SegmentationPhonics/ Spelling Skill: r-controlled vowels er, ir, ur, orStructural Analysis: inflectional ending -er
Fluency SkillIntonation
WritingWriting Trait: Word Choice: Describing Adjectives
Writing Product: Description of a PlaceGrammar Skill: AdjectivesMechanics: Capitalization and End
Marks Write About Reading: Analyze Plot: Cause and effect
ResearchWeekly: What can we see in the sky?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.f Use frequently occurring adjectives. [6
lessons] L.1.2 Demonstrate command of the
conventions of standard English capitalization, punctuation, and spelling when writing. [2 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [1 lesson]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [2 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
Week 3: Great Inventions
Essential Question:What inventions do you
know about?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Great Inventions"Genre: NonfictionStrategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: The Story of a Robot InventorLexile: 420L Genre: Nonfiction/ BiographyStrategy: Ask and Answer QuestionsSkill: Connections Within Text: Problem and Solution
Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer Questions
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
single-syllable words. [6 lessons] RF.1.2.d Segment spoken single-syllable
words into their complete sequence of individual sounds (phonemes). [4 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [8 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [10 lessons]
RF.1.3.f Read words with inflectional endings. [1 lesson]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [12 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]
SL.1.1 Participate in collaborative
Skill: Connections Within Text: Problem and Solution Main Selection Title: Thomas Edison, InventorGenre: Nonfiction/ BiographyLexile: 510L
Paired Selection Title: "Windshield Wipers" and "Scissors"Genre: PoetryLexile: NP
Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer QuestionsSkill: Connections Within Text: Problem and Solution
Main SelectionsGenre: BiographyA: The Wright BrothersO: The Wright BrothersE: The Wright BrothersB: The Wright Brothers
Paired SelectionsGenre: PoetryTitles: A: "Fly Away, Butterfly" O: "Fly Away, Butterfly"E: "Fly Away, Butterfly"B: "Fly Away, Butterfly"
Lexiles
conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [3 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
A: 410LO: 500LE: 430LB: 660L
Access Complex Text (ACT)Literature Anthology: Genre, Purpose, Organization
Vocabulary WordsVocabulary Words: idea,unusualAdditional Domain Words:poemAdditional Academic Words:alliteration, change,robotVocabulary Strategy: PrefixesHigh-Frequency Wordsbegan,better, guess, learn,right,sureOral Vocabulary Wordscurious,improve,complicated,imagine,device
PhonicsPhonemic Awareness: Phoneme Categorization/ Substitution/ Blending/Addition
Phonics/ Spelling Skill: r-controlled vowels or, ore, oarStructural Analysis: abbreviations
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Word Choice: Time-Order WordsWriting Product: Personal Narrative
Grammar Skill: Adjectives That Compare(-er and -est)Mechanics: Capitalize Days, Months, and Holidays
Write About Reading: Analyze Connections Within Text: Problem and Solution
ResearchWeekly: What can we learn about an invention?Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.h Use determiners (e.g., articles,
demonstratives). [6 lessons] L.1.2.d Use conventional spelling for words
with common spelling patterns and for frequently occurring irregular words. [7 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [1 lesson]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phoemes), including consonant blends. [5 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [7 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [7 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [11 lessons]
RF.1.3.f Read words with inflectional endings. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [12 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [4 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
Week 4: Sounds All Around
Essential Question:What sounds can you hear? How are they
made?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "The Squeaky Bed"Genre: FolktaleStrategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: Now, What’s That Sound?Lexile: 240LGenre: Realistic FictionStrategy: Ask and Answer QuestionsSkill: Plot: Problem and Solution
Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Plot: Problem and Solution Main Selection Title: Whistle for WillieGenre: Realistic FictionLexile: 520L
Paired Selection Title: "Shake! Strike! Strum!"Genre: NonfictionLexile: 290LText Feature: Directions
Leveled ReaderMain Selection,Paired SelectionStrategy: Ask and Answer
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RI.1.8 Identify the reasons an author gives to support points in a text. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [11 lessons]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [5 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [4 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [4 lessons]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [1 lesson]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
QuestionsSkill: Plot: Problem and Solution
Main SelectionsGenre: Realistic FictionA: Thump, Jangle, Crash O: Down on the FarmE: Down on the FarmB: Going on a Bird Walk
Paired SelectionsGenre: How-toTitles: A: "How to Make Maracas"O: "How to Make a Rain Stick" E: "How to Make a Rain Stick"B: "How to Make a Wind Chime" LexilesA: 180LO: 390LE: 170LB: 420L
Access Complex Text (ACT)Literature Anthology: Organization, Sentence Structure
Vocabulary WordsVocabulary Words: suddenly,scrambledAdditional Domain Words:pitch,volume,instrument Additional Academic Words:emphasis,favorite,
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
realistic,sound effectVocabulary Strategy: SuffixesHigh-Frequency Wordscolor,early,instead, nothing,oh,thoughtOral Vocabulary Wordsvolume,senses,squeaky,nervous,distract
PhonicsPhonemic Awareness: Phoneme Substitution/ Isolation/BlendingPhonics/ Spelling Skill: diphthongs ou, ow Structural Analysis: comparative inflectional endings -er, -est
Fluency SkillExpression
WritingWriting Trait: Sentence Fluency: Use Complete SentencesWriting Product: Opinion About a StoryGrammar Skill: Using a, an, and theMechanics: Capitalize/Underline Book Titles
Write About Reading: Analyze Plot: Problem and Solution
ResearchWeekly: What can we learn about the sounds we hear, specifically the radio?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking. [1 lesson]
L.1.1.i Use frequently occurring prepositions (e.g., during, beyond, toward). [5 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [3 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [3 lessons]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [5 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [3 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [4 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [11 lessons]
RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [4 lessons]
RF.1.3.e Decode two-syllable words following
Week 5: Build It!Essential Question:
How do things get built?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "The Sheep, the Pig, and the Goose Who Set Up House"Genre: FolktaleStrategy: Ask and Answer Questions
Reading/Writing Workshop ComprehensionShort Text: Time for Kids: The Joy of a ShipLexile: 560L Genre: NonfictionStrategy: Ask and Answer QuestionsSkill: Plot: Cause and EffectText Features: Captions
Literature Anthology Main Selection, Paired SelectionStrategy: Ask and Answer QuestionsSkill: Plot: Cause and EffectMain Selection Title: Time for Kids: Building BridgesGenre: NonfictionLexile: 550L
Paired Selection Title: "Small Joy"Genre: NonfictionLexile: 490LText Feature: Captions
Leveled ReaderMain Selection,Paired Selection
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
basic patterns by breaking the words into syllables. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.1 Ask and answer questions about key details in a text. [2 lessons]
RI.1.2 Identify the main topic and retell key details of a text. [1 lesson]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [9 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [2 lessons]
W.1.2 Write informative/explanatory texts in
Strategy: Ask and Answer QuestionsSkill: Plot: Cause and Effect
Main SelectionsGenre: NonfictionA: What Is a Yurt?O: What Is a Yurt?E: What Is a Yurt?B: What Is a Yurt?Paired SelectionsGenre: NonfictionTitles: A: "Treehouses"O: "Treehouses"E: "Treehouses"B: "Treehouses"LexilesA: 430LO: 440LE: 390LB: 620L
Access Complex Text (ACT)Literature Anthology: PurposeVocabulary WordsVocabulary Words: balance, sectionAdditional Academic Vocabulary:demonstrate,magazine,reorderVocabulary Strategy: Inflectional Endings
which they name a topic, supply some facts about the topic, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
High-Frequency Wordsabove,build,fall, knew,money,towardOral Vocabulary Wordsstructure,project,contented,intend,marvelous
PhonicsPhonemic Awareness: Phoneme Blending/ Segmentation/ CategorizationPhonics/ Spelling Skill: diphthongs oi, oyStructural Analysis: final stable syllables
Fluency SkillIntonation, Appropriate Phrasing
WritingWriting Trait: Organization: Steps in OrderWriting Product: How-to ArticleGrammar Skill: Prepositions/Prepositional Phrases Mechanics: Name Titles (capitals and periods with Mr., Mrs., Ms., Dr.)
Write About Reading: Analyze Plot: Cause and Effect
ResearchWeekly: How are things built? Unit Level:Research Skill: Taking NotesUnit Project: Self-select and develop from weekly research projects.
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment RF.1.3.b Decode regularly spelled one-syllable
words. [5 lessons] RF.1.3.g Recognize and read grade-appropriate
irregularly spelled words. [5 lessons] RF.1.4.a Read on-level text with purpose and
understanding. [1 lesson] RF.1.4.b Read on-level text orally with
accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [4 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Week 6:Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reader’s Theatre: Focus on Vocabulary
Fluency: Pronunciation, Expression, Phrasing,
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing
Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas
TechnologyReading Digitally
Navigating Links
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Fluency Assessment
*Benchmark*Wonders UnitAssessment
Published Genre Pieces
Gloucester Township Public SchoolsEnglish Language Arts – Grade 1 - Unit 6: Together We Can!
Unit 6 Time Frame: 6 WeeksDescription: The Big Idea: How does teamwork help us?Reading Comprehension: Reread, VisualizeVocabulary: Synonyms, Antonyms, Similes, Compound Words, MetaphorsPhonological/ Phonemic Awareness: Phoneme Identity/ Segmentation/ Substitution/ Categorization/ Reversal/ Blending, Rhyme, Syllable DeletionWriting: Sentence Fluency: Varying Sentence Length; Voice: Use Your Own Voice; Ideas: Main Idea and Details
Standards Topics Activities Resources Assessment L.1.1.d Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their; anyone, everything). [6 lessons]
L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [1 lesson]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [1 lesson]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [4 lessons]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [5 lessons]
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
Week 1: Taking ActionEssential Question:
How can we work together to make our
lives better?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "The Cat's Bell"Genre: FableStrategy: Reread
Reading/Writing Workshop ComprehensionShort Text: Super ToolsLexile: 430L Genre: FantasyStrategy: RereadSkill: Theme
Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: ThemeMain Selection Title: Click, Clack, Moo: Cows That TypeGenre: FantasyLexile: 380L
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [1 lesson]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [5 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [8 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [12 lessons]
RF.1.3.f Read words with inflectional endings. [1 lesson]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rat, and expression on successive readings. [3 lessons]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.7 Use the illustrations and details in a text to describe its key ideas. [1 lesson]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [10 lessons]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [1 lesson]
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the
Paired Selection Title: "March On!"Genre: NonfictionLexile: 510L Text Feature: Captions
Leveled ReaderMain Selection,Paired SelectionStrategy: RereadSkill: ThemeMain SelectionsGenre: FantasyA: Two Hungry ElephantsO: What a Feast!E: What a Feast!B: Beware of the Lion!
Paired SelectionsGenre: NonfictionTitles: A: "Dogs Helping People"O: "Helpers Bring Food"E: "Helpers Bring Food"B: "Pete Seeger"
LexilesA: 290LO: 500LE: 350LB: 480L
Access Complex Text (ACT)Literature Anthology: Organization, Connection of Ideas, Specific Vocabulary
senses. [5 lessons] RL.1.7 Use illustrations and details in a story to
describe its characters, setting, or events. [1 lesson]
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [5 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [3 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [4 lessons]
SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. [1 lesson]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [3 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [4 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
Vocabulary WordsVocabulary Words: demand, emergency
Additional Domain Words:rights, protest,improve Additional Academic Vocabulary:collaborate, disagreement, length,reasonableVocabulary Strategy: SynonymsHigh-Frequency Wordsanswer, brought,busy,door,enough,eyesOral Vocabulary Wordsfair,conflict,shift,risk,argument
PhonicsPhonemic Awareness: Phoneme Identity/ Segmentation/ Substitution, Rhyme, Syllable Deletion Phonics/ Spelling Skill: variant vowel spellings with digraphs: oo, u, u_e, ew, ue, ui, ou
Structural Analysis: suffixes -ful and -less
Fluency SkillExpression
WritingWriting Trait: Sentence Fluency: Varying Sentence LengthWriting Product: Story
Grammar Skill: Pronouns I, you, he, she, it, we, theyMechanics: Capitalize IWrite About Reading: Analyze Theme
ResearchWeekly: How can people work together to make things better?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.d Use personal, possessive, and
indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [6 lessons]
L.1.2.a Capitalize dates and names of people. [4 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [8 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [3 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [1 lesson]
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [6 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [6 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [1 lesson]
RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [1 lesson] RF.1.3.b Decode regularly spelled one-syllable words. [13 lessons]
Week 2: My TeamEssential Question:
Who helps you?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Anansi's Sons"Genre: FolktaleStrategy: Reread
Reading/Writing Workshop ComprehensionShort Text: All Kinds of Helpers Lexile: 530L Genre: NonfictionStrategy: RereadSkill: Author's Purpose
Literature Anthology Main Selection, Paired SelectionStrategy: RereadSkill: Author's PurposeMain Selection Title: Meet RosinaGenre: NonfictionLexile: 420LPaired Selection Title: "Abuelita's Lap"Genre: PoetryLexile: NP
Leveled ReaderMain Selection,Paired SelectionStrategy: RereadSkill: Author's PurposeMain SelectionsGenre: NonfictionA: Helping Me, Helping You!
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [5 lessons] RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [9 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.2 Identify the main topic and retell key details of a text. [1 lesson]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson] SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons] SL.1.2 Ask and answer questions about
O: Helping Me, Helping You!E: Helping Me, Helping You!B: Helping Me, Helping You!Paired SelectionsGenre: PoetryTitles: A: "Fire!"O: "Fire!"E: "Fire!"B: "Fire!"LexilesA: 310LO: 400LE: 290LB: 540L
Access Complex Text (ACT)Literature Anthology: Purpose, Organization
Vocabulary WordsVocabulary Words: accept, oftenAdditional Domain Words:poemAdditional Academic Vocabulary:admire, interview,intonation Vocabulary Strategy: AntonymsHigh-Frequency Wordsbrother,father,friend, love,mother,
key details in a text read aloud or information presented orally or through other media. [2 lessons] SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [6 lessons]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
pictureOral Vocabulary Wordsinspire,respect,distance,swiftly,decision
PhonicsPhonemic Awareness: PhonemeCategorization/ Reversal/Blending/Segmentation/ SubstitutionPhonics/ Spelling Skill: variant vowel spellings with digraphs: a, aw, au, augh, al Structural Analysis: vowel-team syllables
Fluency SkillIntonation
WritingWriting Trait: Voice: Use Your Own VoiceWriting Product: Thank-You NoteGrammar Skill: Possessive PronounsMechanics: Capitalize Days, Months, and HolidaysWrite About Reading: Analyze Author's Purpose
Research
Weekly: What are the different parts of a newspaper?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1.d Use personal, possessive, and
indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [5 lessons]
L.1.2.c Use commas in dates and to separate single words in a series. [1 lesson]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [2 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [1 lesson]
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [3 lessons]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [1 lesson]
RF.1.2.c Isolate and pronounce initial,
Week 3: Weather Together
Essential Question:How can weather affect
us?Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Paul Bunyan and the Popcorn Blizzard"Genre: FolktaleStrategy: Visualize
Reading/Writing Workshop ComprehensionShort Text: Wrapped in IceLexile: 320LGenre: Realistic FictionStrategy: VisualizeSkill: Plot: Cause and Effect
Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: Plot: Cause and EffectMain Selection Title: Rain SchoolGenre: Realistic FictionLexile: 440L
Paired Selection Title: "Rainy Weather" Genre: NonfictionLexile: 470L
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
medial vowel, and final sounds (phonemes) in spoken single-syllable words. [8 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [6 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [3 lessons]
RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. [3 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [10 lessons]
RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [2 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [3 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [2 lessons]
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [1 lesson]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [1 lesson]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [12 lessons]
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [3 lessons]
Text Feature: Headings
Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Plot: Cause and Effect
Main SelectionsGenre: Realistic FictionA: Snow DayO: Heat Wave E: Heat Wave B: Rainy Day Fun
Paired SelectionsGenre: NonfictionTitles: A: " A Mountain of Snow"O: "Stay Safe When It's Hot"E: "Stay Safe When It's Hot"B: "Let's Stay Dry!"LexilesA: 390LO: 460LE: 370LB: 420L
Access Complex Text (ACT)Literature Anthology: Prior Knowledge
Vocabulary WordsVocabulary Words: country, gathers
Additional Domain Words:
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. [5 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [2 lessons]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [6 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [2 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [3 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
storm,damage,predict Additional Academic Vocabulary:affect,closing,tornado Vocabulary Strategy: SimilesHigh-Frequency Wordsbeen,children, month, question,their,yearOral Vocabulary Wordspredict,cycle,creative,frigid,scorching
PhonicsPhonemic Awareness: Phoneme Categorization/ Segmentation/ SubstitutionPhonics/ Spelling Skill: silent letters wr, kn, gn Structural Analysis: compound words
Fluency SkillIntonation
WritingWriting Trait: Voice: Use Your Own VoiceWriting Product: LetterGrammar Skill:
Special Pronouns(anyone, everyone, anything, everything, nothing)Mechanics: Commas in Dates and LettersWrite About Reading: Analyze Plot: Cause and Effect
ResearchWeekly: What can we learn about tornadoes?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment
L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [5 lessons]
L.1.2.c Use commas in dates and to separate single words in a series. [1 lesson]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [2 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [2 lessons]
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word. [1 lesson]
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy). [2 lessons]
L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. [4 lessons]
L.CCR.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [5 lessons]
RF.1.2.c Isolate and pronounce initial,
Week 4: Sharing Traditions
Essential Question:What traditions do you
know about?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Let's Dance"Genre: NonfictionStrategy: Visualize
Reading/Writing Workshop ComprehensionShort Text: A Spring Birthday Lexile: 380L Genre: Realistic FictionStrategy: VisualizeSkill: Theme
Literature Anthology Main Selection, Paired SelectionStrategy: VisualizeSkill: ThemeMain Selection Title: Lissy's FriendsGenre: Realistic FictionLexile: 460L
Paired Selection Title: "Making Paper Shapes"Genre: NonfictionLexile: 510LText Feature: Directions
Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Theme
Main SelectionsGenre: Realistic Fiction
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
medial vowel, and final sounds (phonemes) in spoken single-syllable words. [4 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [4 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [2 lessons]
RF.1.3.b Decode regularly spelled one-syllable words. [12 lessons]
RF.1.3.f Read words with inflectional endings. [3 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [2 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [3 lessons]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. [10 lessons]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [2 lessons]
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. [4 lessons]
RL.1.6 Identify who is telling the story at various points in a text. [1 lesson]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity
A: The Quilt O: Latkes for SamE: Latkes for SamB: Patty Jumps!
Paired SelectionsGenre: How-toTitles: A: "Making a Quilt Square"O: "What Is a Taco?"E: "What Is a Taco?"B: "How to Play Four Square" LexilesA: 380LO: 410LE: 290LB: 440L
Access Complex Text (ACT)Literature Anthology: Genre, Connection of Ideas
Vocabulary WordsVocabulary Words: difficult, nobodyAdditional Domain Words:origami, decorations, holiday Additional Academic Vocabulary:celebrate,greeting, signatureVocabulary Strategy: Compound Words
High-Frequency Wordsbefore,
for grade 1. [3 lessons] SL.1.1 Participate in collaborative
conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [4 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [5 lessons]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
front,heard,push,tomorrow,yourOral Vocabulary Wordstradition,effort,ancient,movement,drama
PhonicsPhonemic Awareness: Syllable Addition, Phoneme Segmentation/ Blending/ Substitution Phonics/ Spelling Skill: three-letter blends scr, spl, spr, str, thr, shr Structural Analysis: inflectional endings -ed, -ing
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Sentence Fluency: Varying Sentence TypesWriting Product: LetterGrammar Skill: I and MeMechanics: Commas in Dates and Letters Write About Reading: Analyze Theme
ResearchWeekly:
Why are traditions important?
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment L.1.1 Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking. [6 lessons]
L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [6 lessons]
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. [2 lessons]
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [1 lesson]
RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. [4 lessons]
RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. [4 lessons]
RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). [2 lessons]
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. [3 lessons]
Week 5: Celebrate America!
Essential Question:Why do we celebrate
holidays?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: "Celebrate the Flag"Genre: NonfictionStrategy: Reread
Reading/Writing Workshop ComprehensionShort Text: Time for Kids: Share the Harvest and Give Thanks Lexile: 680L Genre: NonfictionStrategy: Reread Skill: Author's Purpose
Literature Anthology Main Selection, Paired SelectionStrategy: Reread Skill: Author's Purpose
Main Selection Title: Time for Kids: Happy Birthday, U.S.A.!Genre: NonfictionLexile: 580LPaired Selection Title: "A Young Nation Grows"Genre: NonfictionLexile: 390LText Feature: Map
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Weekly Assessment
Wonders Fluency Assessment
Writer’s Workshop Pieces
RF.1.3.b Decode regularly spelled one-syllable words. [14 lessons]
RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. [4 lessons]
RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. [4 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [11 lessons]
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. [4 lessons]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. [1 lesson]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.8 Identify the reasons an author gives to support points in a text. [1 lesson]
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [5 lessons]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [3 lessons]
RL.1.3 Describe characters, settings, and major events in a story, using key details. [1 lesson]
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. [2 lessons]
Leveled ReaderMain Selection,Paired SelectionStrategy: Reread Skill: Author's PurposeMain SelectionsGenre: Nonfiction
A: It’s Labor Day!O: It’s Labor Day!E: It’s Labor Day!B: It’s Labor Day!
Paired SelectionsGenre: NonfictionTitles: A: "Four Voyages"O: "Four Voyages"E: "Four Voyages"B: "Four Voyages"LexilesA: 440LO: 620LE: 360LB: 660L
Access Complex Text (ACT)Literature Anthology: Purpose, Organization
Vocabulary WordsVocabulary Words: nation, unite
Additional Academic Vocabulary:holiday,origins,
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [5 lessons]
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [3 lessons]
SL.1.6 Produce complete sentences when appropriate to task and situation. [1 lesson]
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. [4 lessons]
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [1 lesson]
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [2 lessons]
phrasingVocabulary Strategy: MetaphorsHigh-Frequency Wordsfavorite,few,gone,surprise, wonder,youngOral Vocabulary Wordspride,display,design,purpose,represent
PhonicsPhonemic Awareness: Phoneme Reversal/ Blending/ Deletion/Addition, Syllable Deletion/AdditionPhonics/ Spelling Skill: r-controlled vowels air, are, ear Structural Analysis: r-controlled vowel syllables
Fluency SkillAppropriate Phrasing
WritingWriting Trait: Ideas: Main Idea and DetailsWriting Product: ReportGrammar Skill: Adverbs That Tell How Mechanics: Name Titles (capitals and periods with Mr., Mrs., Ms., Dr.)
Write About Reading: Analyze Author's Purpose
ResearchWeekly: What can we learn about national holidays in other countries?
Unit Level Research Skill: Using Key WordsUnit Project: Self-select and develop from weekly research projects.
Handwriting: practice using weekly spelling words
Technology: Go Digital!
Standards Topics Activities Resources Assessment
RF.1.3.b Decode regularly spelled one-syllable words. [5 lessons]
RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. [5 lessons]
RF.1.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [1 lesson]
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. [4 lessons]
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. [1 lesson]
SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [2 lessons]
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [1 lesson]
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). [1 lesson]
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Week 6:Reading
Language- Vocabular
y- Phonics- Grammar
and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reader’s Theatre: Focus on Vocabulary
Fluency: Pronunciation, Expression, Phrasing,
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing
Research and InquiryRelevant FactsUnit ProjectsPresentation of Ideas
TechnologyReading DigitallyNavigating Links
Grade 1, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Wonders Fluency Assessment
*Benchmark*Unit Assessment
Published Genre Pieces
Appendix A Adaptations for Special Education Students, English Language Learners, and
Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONS
Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language
Leaners (Appendix E)
APPENDIX B
Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning
styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.
It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.
Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons
Watch videos to learn information and concepts
Encourage students to visulaize events as they read
Study using flash cards
Model by demonstrating tasks or showing a finished product
Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally
Present information and directions verbally or encourage students to read directions aloud to themselves.
Utilize read alouds
Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events
Trace words/sounds on paper, sand, or water
Use manipulatives
Allow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.
Accommodations:
Repeat/rephrase directions
Provide a checklist or step by step written directions
Break assignments in to chunks
Provide samples of desired products
Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.
Accommodations:
Provide detailed directions for assignments
Provide checklists
Provide frequent feedback and encouragement
Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences
Accommodations:
Allow to work independently or as a leader of a group
Give opportunities to solve problems and not memorize information
Plan hands-on tasks
Explain relevance and real world application of the learning
Will be likely to respond to intrinsic motivators, and may not be motivated by grades
Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.
Accommodations:
Allow choice in assignments
Encourage creative solutions to problems
Allow students to experiment or use trial and error approach
Will likely be motivated by autonomy within a task and creative assignments
Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
APPENDIX CUniversal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose Examples
To present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models
Present a power point presentation.
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose Examples
To make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size
Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose Examples
To provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts.
Provide written notes
Make predictions
Graphic organizers and concept maps
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose Examples
To provide materials that all learners can physically utilize
Use of computers to type when available
Provide help with cutting, pasting, or other physical tasks
Preferential or alternate seating
Provide assistance with organization
Strategy #5: Options for expression and communication
Purpose Examples
To allow the learner to express their knowledge in different ways
Allow oral responses or presentations
Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose Examples
To scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics
Modeling skills and tasks
Utilize checklists
Give examples of desired finished product
Chunk longer assignments into manageable parts
Teach and practice organizational skills
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose Examples
To make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments
Use colorful and interesting designs, layouts, and graphics on written documents
Use games, challenges, or other motivating activities
Provide positive reinforcement for effort
Strategy #8: Options for sustaining effort and persistence
Purpose Examples
To create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson
Utilize collaborative learning
Incorporate student interests into lesson
Praise growth and effort
Recognition systems
Behavior plans
Strategy #9: Options for self-regulation
Purpose Examples
To develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control
Self-monitored behavior plans using logs, records, journals, or checklists
Ask students to reflect on behavior and effort
Appendix D Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest
And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for Accommodation
High Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given
incomplete information
Tiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory Allow student maximum freedom to plan, based
on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process
involved throughout the study
Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.
Allow gifted students to work independently using a contract for goal setting and accountability
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments Allow students who complete work or have
mastered skills to complete enrichment activities
Appendix E English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).
K-2
Beginning Level: Preproduction (Newcomers)
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Ask questions that require yes or no, or 1-3 word answers
Grade progress
K-2
Early Production (ELLs who have been in the United States between 1-2 years)
Use simplified, abbreviated text material
Provide continued listening activities and visuals
Use photo albums
Allow role playing
Supply create ideas workbook
Use simple word to ask questions
At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response
Allow extra time to complete tests
Modify number and length of the assignments
Use of word bank all the time to help them
Oral presentations
Projects instead of reports based on learning style of student
K-2
Intermediate Level:
Allow extra time to complete tests. Use short written or verbal measures frequently
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative
Grades 3-5
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Use short written or verbal measures frequently
Increase amount of time for test
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative