1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.Week of 4/14: sloth, lost, salt, chalk, taught, ball, claw, saw, talk, vault challenge words: same, goingWeek of 4/20: brook, wood, good, look, shook, bull, bush, full, should, would challenge words: world, around

1RF4: Read with sufficient accuracy and fluency to support comprehension.1RL9: Compare and contrast the adventures and experiences of characters in stories.Week of 4/14 Texts: Benchmark Text: Caterpillar Can't Wait! | YouTube: https://www.youtube.com/watch?v=jwZBIsSLSucBenchmark Text: Watch a Butterfly GrowYouTube: The Hungry CaterpillarBenchmark Text: The Life Cycle of a ButterflyWeek of 4/20 Texts: Benchmark Text: Paul BunyanWeek 8: The American FrontierBenchmark Text: A Seat on the BusWeek 9: Ruby Bridges (social studies)

1L4c: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

ELA Lesson Plans for 1 st Grade Weeks: April 14th – April 24th

FICTIONAL READING COMPREHENSIONFocus Standard: RL9: Compare and contrast the adventures and experiences of characters in stories.Supporting Standards: RL1: Ask and answer questions about key details in a text.RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.RL3: Describe characters, settings, and major events in a story, using key details.RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL5: Explain major difference between texts that tell stories and texts that give information.RL6: Identify who is telling the story at various points in a text.RL7: Use illustrations and details in a story to describe its characters, setting, or events.RL9: Compare and contrast the adventures and experiences of characters in stories.

Day 1:Write your prior knowledge about the story of the three little pigs. Answer the following questions in your journal.In your journal:

1. Who are the characters? 2. What is the setting? Where does the story happen?3. What is the first problem the three little pigs have? How do they solve it? (They

have to build a home & the wolf destroys their home / they each build a home.)4. What is the second problem the three little pigs have? How do they solve it? (The

wolf destroys their home and eat them / the wolf cannot destroy the brick house so he crawls down the chimney and lands in a pot of boiling water.)

5. Describe the house of each pig.

Day 2: Listen to the story of the The Three Little Pigs by Orihuela, Luz on YouTube.Listen to the story of The Three Shapely Pigs by Linda Johns. You can find this story on YouTube or the Benchmark Universe Library, which is found on the LaunchPad. In your journal:

1. Write the problem the wolf has. (She cannot fit through the door of any of the homes.)

2. Write the solution to each problem. (The pigs build her a house just for her.)3. How is the wolf in the first story different from the wolf in the second story?4. Design your own house. Draw it and write an explanation of why it would be good

to protect you from a wolf.

Day 3:Listen to the story of the Three Shapley Pigs again.In your journal, create the chart below. The describe with words and/or by drawing a picture the house of each pig in each story.

The Three Little Pigs The Three Shapely Pigs1st little pig2nd little pig3rd little pig

Math vocabulary to use: circle, sphere, cube, square, triangular prism, triangle

Day 4:Either print the worksheet or draw it in your journal. Using the book to help, write five events from the story in the correct order.

Day 5: Either read No Lie, Pigs (and Their Houses) Can Fly! in the Myon Library or listen to The TRUE story of the 3 little pigs by A.Wolf by Jon Scieszka on YouTube. Both books have AR tests. Think about the characters, setting, problems, and solutions in each book and answer the questions below in your journal:In your journal:

1. What is the same in both books?2. What is different in the books?

NON-FICTION READING COMPREHENSIONFocus Standard: RI9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Supporting Standards:RI1: Ask and answer questions about key details in a text.RI2: Identify the main topic and retell key details of a text.RI3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.RI7: Use illustrations and details in a text to describe its key ideas.RI8: Identify the reasons an author gives to support points in a text.RI9: Identify basic similarities in and differences between two texts on the same

Day 1: On YouTube, listen to Ruby Bridges Goes to School - My True Story by Ruby Bridges. Answer the questions below in your journal:

1. Why was it difficult for Ruby Bridges to go to the new school? (She didn’t know anyone and a lot of people did not want her there because she was black.)

2. Who was kind to her? (First her teacher and then she made more friends. Student can also write about the other people mentioned in the book like Eleanor Roosevelt.)

Day 2:On YouTube, listen again to Ruby Bridges Goes to School - My True Story by Ruby Bridges. Answer the questions below in your journal:

1. A biography is a true story about a person. Why is this an autobiography? (An autobiography is when a person writes a biography about him/herself.)

2. Write three sentences that describe Ruby Bridges. The sentences should be structured like this: Ruby Bridges is __________ because ______________. (Possible answers: brave because she went to a new school even when people were mean to her, kind because she loved her teacher and her friends, smart because she was a good student and she wrote a book)

Day 3: In your journal, write the moral of the story. What does Ruby Bridges want children to learn from her story? How can you be kind to people at school, especially new students?

Day 4: Read the Social Studies article about Ruby Bridges. Draw the table in your journal. Write three facts from each text that tell you information about Ruby Bridges. Make sure each sentence gives different information. Ruby Bridges Autobiography Social Studies Article

1.

2.

3.

1.

2.

3.

Day 5: Write a letter to a friend that tells about Ruby Bridges. Try to remember as much information as you can. Then draw a picture of you with your friends at school.

SPELLINGFocus Standard: RF3: Know and apply grade-level phonics and word analysis skills in decoding words.Words for week of 4/14 (variant vowel oo): brook, wood, good, look, shook, bull, bush, full, should, wouldchallenge words: world, aroundIn your journal, write the words in this table:

oo u ou

Words for week of 4/20 (diphthong /ou/): shout, clown, owl, crowd, cloud, house, sprout, brown, town, troutchallenge words: because, doesIn your journal, write the words in this table:

ow ou

For more practice, pick from the activities listed below: Activity Description Example

ABC Order Write the words in alphabetical order.

apples, bear, cat… yak, zoo

Reverse ABC order Write words in ABC order backwards.

zoo, yak,… cat, bear, apples

Sailboard Spelling Write your words one letter at a time. The letters will form a triangle like the sail of a sailboat.

sststastar

Disappearing Words

Write each word, then write it again but leave one letter out, then two letters out, and so on until the word disappears.

starstasts

Rainbow Words Write you words three times using a different color pattern like red, blue, and green

Five times each Write your words 5 times each.Other Handed If you are right handed, write your words with your left hand. If

you are left handed, write your words with your right hand.Backwards Words Write your words forwards and backwards.Silly Sentences Use each of your words in a silly sentence.Funny Fonts Use a computer to type your words our using different fonts. Cheer Your Words Pretend you are a cheerleader and cheer your words to an adult

one letter at a time.

GRAMMARELAGSE1L4: 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.c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

ELAGSE1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

RESOURCE WEBSITES

Spellinghttps://mhschool.com/lead_21/grade2/ccslh_g2_fs_3_1a.htmlhttps://jr.brainpop.com/readingandwriting/phonics/https://www.kizphonics.com/word-families-aw-oi-oy-au-crocodile-phonics-game/http://www.softschools.com/language_arts/phonics/games/ou_ow_sounds.jsphttps://www.youtube.com/watch?v=3Uz9U7YhmCwhttps://www.turtlediary.com/video/short-oo-sound.htmlhttps://www.kizphonics.com/phonics/long-and-short-oo-vowel-digraphs-video-tutorial/http://www.galacticphonics.com/othervowels/aw/interactive/awspell/awspell.htm

Grammarhttps://www.fun4thebrain.com/English/basewordBaseball.htmlhttp://www.missmaggie.org/scholastic/fishemup2_eng_launcher.htmlhttps://www.ixl.com/ela/grade-1/sort-words-into-categorieshttps://www.ixl.com/ela/grade-1/sort-words-into-categorieshttps://www.education.com/games/sorting/https://www.fun4thebrain.com/English/basewordBaseball.htmlhttps://jr.brainpop.com/readingandwriting/word/https://www.flocabulary.com/topics/grammar/http://www.schoolexpress.com/fws/cat.php?id=2251http://www.schoolexpress.com/fws/cat.php?id=2289http://www.schoolexpress.com/fws/cat.php?id=3158

Speaking and Listeninghttps://www.scholastic.com/teachers/blog-posts/amanda- nehring/2017/Games-Help-ELLStudents-Meet- Speaking-and-Listening-Standards/