Orange Board of Education ___________________ (ELA Web viewOrally segment, identify, and pronounce...
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Orange Board of Education ___________________ (ELA First Grade) Unit I: Topic: CCSS: Goals: (This section should contain the standards that are to be mastered by the end of the unit.) Projected # of days (e.g., What is a Pal) Journey TE Unit 1 RF 1.1.a Recognize a sentence begins with a capital letter and ends with a punctuation mark. 35 SL.1.5 Add illustrations that represent descriptions of characters, places, or events for clarification. L1.1.a Use upper and lower case letters correctly in writing. L1.2a Capitalize names people and dates. L.1.2.b Use correct ending punctuation. L.1.2.e Apply developmental spelling or phonics-based knowledge to write unfamiliar words. W1.3; L1.2.d Organize ideas and information for writing showing a progression and chronological narrative recounting two events using temporal words and a closing sentence. L.1.1e Use verbs that depict past, present, and future (e.g., walk, walked, will walk) appropriately. SL.1.1.f Share and extend accountable talk with others using proper rules when speaking (e.g., listening to others with care, speaking one at a time about grade 1 topics and text under discussion) and asking questions for clarification. L 1.1.f Use adjectives when describing people, places, things, and events. L.1.6 Use words and phrases acquired through conversations, reading and being read to. L.1.6 Use frequently occurring conjunctions to signal simple relationships (e.g., because, and, or) RF 1.2.a Distinguish long and short vowel sounds in a spoken single-
Transcript of Orange Board of Education ___________________ (ELA Web viewOrally segment, identify, and pronounce...
Orange Board of Education ___________________ (ELA First Grade)
Unit I:Topic: CCSS: Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)Projected # of days
(e.g., What is a Pal)
Journey TE Unit 1
RF 1.1.a Recognize a sentence begins with a capital letter and ends with a punctuation mark. 35SL.1.5 Add illustrations that represent descriptions of characters, places, or events for
clarification.L1.1.a Use upper and lower case letters correctly in writing.L1.2a Capitalize names people and dates.L.1.2.b Use correct ending punctuation.L.1.2.e Apply developmental spelling or phonics-based knowledge to write unfamiliar words.W1.3; L1.2.d Organize ideas and information for writing showing a progression and chronological
narrative recounting two events using temporal words and a closing sentence.L.1.1e Use verbs that depict past, present, and future (e.g., walk, walked, will walk) appropriately.SL.1.1.f Share and extend accountable talk with others using proper rules when speaking (e.g.,
listening to others with care, speaking one at a time about grade 1 topics and text under discussion) and asking questions for clarification.
L 1.1.f Use adjectives when describing people, places, things, and events.L.1.6 Use words and phrases acquired through conversations, reading and being read to.L.1.6 Use frequently occurring conjunctions to signal simple relationships (e.g., because, and, or)RF 1.2.a Distinguish long and short vowel sounds in a spoken single-syllable wordRF 1.3.b,d Decode basic CVC (e.g., pin) and CVCC (e.g., back) and VC (e.g., it) words.RF 1.3.g Identify and read grade-level high frequency/irregular words in and out of context.RF 1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.RF 1.2 c Orally segment and identify phonemes in a single-syllable word, identifying initial, medial
vowel and final sounds (e.g., top: /t/-/o/-/p/).RL.1.1 Answer questions about key details in a text.RL.1.3; RL. 1.7 Use illustrations and key details in a story to describe characters and settings.RI 1.7 Use resources (e.g. charts, photographs) in a text for describing key ideas.W1.8 With guidance and support, listen to, discuss, and compare published stories/texts written
by various authors to answer a question.
Orange Board of Education ___________________ (ELA First Grade)
RF 1.4.a,b Establish a purpose for reading and adjust reading rate to support accuracy, appropriate rate, and expression in grade-level text (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).
RF 1.4.c Monitor reading using context clues (e.g., word patterns, stories/texts written by various authors to answer a question.
RF 1.4.a.b Establish a purpose for reading and adjust reading rate to support accuracy, appropriate rate, and expression in grade-level text (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).
RF 1.4.c Monitor reading using context clues (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension.
Essential Questions: How do I figure out a word I do not know? What clues tell you how a character feels? Why is the order of story events important? What information do words and pictures give? How does the setting make a story interesting? How do good writers express themselves?Enduring Understandings: Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in the text. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.Assessments:
Formative: anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/discussions, guided reading, and narrative writing samples, talk moves/turn and talk, and in-progress writing samples
Summative: Model Curriculum Benchmark Assessment for unit 1, guided reading analysis, CVC word assessment
Authentic: Published narrative writing pieces, writing pieces created in centers, oral recording of children reading their writing piece
Interdisciplinary Connections/Social Studies Connection: SL.1.1.F Building a Classroom Community, Read Aloud: What is a Pal Selection found in T33 in Journeys TE. Additional resources could include books on friendships, caring, sharing and being responsible. Students can discuss the importance of building a community with partners, small group and whole group. Teacher can chart responses to make a class charter. Students can respond to texts orally and in writing.Technology Integration: www.starfall.com for reading fluency and word work, www.spellingcity.com for practice with CVC/CVCC vocabulary acquisition, word spelling games and sight word recognition, http://pbskids.org/rogers/buildBuild.html for SS integration, http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELA
Key Vocabulary: chatter, steady, canvas, important, rhythm, combinations, ease, worried, subways, alleys, space, ferry, dash, sealed (taken from Unit 1 in Journeys)Useful Sites: www.thinkcentral.com for unit 1 activities, www.clicompass.org for Message Time Plus Module/writing ideas and child friendly rubrics, (http://traitspace.scholastic.com in username enter (traits) and password enter (writing) for writing rubrics and songs to help
Orange Board of Education ___________________ (ELA First Grade)
children remember writing strategies, http://www.scholastic.com/bookwizard/ to help level classroom books
Helpful Read Alouds: Click Clack Moo Cows that Type , Owl Moon, A Chair for my MotherText Crosswalk: T160 Writing About Us Activity and T393 Shared Writing Piece for writing standard, T19 Guided Practice of CVC words for Reading Foundation Standard, T145 Daily Vocabulary Boost Activity for Speaking and Listening Standard, T214 Sequence of Events Activity for Reading Standards.
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Orange Board of Education ___________________ (ELA First Grade)
Unit 2:Topic: CCSS: Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)Projected # of days
(e.g., Sharing Time)
Journeys TE Unit 2
W 10.3; L1.2a Write narratives organizing ideas and information for writing including two or more sequenced events using temporal words and a sense of closure.
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W 1.5 With guidance, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing.
W 1.6 With assistance, compose and publish a variety of productions (e.g., stories, letters, and simple poems) in collaboration with peers using technology.
W 1.8 With guidance and support, recall experiences or gather information from provided sources to answer questions.
SL 1.5 Add visual displays describing characters, places or events to descriptions for clarification.L 1.2b; RF 1.1a Use varied ending punctuations (e.g., period or exclamation mark) and capitalization for
dates, names and the beginning of a sentence appropriately when writing.L 1.2e Apply developmental spelling or phonics-based knowledge to write unfamiliar words.SL 1.1.a,b,c Engage in collaborative conversations about grade one topics and texts (e.g., book groups,
literature circles, and buddy reading) following agreed-upon rules for listening and group discussions (e.g., looking at the speaker, turn talking, linking ideas to the speakers’ idea, sharing the floor) and asking questions for clarification.
L.1.5.b With guidance and support, define words by category and bu one or more key attributes (e.g., duck is a bird that swims).
RF 1.2.c Identify and pronounce the initial, medial vowel, and final sounds (phonemes) in a spoken one-syllable word.
RF 1.2.d Orally segment and identify phonemes in a single-syllable word e.g., top: /t/-/o/-/p/).RF 1.3.a Decode words with common consonant digraphs (e.g., fish, lunch)RF 1.3.g Identify and read grade–level high frequency /irregular words in and out of context.RL. 1.1; L.1.6, SL, 1.3
Ask questions posed about key details in a text for clarification using an array of familiar words.
RL.1.2 Retell stories, including key details learned from text into logical order.RL.1.3; RL.1.7 Use illustrations and key details in a story to describe major events.RL.1.4 Name words and phrases in a poem or story that suggest feelings or appeal to the senses.RL.1.9 Compare and contrast characters’ adventures and experiences in stories.
Orange Board of Education ___________________ (ELA First Grade)
RL.1.10 With prompting and support, read prose and poetry of grade-level complexity.RI.1.7 Use resources (e.g., charts, photographs) in a text to describe key ideas.RF.1.4.a,b Use reading strategies to establish a purpose for reading and to answer comprehension
questions about the grade-level text while adjusting reading rate to support accuracy, appropriate rate, and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).
RF.1.4.c Monitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension.
Essential Questions: How does understanding a text’s structure help me better understand its meaning? What lessons can you learn from story characters? Why is the order of story events important? How do words and pictures help tell a story? How do the parts of a story work together? How do writers develop a well written product?
Enduring Understandings: Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences and contexts.Assessments:
Formative: anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/discussions, guided reading, in-progress writing samples, talk moves and turn and talk.
Summative: Model Curriculum Unit 2 Assessment, assessment on CVC /CVCC words, running records to see reading progress/ comprehension skills
Authentic: Published writing piece for narrative writing, letter writing, poetry writing and story writing)
Interdisciplinary Connections/Science RL.1.10 children read weekly leveled readers entitled Dogs, Animals at Night, and Animals Talk found in T103 in Journeys. Extension: Class project children choose an animal to research and write about.Technology Integration: www.spellingcity.com spelling and word recognition games www.starfall.com for independent reading and phonics games http://kids.nationalgeographic.com/kids/littlekids/ kid friendly topics children can respond to in writing http://www.kidsclick.org/ a safe search engine for kids created by librarians to conduct research, http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELAKey Vocabulary: Worried, suddenly, sneak, dashing, agreement, discussed, important, figure, faraway, village, crisp, smudge, peeked, enemies, must forests, predators forest,Useful Sites: : www.thinkcentral.com for unit 2 activities, www.clicompass.org go to Intentional Read Aloud Module for ideas that meet RL Standards, (http://traitspace.scholastic.com in username enter (traits) and password enter (writing) for writing rubrics and songs to help children remember writing strategiesText Crosswalk: T305 Write to Describe activity for Writing Standard, T323 Oral Language Guided Retelling activity for Speaking and Listening
Orange Board of Education ___________________ (ELA First Grade)
Standard, T394 Phonemic Awareness and Phonics activity for Reading Foundation Standard, T316 Develop Comprehension activity for Reading Informational Standard
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Orange Board of Education ___________________ (ELA First Grade)
Unit 3:Topic: CCSS: Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)Projected # of days
(e.g., Nature Near and Far )
Journeys TE Unit 3
W.1.2 Write an informational/explanatory text naming the topic, including facts and concluding sentences.
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W.1.5 With guidance and support, rewrite sentences, adding details and incorporating suggestions from peers.
W.1.6With guidance and support, compose and publish a variety of productions (e.g., “how-to”, letters, and simple poems) in collaboration with peers using technology.
W.1.7 Participate in shared research and writing projects.
W.1.8With guidance and support, recall personal experiences or gathered information from provided sources (e.g., books, computer) to answer questions.
L.1.2.bUse varied end punctuations (e.g., exclamation mark) appropriately when writing sentences.
SL.1.6 Use nouns and verbs in complete sentences.
L.1.1.d,g,h,iUse pronouns (personal, possessive, and indefinite), frequently occurring conjunctions, determiners (e.g., articles, demonstratives), and frequently occurring prepositions to form and complete sentences when speaking and writing.
L.1.2.c Place commas where needed in sentences that contain dates or series of single words.
RF.1.2.aDistinguish the difference between a long vowel and short vowel sound in a spoken single-syllable word (e.g., hat, cake).
RF.1.2.bBlend phonemes of single-syllable words containing consonants and short vowels, and including consonant blends.
RF.1.2.c,dOrally segment, identify, and pronounce phonemes in a single-syllable word (e.g., top: /t/-/o/-/p/) isolating and promoting initial, medial vowel and final sounds.
RF.1.3.a,b Decode basic CVC (e.g., pin, mail, meet) and CVCC (e.g., wind) and VC (e.g., in)
Orange Board of Education ___________________ (ELA First Grade)
words and words with common consonant digraphs.
RF.1.3.cDecode words with final –e (e.g., make, time, home) and words with common vowel teams (e.g., play, mail, team, seed).
RF.1.3.f Read words with inflectional endings (e.g., likes, liked, waits, waited, waiting).RF.1.3.g Identify and read grade-level high-frequency /irregular words in and out of context.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
RI.1.1; RI.1.4 Ask and answer questions about key details to determine or clarify the meaning of words and phrases in a text.
RI.1.2 Identify the main topic of a text and key detailsRI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text.RI.1.5; RI.1.7 Utilize text features (e.g., charts, diagrams, time lines, maps) and details in texts to
obtain information and locate key details.
RI.1.6Tell the difference between information provided by pictures or illustrations and information provided by words in a text.
RI.1.8Identify the key points an author makes in informational text and identify the textual evidence to support these points.
RI.1.9Compare and contrast two texts on the same topic (e.g., illustrations, descriptions, or procedures).
RI.1.10With prompting and support, read informational texts of appropriate grade-level complexity.
RL.1.5Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
RF.1.4.a,b
Establish a purpose for reading and answer comprehension questions about the text while adjusting reading rate to support accuracy and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection) in grade-level text.
RF.1.4.c Monitor reading using context clues and re-reading (e.g., word patterns, story
Orange Board of Education ___________________ (ELA First Grade)
structure, illustrations) to support accuracy, rate and comprehension.
SL.1.2Ask and answer key questions about read alouds (e.g., main idea, character, setting) or information presented orally or through other media.
L.1.4.a Use sentence-level context to determine the meaning of unknown words or phrases.Essential Questions: How do I figure out a word I do not know? Why do authors write stories? Why is the order of story events important? What changes do different seasons cause? What clues help you figure out why events happen? How are animals the same and different? How do rules of language affect communication?)Enduring Understandings: Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text. Rules, conventions of language, help readers understand what is being communicated.Assessments:
Formative: Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided reading, in progress writing samples, turn/ talk, and talk moves
Summative: Model Curriculum Unit 3 Assessment, assessment on silent “e” ending words and vowel team words such as “ai,” “ee,” and “ay” words, running records to see reading progress/ comprehension skills, writing prompt samples
Authentic: Published writing piece for informational/explanatory, how to writing, poetry writing, oral presentations and book reviews)
Interdisciplinary Connections: RI 1.9, RI 1.10, Compare and Contrast informational texts on various places such as parks, states or countries. Children discuss their ideas with a partner. Children can write about the different places they read about.Technology Integration: www.spellingcity.com, for continuous word work practice www.starfall.com for reading practicewww.timesforkids.com and www.discoverykids.com resource for students to find informational text to compare and contrast http://www.ipl.org/ a search engine that is safe for kids, used by librarians, http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELAKey Vocabulary: must, wonder, sneak, eases, frisky, shiver, spied, tumbled, view, adventure, vines, plow, burst, glows, alert, sensitive, swivel, directions, sensitiveUseful Sites: www.thinkcentral.com for unit 3 activities, www.clicompass.org for videos on writing area and anchor chartsText Crosswalk: T23 Write to Inform activity for Writing Standard, T40 Develop Comprehension activity for Speaking and Listening Standard, T115 Guided Practice Activity for Reading Foundational Standards, T322 Develop Comprehension Activity for Reading Standards
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Orange Board of Education ___________________ (ELA First Grade)
Unit 4:Topic: CCSS: Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)Projected # of days
(e.g., Exploring Together)
Journeys TE Unit 4
W.1.1; L.1.2.d,e Apply the writing process to write an opinion piece in which the topic or book they are writing about is introduced and which includes a statement of their opinion, a reason for their opinion, and closing statement. Use phonemic awareness and spelling conventions to write untaught words, words with common spelling patterns, and frequently occurring irregular words.
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W.1.5; L.1.2.b With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details and correct end punctuation (e.g., exclamation marks) to sentences.
W.1.8 With guidance and support, use personal experiences or information gathered from provided sources (e.g., books, computers) to answer a question.
SL.1.5 Clarify ideas, thoughts, and feelings by creating visual displays or drawings to add information and detail to a description.
L.1.1.b Use common, proper, and possessive nouns appropriately when writing or speaking.
L.1.1.cUse singular and plural nouns with matching verbs in basic sentences. (e.g., He jumps; We jump) when writing or speaking.
L.1.1.eUse verbs to convey a sense of past, present, and future (e.g., jump, jumped, will jump) when writing or speaking.
RF.1.3.a,bDecode basic CVC (e.g., met, trail, treat, wheat) and CVCC (e.g., wind) and VC (e.g., at) words and words with common digraphs (e.g., th, sh, ch, wh, ck).
RF.1.3.c Decode words with final –e (e.g., ate, name) and words with common vowel teams (e.g.,
Orange Board of Education ___________________ (ELA First Grade)
mail, clay, read, seed, pie, boat, toe).
RF.1.3.fRead words with grade-appropriate inflectional endings (e.g., likes, liked, waits, waited, waiting).
RF.1.3.g Identify and read grade-level high-frequency/irregular words in and out of context.RL.1.1 Ask and answer questions about key details in literature and informational text.RI.1.1 Ask and answer questions about key details in informational text.RL.1.2 Retell key details identifying the central message or lesson in literature texts.RI.1.2 Retell key details identifying the main topic in informational texts.RL.1.3 Use key details to describe characters, settings, and major events in a story.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text.RL.1.9 Compare and contrast characters’ adventures and experiences in stories.RI.1.9 Identify similarities and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).RI.1.5 Know and utilize text features (e.g., graphs, charts) in a text to locate key facts or
information.RL 1.10; RI.1.10
With prompting and support, read prose, poetry and informational text of appropriate grade-level complexity.
RF.1.4.a,b
Use reading strategies to read with purpose and comprehension while adjusting reading rate to support accuracy, fluency and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection) in grade-level texts.
RF.1.4.cMonitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension.
L.1.1.eUse verbs to convey a sense of past, present, and future (e.g., jump, jumped, will jump) when writing or speaking.
L.1.1.f Use frequently occurring adjectives when writing or speaking (e.g., happy, nice,
Orange Board of Education ___________________ (ELA First Grade)
big).
L.1.4.bLearn frequently occurring affixes and their meanings (e.g., dis-means “not” or “opposite of” so dislike means “not to like”) and use as clues to the meaning of a word.
Essential Questions: What do readers do when they do not understand everything in a text? What is important to know about the moon? How are ways to travel the same and different? Why do authors write non-fiction? What clues help you figure out how characters feel? What makes a story funny? How can discussion increase our knowledge and understanding of an idea(s)?
Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Oral discussion helps to build connections to others and create opportunities for learning.Assessments:
Formative: Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided reading, in-progress writing samples, turn/ talk, and talk moves
Summative: Model Curriculum Unit 4 Assessment, assessment on CVC /CVCC words and sight words, running records to see reading progress/ comprehension skills,
Authentic: Published writing piece for opinion writing, response to text orally (recording) or in writing, center activity work samples
Interdisciplinary Connections: Students can research and write about an animal, state, country, sport, or important person and write an opinion piece stating facts and reasons why they think what they learned is interesting and/or important.Technology Integration: www.spellingcity.com for continuous word work http://www.abcya.com/first_grade_computers.htm for sight word recognition practice and spelling practice http://www.funbrain.com/books/tesstree/book.html online kid friendly books for reading practice, http://kids.nationalgeographic.com/kids/littlekids/ or http://kids.nationalgeographic.com/kids, http://www.timeforkids.com/ for finding kid friendly topics children can read and respond to in writing http://www.ipl.org/ a search engine that is safe for kids, used by librarians, http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELAKey Vocabulary: Atmosphere, surface, miniature, vast, landscape, decision, shelter, delighted, complain, pleaded, lonely, horizon, eagerly, scampered, slippery, spotted, disappointed, fancy, author, permission, signature, exactly, incomplete, welcomed, meadow calf, wade, rippled, flooded, swarm.Useful Sites: www.thinkcentral.com for unit 4 activities, www.clicompass.org for videos on writing area and anchor charts www.unitedstreaming.com for ideas in integrating science and social, http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=3 for resources on comprehension strategiesText Crosswalk: T45 Your Turn Activity for Language Standard (the students can also write an opinion piece using the book discussed , T145 for
Orange Board of Education ___________________ (ELA First Grade)
Writing Standard Write to Narrative Activity, children can also write an opinion piece of whether or not they liked the story T215 for Reading Foundational Standard Guided Practice Activity to help children with decoding and blending strategies
Unit 5:
Orange Board of Education ___________________ (ELA First Grade)
Topic: CCSS: Goals: (This section should contain the standards that are to be mastered by the end of the unit.)
Projected # of days
(e.g., Watch Us Grow)
Journeys TE Unit 5
W.1.3 Use the writing process: show a progressing and chronological narrative recounting two or more events using temporal words, including some details and a closing sentence.
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W.1.5With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.1.8With guidance and support, use personal experiences or gathered information from provided sources (e.g., magazines, educational websites) to answer a question.
SL.1.5Add drawings, models, or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
L.1.1.d,g,h,i
Use pronouns (personal, possessive, and indefinite), frequently occurring conjunctions, demonstratives (e.g., this, that, these) and appropriate prepositions to form and complete sentences when speaking and writing.
L.1.2.cUse commas where needed in sentences that contain a series of single words or dates.
RF.1.2.b Blend phonemes of single-syllable words containing consonants and short vowels (e.g., sit).
RF.1.2.c,d Orally segment, identify phonemes in a single-syllable word, and pronounce (e.g., meet: /m/-/ee/-/t/).
RF.1.3.a,b Decode basic CVC (e.g., met, trail, treat, wheat) and CVCC (e.g., wind, knock) and VC (e.g., at) words and words with common consonant
Orange Board of Education ___________________ (ELA First Grade)
digraphs.
RF.1.3.cDecode words with final –e (e.g., ate, name) and words with common vowel teams (e.g., pie, high, boat, toe, bow, blue, suit).
RF.1.3.fRead words with inflectional endings (e.g., waits, waited, waiting, smaller, smallest).
RF.1.3.gIdentify and read grade-level high-frequency /irregular words in and out of context.
RL.1.2; RI.1.2 Retell key details identifying the central message or lesson in literature texts and the main topic in informational texts.
RL.1.3; RL.1.7 Describe settings, characters, and major events using key details with support from illustrations in literature.
RL.1.6 Identify words that indicate who is telling the story at different points in the text.
RL.1.9 Compare and contrast characters’ experiences and adventures in stories.RL.1.10 With prompting and support, read prose and poetry of appropriate
complexity for grade one.
RI.1.1; RI.1.4 Ask and answer questions about the key details and for determining or clarifying the meaning of words and phrases in a text.
RF.1.4.a,b
Establish a purpose for reading and use reading strategies to answer comprehension questions about the text while adjusting reading rate to support accuracy and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).
RF.1.4.c Monitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy rate and comprehension.
L.1.4.a,b Use sentence-level context and frequently occurring affixes (e.g., dis-) as a clue to determine the meaning of a word or phrase.
Orange Board of Education ___________________ (ELA First Grade)
Essential Questions: How do readers construct meaning form text? What do characters do when there is a problem? What clues tell you why animals look as they do? What causes events in a story to happen? Why do authors put events in certain order? What clues tell you what a character is like? How does a listener understand a message?)
Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Effective listeners are able to interpret and evaluate increasingly complex messages.)Assessments:
Formative: Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided reading, in-progress writing samples, turn/ talk, and talk moves
Summative: Model Curriculum Unit 5 Assessment, assessment on CVC /CVCC/final –e and vowel team words, running records to see reading progress/ comprehension skills,
Authentic: Published writing piece for opinion/informative writing, student created play (recording) or in writing, and writing center work samples
Interdisciplinary Connections: SS and/or Science students decide on a topic they want to research and write about it. Children will create a report and present it to their classmatesTechnology Integration: www.timesforkids.com and www.discoverykids.com to help students research writing topics for informational writing, http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELAKey Vocabulary: whispered, clues, detectives, clever, poked, sneaky, roamed, sparkling, misty, promised, received, slender, behave, sizzling, translated, accent, gooey, siesta, gentle, completely, settle, reflection, lonely, recognized, blossoms, cavern, shady, ledge, lugging, shallowUseful Sites: http://www.readinga-z.com/ to help with guided reading/retelling rubrics for informational and fiction texts http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_position=34:34 to help with reader’s theatre ideasText Crosswalk: T19 for Reading Foundational Standard Guided Practice Activity to help students with decoding strategies, T30 for Reading Standard Introduce Comprehension Activity to help students describe story details, T43 for Language Standard Your Turn Activity to help students enrich language, T45 for Writing Standard Guided Writing Activity
Orange Board of Education ___________________ (ELA First Grade)
*Differentiation: www.marzanoresearch.com/free_resources/itembank.aspx
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Additional Resources:
Orange Board of Education ___________________ (ELA First Grade)
Strategies That Support Comprehension and Fluency
□ Uses illustrations to solve unknown words and make meaning □ Establishes purpose for reading □ Activates prior knowledge □ Makes meaningful predictions□ Uses sentence level context clues to confirm or self-correct (e.g., Does it make sense?)□ Makes meaningful connections to the text (text to text/text to self/text to world)□ Makes inferences□ Reads in a grammatical and linguistically reasonable manner so it sounds the same as oral speech (e.g., Does it sound right?)
Phonics and Word Analysis Skills
□ Gets mouth ready for first letter and thinks about what makes sense□ Uses graphophonic cues (Sound it out.)□ Looks for “chunks” in words such as word endings, known syllables, etc.
Orange Board of Education ___________________ (ELA First Grade)
Matching Students to Text Levels
Independent Level – Students develop fluency as they read these easy and/or familiar books. They increase speed of reading as well as expression as a result. Use these books for independent reading and reading aloud.
Instructional Level – Students are reading books that require them to use strategies but they are fluent enough at this level to make meaning. These books are “just right” for guided reading with the teacher or parent at home. They provide some challenges, so the children can practice using strategies and skills.
Frustrational Level - This level of text is too difficult for the student. At this level, reading is choppy and does not sound fluent. Move to a lower-level book so the student can read with success and me.
Leveling Resources
http://www.readinga-z.com/ DRA/Guided Reading/ Grade Level Correlation Guidehttp://www.readinga-z.com/basalsearch/ Reading Series Correlationhttp://www.scholastic.com/bookwizard/ Search 50,000 books by book level http://lexile.com/fab/ Lexiles Matching Books to Readers by Fountas and PinnellGrowing Readers – by Collins
Orange Board of Education ___________________ (ELA First Grade)
Recommended Children’s Literature ListInformational Books: Kindergarten & First Grade
Title AuthorTopic
Animals/InsectsAbout Birds: A Guide for Children C. SillAmazing Butterflies and Moths. Eyewitness Juniors series J. StillAre You a Ladybug? Backyard Books series J. AllenBe a Friend to Trees. Let’s-Read-and-Find-Out, Stage 2 series
P. Lauber
Bugs Are Insects (Let's Read-And-Find-Out Science) Anne F. RockwellBugs! Bugs! Bugs! Bob BarnerFrogs Nic BishopFrom Tadpole to Frog W. PfefferThe Magic School Bus: Inside a Beehive Joanna Cole
Bodies, Staying Healthy & SensesBones: Our Skeletal System S. SimonCuts, Breaks, Bruises and Burns: How Your Body Heals J. ColeHealthy Habits Rebecca WeberLet’s Find Out About Toothpaste K. BarabasMe and My Amazing Body Joan SweeneyMe and My Senses Joan SweeneyMy First Body Book Christopher RiceMy Five Senses AlikiSkin You Live In Michael TylerThe Brain: Our Nervous System S. SimonThe Heart: Our Circulatory System S. SimonThe Magic School Bus: Inside the Human Body J. ColeThrow Your Tooth on the Roof: Tooth Traditions from Around the World
S. Beeler
Your Insides J. Cole
Orange Board of Education ___________________ (ELA First Grade)
Your Skin Holds You In Becky BainesDiversity & Family
Charlie Parker Played Bebop Chris RaschkaEverybody Cooks Rice Nora DooleyFamilies Ann MorrisHats, Hats, Hats Ann MorrisHouses and Homes Ann MorrisI Like to Play Marla Stewart KonradMoonshow: The Flight of Apollo 11 Brian FoccaThe librarian of Basra J. WinterAny books from the Grandmother Series e.g., Grandmother Esther Remembers
Ann Morris
Any books from the “That’s Our School Series” e.g.,That’s Our Nurse
Ann Morris
Orange Board of Education ___________________ (ELA First Grade)
Title Topic AuthorFood/Gardens
A Cool Drink of Water Barbra KerleyApples G. GibbonsApples and Pumpkins Anne RockwellApples for Everyone Jill EsbaumBlueberries Grow on a Blueberry Bush Mari SchuhBread, Bread, Bread or any book by author Ann MorrisBusy day at Mr. Kang’s Grocery Store A. FlanaganCarrots Grow Underground Mari SchuhExtra Cheese, Please!: Mozzarella’s journey from cow to pizza
C. Peterson
Lettuce Grows on the Ground Mari SchuhHow Did That Get in my Lunchbox? : The story of food
Christine Butterworth
Market! T. LewinPumpkins Ken RobbinsPumpkin Pumpkin Jeanne TitheringtonSeed, Soil, Sun Cris PetersonSeed, Sprout, Pumpkin, Pie Jill EsbaumTomatoes Grow on a Vine Mari SchuhWatch Them Grow Linda Martin
Jobs/Community10 Things I Can Do to Help My World Melanie WalshCareer Day Anne RockwellCity Signs Zoran MilichEverybody Works Rotner,Shelly & Ken KreislerFirefighters A to Z:Alphabet Chis L. DemarestFrom Cement to Bridge. A. MitgutschHelpers in my Community Bobbie Kalman
Orange Board of Education ___________________ (ELA First Grade)
Jobs Around my Neighborhood / Oficios en mi vecindario
Gladys Rosa-Mendoza
Museums J. CooperMy Visit to the Aquarium AlikiShadows and Reflections Tana HobanTo be an Artist Maya Ajmera & John D. IvankoWhose Coat is This? : A Look at How Workers Cover Up--Jackets, Smocks, and Robes
Laura Purdie Salas,
Whose Gloves are These? : A Look at Gloves Workers Wear--Leather, Cloth, and Rubber
Laura Purdie Salas
Orange Board of Education ___________________ (ELA First Grade)
Title Topic AuthorWhat happens at a supermarket? / Que pasa en un supermercado?
Amy Hutchings
Work Ann MorrisMoney
If You Made a Million D. SchwartzIn the Money : A Book About Banking Nancy LoeweWhat is Money, Anyway? : Why Dollars and Coins Have Value
Jennifer S. Larson
MiscellaneousThe Important Book Margaret Wise BrownFirst the Egg Laura Vaccaro SeegerClick! A Book About Cameras and Taking Pictures G. GibbonsInto the Woods: John James Audubon Lives His Dream R. BurleighFirst to Fly: How Wilbur and Orville Wright Invented the Airplane
D. Craig
The Way Things Work David MacaulayHot, Cold, Shy, Bold Pamela HarrisDo You Know Which Ones Will Grow? Susan A. SheaNational Geographic Little Kids First Big Book of Why Amy Shields
Orange Board of Education ___________________ (ELA First Grade)
Recommended Children’s Literature ListBooks Commonly Found in Classrooms
Title Author CategoryIn the Tall, Tall Grass Denise Flemming AlliterationMiss Mary Mack Mary Ann Hoberman AlliterationMouse Mess Linnea Riley AlliterationSam Sheep Can’t Sleep Phil Cox AlliterationSheep, Sheep, Sheep A. Alba AlliterationSilly Sally Audrey Woods AlliterationAlligators All Around M. Sendak AlphabetAlphabears M. Hague AlphabetAlphabeasts W. Edwards AlphabetAnimalia G. Base AlphabetChicka Chicka Boom Boom Bill Martin, John Archambault AlphabetEating the Alphabet Lois Ehlert AlphabetMiss Bindergarten Stays Home From Kindergarten
J. Slate Alphabet
Pignic: An Alphabet Book in Rhymes A. Miranda Alphabet26 Letters and 99 Cents T. Hoban Alphabet/NumbersApples and Pumpkins Anne Rockwell ConceptsBlack Cat, White Cat: A Book of Opposites Chuck Murphy ConceptsBread, Bread, Bread or any book by author Ann Morris ConceptsGilberto and the Wind Marie Hall Ets ConceptsIt Looked Like Spilled Milk Charles G. Shaw ConceptsM & M Counting Book Barbara Barbieri McGrath ConceptsMy Five Senses Aliki ConceptsOutside, Inside Kathleen Fain ConceptsPumpkin Pumpkin Jeanne Titherington ConceptsRed Leaf Yellow Leaf Lois Ehlert ConceptsRosie’s Walk Pat Hutchins ConceptsI Know an Old Lady Who Swallowed a Fly Sims Taback Cumulative PatternThe House That Jack Built E. Guifoile Cumulative PatternThe Napping House Wakes Up Audrey Wood Cumulative PatternThe Rose in My Garden Arnold Lobel Cumulative Pattern
Orange Board of Education ___________________ (ELA First Grade)
The Very Quiet Cricket Eric Carle Cumulative PatternToo Much Noise Ann McGovern Cumulative PatternAre You My Mother? P. D. Eastman Easy To ReadBlueberries For Sal Robert McCloskey Easy To ReadGoodnight Moon or any book by author Margaret Wise Brown Easy to ReadIt’s Not Easy Being Big! Stephanie St. Pierre Easy To ReadMore More More Said the Baby Vera B. Williams Easy To ReadThe Very Hungry Caterpillar Eric Carle Easy To ReadYo! Yes? Chris Raschka Easy To ReadA Chair for My Mother Vera B. Williams NarrativeBear Snores On Karma Wilson NarrativeClick Clack Moo Doreen Cronin NarrativeEpossumondas Colleen Salley NarrativeGo Away, Big Green Monster Ed Emberly NarrativeGoldilocks and the Three Bears J. Marshall NarrativeHannah’s Collections Marthe Jocelyn NarrativeI Like Things Margaret Hillert NarrativeJacket I Wear in the Snow Shirley Neitzel NarrativeTitle Author CategoryJosephina: The Great Collector Diana Engel NarrativeMaebelle’s Suitcase Tricia Tusa NarrativeMouse Paint Ellen Stoll Walsh NarrativeTar Beach Faith Ringgold NarrativeThe Button Box Marguerite Reid NarrativeThe Carrot Seed Ruth Krauss NarrativeThe Grouchy Ladybug or any book by author Eric Carle NarrativeThe Puddle Pail Elisa Kleven NarrativeThe Three Billy Goats Gruff Paul Galdone NarrativeLittle Blue and Little Yellow Leo Lionni NarrativeShoes From Grandpa Mem Fox NarrativeStone Soup M. Brown NarrativeThe True Story of the Three Little Pigs Jon Scieszka NarrativeThe Three Bears Paul Galdone NarrativeWhistle for Willie or any book by author Ezra Jack Keats NarrativeA Bug in a Rug G. Patrick PhonologicalA My Name is Alice Jane Bayer Phonological
Orange Board of Education ___________________ (ELA First Grade)
Big Pig on a Dig Phil Cox PhonologicalClick, Clack, Moo Doreen Cronin PhonologicalDan The Flying Man J. Cowley PhonologicalMay I Stay Home Today? A. Butler, P. Neville PhonologicalThe Flea’s Sneeze Lynn Downey PhonologicalToad Makes a Road Phil Cox PhonologicalDuck in the Truck J. Alborough PredictableGood-Night Owl P. Hutchins PredictableIf You Give a Mouse a Cookie Laura Joffe Numeroff PredictableLittle Red Riding Hood Paul Galdone PredictableMrs. Wishy-Washy J. Crowley, J. Melser PredictableThe Wheels on the Bus M. Kovalski PredictableThe Gingerbread Boy P. Galdone PredictableBrown Bair, Brown Bear, What Do You See? Bill Martin RepetitionCaps for Sale Esphyr Slobodkina RepetitionChicken Little Laura Rader RepetitionHappy Birthday, Moon Frank Asch RepetitionMiss Spider’s Tea Party Dave Kirk RepetitionOver in the Meadow John Langstaff RepetitionThe Doorbell Rang Pat Hutchins RepetitionThe Mitten Jan Brett RepetitionThe Three Little Pigs Paul Galdone RepetitionThis Old Man or Joseph Had a Little Overcoat Sims Taback RepetitionWe’re Going on a Bear Hunt Michael Rosen RepetitionWho Took the Cookies from the Cookie Jar? Bonnie Philemon,Lass Sturges RepetitionA House is a House For Me M. A. Hoberman RhymeA Pig Is Big Douglas Florian RhymeDown By the Bay Raffi RhymeHoney, I Love Eloise Greenfield RhymeHow Does the Wind Walk? Nancy White Carlstrom RhymeI Can’t, Said The Ant P. Cameron RhymeIs Your Mama a Llama? Deborah Guarino RhymeThe Itsy Bitsy Spider Iza Trapani RhymeJames and the Rain Karla Kuskin RhymeMiss Polly Has A Dolly Pamela Duncan Edwards RhymeMooses Come Walking Arlo Guthrie Rhyme
Orange Board of Education ___________________ (ELA First Grade)
Sheep in a Jeep Nancy Shaw RhymeThe Cat in the Hat or any book by author Dr. Seuss RhymeThe Wind Blew Pat Hutchins RhymeTortillitas Para Mama & Other Nursery Rhyme Margot C. Griego Rhyme
Recommended Children’s Literature ListRecent Books
Title AuthorA Pocket Full of Kisses Audrey Penn, Barbara Leonard GibsonA-Tisket, A-Tasket Ella FitzgeraldAlphabet Mystery Audrey WoodAnd Here’s To You David ElliottBear Wants More Karma WilsonBlack All Around Patricia HubbellBoom Chicka Rock John ArchambaultDance Bill T. Jones, Susan KuklinDiary of a Worm Doreen CroninDon’t Let the Pigeon Drive the Bus Mo WillemsDrat That Fat Cat Pat ThomasEpossumondas Colleen SalleyFour Friends Together Sue HeapGiraffes Can’t Dance Giles Andreae, Guy Parker-ReesGo Track a Yak! Tony JohnstonHey, Little Ant Phillip Hoose, Hannah HooseJust Enough and Not Too Much Kaethe ZemachLittle Quack Lauren ThompsonLunchtime for a Purple Snake Harriet ZiefertMary Smith Andrea U’RenMoo Who? Margie PalatiniMr. Seahorse Eric Carle
Orange Board of Education ___________________ (ELA First Grade)
Mrs. Chicken and the Hungry Crocodile Won-Ldy Paye, Margaret H. LippertMrs. Mooley Jack KentMy Lucky Day Keiko KaszaPaper Parade Sarah WeeksPepito The Brave Scott BeckRoller Coaster Marla FrazeeStand Tall Molly Lou Mellon Patty LovellThe Dot Peter H. ReynoldsThe Other Side Jacqueline WoodsonThe Pigeon Finds a Hot Dog Mo WillemsThe Tiger Who Came To Tea Judith KerrWild About Books Judy Sierra
