POCONO MOUNTAIN SCHOOL DISTRICT READING ... MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE &...

POCONO MOUNTAIN SCHOOL DISTRICT

READING – GRADE 1

SCOPE & SEQUENCE

Reading Gr 1 rev 8/2011 cs 1

THEME 1: I Am Your Friend

STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan

PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.1.1 Reading Independently: Students apply a

wide range of strategies.

A. Identify the author‟s purpose and type of

text.

B. Demonstrate:

Phonological awareness through

phoneme manipulation.

Knowledge of letter sound

correspondence (alphabetic principle)

to decode and encode words.

C. Use increasingly robust vocabulary in oral

and written language.

D. Demonstrate listening and reading

comprehension/understanding before

reading, during reading, and after reading

through strategies such as think aloud,

retelling, summarizing, connecting to prior

knowledge, and non-linguistic

representations.

E. Demonstrate accuracy and automaticity

in decoding and oral reading of grade

level text.

Decoding/Phonics

Short vowel /ă/ ( -at, -ap)

Phonemic Awareness

Rhyming words

Blending sounds

Identify phonemes

Spelling

Words with short vowel /ă/

a, at, hat, cat, can, cap, tap, map,

mad, the

Vocabulary

Story words: down, got, up

Introduce words from the attached

Dolch Word list (First Grade list) as

appropriate to correlate with

Independent Readers, Decodable

Books, as well as the anthology.

Comprehension

Sequence

Fluency

Reread selection

Act out story

Teaching Tools

Teacher‟s Edition – Volume 1-1

Student anthology

Vocabulary flashcards: down, got, up

Audio text 1

Intervention Kits

Intervention Stations

Transparencies: #1, 2, 109, 3

Oo-pples and Boo-noo-noos: Song: “I

Make Myself Welcome”

Word builder/letter cards

Harcourt website

www.harcourtschool.com

www.eharcourt.com

Literacy Stations

Fluency Builder Cards

Big Book of Rhymes

Books for All Learners

Below-Level: A Hat

On – Level: Max

Advanced: A Hat for Sam

ELL: Look at Me!

Decodable Book #1

Pat

Nan Cat

http://www.harcourtschool.com/


READING – GRADE 1

SCOPE & SEQUENCE





1.3.1 Reading, Analyzing and Interpreting

Literature – Fiction and Non-Fiction: Students

read and respond to works of literature.

A. Read, understand, and respond to works

of literature.

B. Recognize different types of genres such

as poetry, drama, and fiction.

C. Identify literary elements (characters,

setting and main idea) in selected

readings.

D. Identify literary devices in selected

readings (e.g., personification, rhyming,

alliteration).

1.4.1 Types of Writing: Students write for different

purposes and audiences.

A. Write, dictate, or illustrate descriptive

poems and stories that include literary

elements.

B. Write informational pieces using

illustrations when relevant (e.g.,

descriptions, letters, instructions).

Narrative Elements

Characters

Settings

Genre

Realistic Fiction

Writer’s Craft

Sentences

Prompt: Friendship

Additional Resources

Practice Book

Spelling Practice Book

Language Handbook

Library Books Collection

Sometimes By Keith Baker

Related Books

Just Look at You! By Jillian Cutting

Look What I Can Do By Jose Aruego

I Like It When By Mary Murphy

A Hat for Minerva Louise By Janet Morgan

Stoeke

Assessment

End of selection test

CD-ROM

Mission Comprehension

Media Literacy and Communication

Grammar Jingles

Writing Express

Reading and Language Skills

Cross Curricular Integration

Science: Weather icons, wind

Social Studies:

Math: Hat charts

Writing: What friends do

Reading Center: Rhyming words game

Computer: Hat Mural

Art: Make a hat


READING – GRADE 1

SCOPE & SEQUENCE





1.5.1 Quality of Writing: Students write clear

and focused text to convey a well-defined

perspective and appropriate content.

A. Identify and write about one specific

topic.

B. Develop content appropriate for the

topic.

Gather and organize information,

incorporating details relevant to the

topic.

Write a series of related sentences

with one central idea.

C. Organize writing in a logical order.

D. Write using adjectives, precise nouns,

and action verbs.

E. Revise writing by adding details or

missing information.

F. Use grade appropriate conventions of

language when writing and editing.

Spell common, frequently used words

correctly.

Use capital letters correctly.

Punctuate correctly.

Begin to use correct grammar and

sentence formation.

Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect

Traits of good writing (focus/ideas,

organization, voice, word choice,

development, effective sentences,

effective paragraphs, conventions)

Grammar

Writing Basic Sentences


READING – GRADE 1

SCOPE & SEQUENCE





1.6.1 Speaking and Listening: Students present

appropriately in formal speaking situations, listen

critically, and respond intelligently as individuals

or in group discussions.

A. Listen actively and respond to others in

small and large group situations with

appropriate questions and ideas.

B. Use appropriate volume and clarity in

individual or group situations. Deliver

brief oral presentations on a topic

supported by visual aids.

1.7.1 Characteristics and Functions of the English

Language: Students recognize formal and

informal language and its use in speech, writing,

and literature.

A. Recognize formal and informal language

used in speech.

Speaking/Listening

Group story

Grammar


Recite a Rhyme


READING – GRADE 1

SCOPE & SEQUENCE





1.8.1 Research: Students gather information

from a variety of sources, analyzing and

evaluating the quality of information they obtain

to answer research questions.

A. Generate appropriate questions about a

topic.

B. Locate and discuss information on an

identified topic in small group, with

teacher guidance.

C. Create and explain a research-based

project in a small group.

1.9.1 Information, Communication, and

Technology Literacy: Students use technology

to locate, evaluate, and collect information

from a variety of sources for a variety of

purposes.

A. Use media and technology resources for

directed learning activities.

B. Identify different types of media and

what purposes they may serve.

Introduction to research will be

differentiated to student needs at the

discretion of the teacher utilizing Harcourt

and Cross Curricular topics.

Computer

Hat Mural


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-1 THEME 1: I am Your Friend

STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:




correspondence (alphabetic

principle) to decode and encode

words.





reading, during reading, and after

reading through strategies such as think

aloud, retelling, summarizing, connecting

to prior knowledge, and non-linguistic

representations.



level text.

Decoding/Phonics

Short vowel /ă/ ( -at, -ap)

Phonemic Awareness

Rhyming words

Blending sounds

Identify phonemes

Spelling

Words with short vowel /ă/

a, at, hat, cat, can, cap, tap, map,

mad, the

Vocabulary

Story words: down, got, up




Independent Readers, Decodable Books,

as well as the anthology.

Comprehension

Sequence

Fluency

Reread selection

Act out story

Teaching Tools


Student anthology

Vocabulary flashcards: down, got, up

Audio text 1

Intervention Kits



Oo-pples and Boo-noo-noos: Song: “I

Make Myself Welcome”


Harcourt website


www.eharcourt.com

Literacy Stations


Big Book of Rhymes


Below-Level: A Hat

On – Level: Max

Advanced: A Hat for Sam

ELL: Look at Me!

Decodable Book #1

Pat

Nan Cat



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Narrative elements

Characters

Genre

Fiction

Poetry - “Kittens” Text to text connection

Writer’s Craft

Prompt-Friendship/Family/Self


Practice Book


Language Handbook


Sometimes By Keith Baker

Related Books

The Birthday Cake; By Joy Cowley

Cat Traps; By Molly Coxe

Mama Cat Has Three Kittens; By Denise

Fleming

Oh, Cats!; By Nola Buck

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Make a poster to label the

parts of a cat

Social Studies: Birthday customs

Math: Create animal math problems

Art: Animal bag puppets

Letter & Word Center: Word ladders

Computer: Coloring words


READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.





Spell common, frequently used

words correctly.




sentence formation.

Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar


Recite a Rhyme

Making connections

Phonics

Theme 2 Practice Book

Phonics Practice Book

Phonics Express CD-ROM

Teaching Tools

Teacher‟s Edition – Volume 1

Big Alphabet Cards: Mm, Ss, Rr, Tt

High Frequency Word Cards: a; my; the

Picture/Word Cards

Alphabet Patterns/Story Patterns

Letter and Sound Charts/Sentence Strips (

# 1, # 4, # 24, and # 11)

Tactile Letter Cards: m, s, r, t

Magnetic Letters: a, b, c

Write On/Wipe-Off Boards

Letters and Sounds Place Mat

English-Language Learners Kit

Teacher‟s Resource Book

Oo-pples and Boo-noo-noos

Intervention Kit

Assessment Handbook

Group Inventory

Theme 2 Test

Optional Seasonal Literature and Activities

Johnny Appleseed

Autumn

Leaves

Apples


READING – GRADE 1

SCOPE & SEQUENCE





















topic.



teacher guidance.



Dramatize the story



discretion of the teacher utilizing

Harcourt and Cross Curricular topics.

Cross Curricular Integration/Learning Centers

Writing: All about me, Write about things

you do after school, Write what the class

likes to do

Science: Draw and label a picture of

themselves

Social Studies: My friends and I, Show

something you like on a hand cutout

Sand and Water: Writing Ss

Math: Number correspondence, “Me”

mobile using shapes, Pattern friendship

necklace

Dramatic Play: Workers in the

neighborhood, Imitate sounds and

actions of an animal

Block: Compare colors and materials in a

block tower, Build a zoo

Art: Make a mouse, Draw a picture to

show something special about yourself,

Use dough to form the letter Tt and things

that begin with /t/, Sponge prints for

letters Mm, Rr, and Tt

Letter and Words: High frequency words,

Letter lineup, letter game

Literacy: Write and read about me

Listening: Record information about

yourself

Manipulative: Rhyming words


READING – GRADE 1

SCOPE & SEQUENCE






Technology Literacy: Students use technology to

locate, evaluate, and collect information from a

variety of sources for a variety of purposes.



B. Identify different types of media and what

purposes they may serve.

Computer

Coloring words

Handwriting Without Tears (daily)

Kid Writing

Alphabet

Kid Crowns

Word Wall

Word Family Houses

Craft of Writing books


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-1 THEME 1: I Am Your Friend

STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Short vowel /ĭ/

Inflections: -ill, -it,

Contractions: ‘s

Phonemic Awareness

Phoneme isolation

Phoneme blending

Vocabulary

Story words: make, they, walk

Introduce words from the attached Dolch

Word list (First Grade list) as appropriate to

correlate with Independent Readers,

Decodable Books, as well as the

anthology.

Spelling Words

in, pin, pig, yes, wig, win, fin, am, and,

pan

Comprehension

Details

Decoding

Fluency

Echo reading

Choral reading

Partner/ small reading groups

Teaching Tools


Student anthology

Vocabulary flashcards: make, they,

walk

Audio text 1

Intervention Kits



Oopples and Boonoonoos


Harcourt website


www.eharcourt.com

Literacy Stations



Below-Level: What Do They Make?

On – Level: Will Ants Come?

Advanced: Two Little Ants

ELL: Bugs

Decodable Book #3

Sid

Tim and Pip



READING – GRADE 1

SCOPE & SEQUENCE





1.2.1 Reading, Analyzing and Interpreting Text:

Students read, understand, and respond to

informational text.

A. Demonstrate concepts of print. Identify

text organization and use content to

derive meaning from text.

B. Identify the difference between facts and

opinions within a text.

C. Identify essential information within and

across a variety of texts.

D. Make inferences and draw conclusions

citing evidence from the text to support

answers.

E. Read and respond to essential content of

text.


Literature – Fiction and Non-Fiction: Students read

and respond to works of literature.


of literature.





readings.



alliteration).

Author’s Purpose

To find information about ants

Genre

Non-Fiction with focus on things in the

real world and real photographs


Practice Book


Language Handbook


All I Am by Eileen Roe

Related Books

I Like Books; By Margaret Wise Brown

What I See; By Holly Keller

In the Park; By Graham Meadows

In the Small, Small Pond; By Denise

Fleming

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Animal homes, Ants

Social Studies: All about me poster,

Compare ants to people

Math: Numbers

Writing: Sentence frames using alike

and different, Write about how ants

work together

Computer: Create a short /ĭ/ book


READING – GRADE 1

SCOPE & SEQUENCE





1.4.1 Types of Writing: Students write for

different purposes and audiences.



elements.




1.5.1Quality of Writing: Students write clear and

focused text to convey a well-defined



topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Writer’s Craft

Prompt-Friendship/Family/Self

A class story

Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar


Recite a Rhyme

Making connections


READING – GRADE 1

SCOPE & SEQUENCE


















evaluating the quality of information they

obtain to answer research questions.

A. Generate appropriate questions about

a topic.



teacher guidance.



Act out the story






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Create a short /ĭ/ book


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-1 THEME 2: Just For Fun

STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Phoneme Isolation, focus on final /k/

Phoneme Segmentation, focus on /k/

Phoneme blending, focus on /ĭ/ and /ă/

Digraph /k/ ck

Phonograms –ick, -ink

Contraction ‘ll

Vocabulary

Story words: help, now, play, too, want





anthology.

Spelling Words

pick, pack, tack, back, sack, sick, big, is,

they, walk

Comprehension

Listen and respond

Build concept vocabulary

Develop listening comprehension

Sequence

Make and confirm predictions

Fluency

Choral Reading

Echo Reading

Partner Reading

Teaching Tools


Student anthology: Volume 1-1

Big Book: Let‟s Go Visiting

Oo-pples and Boo-noo-noos: Songs and

Activities for Phonemic Awareness:

Clickety- Clack

Vocabulary flashcards: help, now, play,

too, want

Audio text 1

Intervention Kits


Transparencies: # 10, 11, 12, 105

Harcourt website


www.eharcourt.com

Literacy Stations



Below-Level: Play Ball!

On – Level: On a Raft

Advanced: Rick is Sick

ELL: I Can Help

Decodable Books #4

The Sack

Pack the Van



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.

B. Write informational pieces using illustrations

when relevant (e.g., descriptions, letters,

instructions).

C. Write, dictate, or illustrate descriptive


elements.

D. Write informational pieces using illustrations


instructions).

E.

Narrative Elements

Sequence


Comprehension

Sequence


Genre

fantasy

Writer’s Craft

Creative writing (Kid Writing)

Classroom chart

Story response

Sentence frames

Write invitations

Messages


Practice Book


Language Handbook


Happy Birthday by Tami Butler

Related Books

My Sister is My Friend By Hannah

Markley

Just Like Daddy By Frank Asch

Sid and Sam By Nola Buck

Off We Go! By Jane Yolen

Writing

Kid Writing Manual

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect





Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Telling sentences

Capital letters and periods


Science: Make a boat, Beavers

Social Studies: Real workers

Writing: Write a story of more adventures

for Jack and Rick

Art: Bark rubbings

Music: Create echo music

Letter & Word Center: words with /a/ and

/i/

Computer: Create a picture story


READING – GRADE 1

SCOPE & SEQUENCE


















evaluating the quality of information they

obtain to answer research questions.

A. Generate appropriate questions about

a topic.



teacher guidance.



Listen and read (echo reading)

Narrate a performance






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Create a picture story


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Phoneme isolation- short /ǒ/

Phoneme Blending- short/ĭ/, /ǒ/

Phoneme Segmentation- inflections –ed, -

ing

Short Vowel /ǒ/

Word Building with short /ĭ/, /ǒ/

Vocabulary

Story words: don’t, of, so





anthology.

Spelling Words

hot, hop, pop, pot, dot, not, back, pick,

now, want

Comprehension

Draw Conclusions

Make Inferences

Listen and respond

Build Concept Vocabulary

Develop Listening Comprehension

Retell and Summarize

Fluency

Choral Reading

Echo Reading

Partner Reading

Teaching Tools


Student anthology- Volume 1-1

Big Book: Ten Dogs in the Window

Vocabulary flashcards: don’t, of, so


Activities for Phonemic Awareness: “ The

Fox”

Audio text 1

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations



Below-Level: The Box

On – Level: The Surprise Box

Advanced: What is in the Box?

ELL: One, Two, Three- What Can You

See?

Decodable Books #5

Todd Fox

Dot and Pom-Pom



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.



instructions).

Narrative Elements

Draw conclusions

Make Inferences

Comprehension

Draw Conclusions

Make Inferences

Listen and respond




Genre

Realistic Fiction

Class book


Practice Book


Language Handbook



Related Books

Brown Bear, Brown Bear, What Do You

See? By Bill Martin Jr.

Surprise By Jane Fine

What is in the Box? By Lynn McClymont

Daddy is a Doodlebug By Bruce Degen

Writing

Kidwriting Manual

Websites

www.raz-kids.com

www.readinga-z.com

www.starfall.com

www.studyisland.com

www.kidwriting.homestead.com

Assessment


CD-ROM



Grammar Jingles

Writing Express


http://www.raz-kids.com/

http://www.readinga-z.com/

http://www.starfall.com/

http://www.studyisland.com/

http://www.kidwriting.homestead.com/


READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Writer’s Craft

Prewriting

Drafting

Responding and Revising

Proofreading

Publishing

Creative Writing (Kid writing)

Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar:

Asking Sentences

Capitalization and Punctuation


Science: Observation center, Life in a

pond, Nature walk

Social Studies:

Math: Picture graph, Counting

Writing: Write about giving a gift

Music: Create a song

Letter & Word Center: words with /ǒ/

Computer: Use a word processing

program to type High Frequency Words


READING – GRADE 1

SCOPE & SEQUENCE





















topic.



teacher guidance.



Prop Story






READING – GRADE 1

SCOPE & SEQUENCE













Computer:

Use a word processing program to type

High Frequency Words


READING – GRADE 1

SCOPE & SEQUENCE



STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Phoneme Isolation- /ô/

Phoneme Segmentation- /a/, /i/, /o/, and

/ô/

Phoneme Substitution- /ô/

Blend Phonemes- /ô/, /i/ and /l/

Variant Vowel- /ô/, /a/

Word Building

Phonograms –all, -ill

Contraction -n’t

Vocabulary

Story words: buy, that, very, where





anthology.

Spelling Words

all, call, fall, wall, ball, tall, on ,not, so, of

Comprehension

Sequence and Self Correct


Listen and Respond


Fluency

Choral Reading

Echo Reading

Partner Reading

Teaching Tools


Student anthology- Volume 1-1

Big Book: Let‟s Go Visiting

Vocabulary flashcards: buy, that, very,

where

Audio text 1

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations



Below-Level: Jan Has a Doll

On – Level: Pop the Corn

Advanced: A Corn Husk Doll

ELL: Let‟s Eat!

Decodable Books #6

At the Mall

Tall, Small, Tall



READING – GRADE 1

SCOPE & SEQUENCE


Book 1-1 THEME 2: Just For Fun STORY: All That Corn

TIMEFRAME: Based upon the Harcourt Five Day Plan




informational text.




B. Identify the difference between facts and






answers.


text.





of literature.





readings.



alliteration).

Comprehension

Sequence and Self Correct


Listen and Respond


Genre

Non fiction


Practice Book


Language Handbook



Related Books

My Day in the Garden; By Miela Ford

How 100 Dandelions Grew; By Louisa

Ernesto

The Turnip; By Harriet Ziefert

All About Seeds; By Susan Kuchalla

Writing

Kid Writing Manual

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE


Book 1-1 THEME 2: Just For Fun STORY: All That Corn







elements.



instructions).





topic.


topic.



topic.

Write a series of related sentences with

one central idea.


D. Write using adjectives, precise nouns, and

action verbs.

E. Revise writing by adding details or missing

information.

Class book

Writer’s Craft

Prewriting

Drafting


Proofreading

Publishing

Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Naming Parts of Sentences

Capitalization and Punctuation


Science: Scientific comparisons

Social Studies: Transportation of goods,

Workers

Letter & Word Center: Word wheel

Art: Seed Mosaics


Health: Healthy snacks

Writing: Write using comparisons

Computer: Use clip art to illustrate foods

from a farm


READING – GRADE 1

SCOPE & SEQUENCE








correctly.


Punctuate correctly


sentence formation.












Present the story as a News reporter




Harcourt and Cross Curricular topics


READING – GRADE 1

SCOPE & SEQUENCE





1.8.1 Research: Students gather information from

a variety of sources, analyzing and evaluating the

quality of information they obtain to answer

research questions.


topic.



teacher guidance.











Computer

Use clip art to illustrate foods from a farm


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-2 THEME 3: It’s My Turn Now

STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

short /ĕ/

Initial blends with s

Vocabulary

Story words: was, her, said, with, every,

day





anthology.

Spelling Words

hen, pen, men, end, send, set, all, call,

very, that

Comprehension

Setting

Create mental images

Fluency

Oral reading

Pair share

Choral reading

Teaching Tools


Student anthology Catch A Dream

Volume 2

Vocabulary flashcards: was, her, said,

with, every, day

Audio text 2

Intervention Kits



Harcourt website


www.eharcourt.com

Related websites

http://www.razkids.com/



http://www.kidwriting.com/

Big Book of Rhymes and Songs

Big Book -Where Does The Brown Bear

Go by Nicki Weiss


Below-Level: Apples

On – Level: Pick a Pet

Advanced: Pet Day

ELL: Big Animal Small Animal


http://www.eharcourt.com/






READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.



instructions).

Genre

Realistic Fiction

Narrative Elements

Setting

Create mental images

Writer’s Craft

Sentences frames

Sentences in dialogue form

Sentences utilizing data from a graph

Write captions

Decodable Book # 7

Ben and Bell

Red Hen


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Nests, Farm facts, Growth of a

chick

Social Studies: Pet care poster

Math: Number sentences, How many

animals legs?

Letter & Word Center: Build farm words

Computer: Use a drawing program to

draw a pet

Writing: Write a story of a new pet



READING – GRADE 1

SCOPE & SEQUENCE





1.5.1 Quality of Writing: Students write clear and




topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Join sentences

Using naming parts for two

Complete sentences

Naming parts for two


READING – GRADE 1

SCOPE & SEQUENCE







critically, and respond intelligently as individuals or

in group discussions.





individual or group situations. Deliver brief

oral presentations on a topic supported by

visual aids.




research questions.


topic.



teacher guidance.



Read and respond using complete

sentences when talking






READING – GRADE 1

SCOPE & SEQUENCE









purposes.





Computer

Use a drawing program to draw a pet


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-2 THEME 3: Catch a Dream

STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:














representations.



level text.

Decoding/Phonics

Digraph /th/ th

Phonograms: est, ent

Vocabulary

Story words: put, friends, new, she, use,

could






Spelling Words

then, them, this, that, path, with, men,

set, was, said

Comprehension

Cause/effect

Sequencing events

Fluency

Oral reading

Pair share

Choral reading

Teaching Tools


Student anthology, Catch A Dream,

Volume 2

Vocabulary flashcards: put, friends,

new, she, use, could

Audio text 2

Intervention Kits



Harcourt website


www.eharcourt.com

Related websites





Big Book - Sweet Dreams by Kimiko

Kajikawa


Below-Level: Boots for Red

On – Level: The Path

Advanced: My Friend, Boots

ELL: Going Outside to Play








READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Comprehension

Cause/effect

Sequencing events

Genre

Fantasy

Writer’s Craft

Book report

Story response

Poem

Topic Sentence

Decodable Book # 8

Seth‟s Pet

Math Path


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Animal groups

Social Studies: Boots around the world

Math: Sentence problems, Counting

pairs, Footprint size

Computer: Zoo website

Letter & Word Center: Animal alphabet

Art: Boot puppets

Writing: Thank you note


READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Telling parts of a sentence

Identify sentence parts

Match sentence parts

Create telling parts of sentences


READING – GRADE 1

SCOPE & SEQUENCE















visual aids.




research questions.


topic.



teacher guidance.



Present the story as a puppet show






READING – GRADE 1

SCOPE & SEQUENCE



STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day




to locate, evaluate, and collect information from

a variety of sources for a variety of purposes.





Computer

Zoo website


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:














representations.



level text.

Decoding/Phonics

Short /u/ u

Initial blends with r

Vocabulary

Story words: people, he, says, your,

gives, when, night, out






Spelling Words

us, bus, bug, rug, mug, must, with, then,

she, use

Comprehension

Cause/effect

Reread

Fluency

Oral reading

Pair share

Choral reading

Teaching Tools


Student anthology , Catch A Dream,

Volume 2

Vocabulary flashcards: people, he,

says, your, gives, when, night, out

Audio text 2

Intervention Kits



Harcourt website


www.eharcourt.com

Additional websites





Big Book Where Does the Brown Bear

Go? By Nicki Weiss

Big Books Of Rhymes and Songs


Below-Level: A Bug and A Pup

On – Level: In Space

Advanced: When I Was a Pup

ELL: Traffic Jam








READING – GRADE 1

SCOPE & SEQUENCE








A. Read, understand, and respond to

works of literature.

B. Recognize different types of genres

such as poetry, drama, and fiction.



readings.



alliteration).





elements.




Genre

Fantasy

Information book

Decodable Book # 9

Muff‟s Bath

Buck Duck


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Weather reports, Dogs

Social Studies: Transportation, Real-life

help situations

Math: Story problem

Letter and Word Center: Short /u/ phrases

Computer: Write a story

Writing: Write a story to show more ways

to help


READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Writer’s Craft

Writer‟s Process

Prewriting

Drafting

Responding and revising

Proofreading

Publishing

Grammar

Telling parts for two

Generate sentences

Form sentences

Zaner-Bloser Handwriting (daily)

Handwriting Without Tears (intervention)

Kid Writing

Alphabet

Kid Crowns

Word Wall

Word Family Houses

Craft of Writing books

Cross Curricular Integration/Learning Centers

Writing: Write riddles, Look what we can

do books, Adventures in our town book

Science: Spider prints

Social Studies: Identify vegetables by feel

Sand and Water: Plan a park, Build a

sand town

Math: Shopping/money, Matching

shapes, Cap patterns

Dramatic Play: Grocery store

Block: Build two different neighborhoods

Art: Shapes of our town, Design shoes

Letter and Words: Letter guess, Scrambled

eggs, Build words

Literacy:

Listening:

Manipulatives: Short and long words,

Build sentences, Building puzzles


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day


















topic.



teacher guidance.



Choral reading with puppets

Readers Theatre






READING – GRADE 1

SCOPE & SEQUENCE



STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day






purposes.





Computer

Write a story


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:














representations.



level text.

Decoding/Phonics

Diphthong /ng/ ng

Phonograms: ang, ing

Look for word bits and parts

Contractions: „s and n‟t, „ll

Vocabulary

Story words: from, eat, or, grows, two,

gone






Spelling Words

must, sing, sang, hang, ring, bring, rang,

bus, your, when

Comprehension

Details

Fluency

Oral reading

Pair share

Choral reading

Teaching Tools



Volume 2

Vocabulary flashcards: from, eat, or,

grows, two, gone

Audio text 2

Intervention Kits


Transparencies: # 28, 29, 30, 104, 105

Harcourt website


www.eharcourt.com

Additional websites





Big Books



Below-Level: Frogs

On – Level: Slim Grows Up

Advanced: Sing For The King

ELL: Look at the Pond








READING – GRADE 1

SCOPE & SEQUENCE







informational text.




B. Identify the difference between facts

and opinions within a text.





answers.

E. Read and respond to essential content

of text.





elements.




Comprehension

Details

Genre

Nonfiction

Writer’s Craft

Sentence frames

Sentences in dialogue form

Write song lyrics

Write a riddle

Create a class book

Decodable Book # 10

King Bing Plays Ball

Ling and Lang


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Life cycle of a frog, Compare

and contrast a frog and toad

Social Studies: How to protect frogs

Math: Sets of ten, Addition

Letter & Word Center: Phonogram Tic-

Tac-Toe

Computer Center: Animal actions

Art: Frog habitat poster

Writing: Write a tadpole tale


READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Complete sentences

Capital letters and end marks

Create sentences


READING – GRADE 1

SCOPE & SEQUENCE















visual aids.




research questions.


topic.



teacher guidance.



Pick a Page - rereading






READING – GRADE 1

SCOPE & SEQUENCE



STORY: Where Do Frogs Come From? Timeframe: Weeks 30, 31, 32, and 33










Computer Center

Animal actions


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:














representations.



level text.

Decoding/Phonics

R-controlled Vowels /or/ or ore

Compound words

Vocabulary

Story words: try, time, need, saw, be,

our, right, good, Mr.






Spelling Words

or, for, cork, fork, corn, more, hang, ring,

two, from

Comprehension

Character

Self-correct

Fluency

Oral reading

Pair share

Choral reading

Teaching Tools



Volume 2

Vocabulary flashcards: try, time, need,

saw, be, our, right, good, Mr.

Audio text 2

Intervention Kits



Harcourt website


www.eharcourt.com

Additional websites





Big Books Sweet Dreams by Kimiko

Kajikawa


Below-Level: Sport Will Try

On – Level: A Good Sport

Advanced: All Sorts Of Sports

ELL: Sports Day








READING – GRADE 1

SCOPE & SEQUENCE


Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best






A. Read, understand, and respond to


B. Recognize different types of genres

such as poetry, drama, and fiction.



readings.



alliteration).





elements.




Genre

Realistic Fiction

Writer’s Craft

Create a list

Story response

Sentence frames

Write sentences

Create persuasive posters

Decodable Book # 11

Morning Song

The Fort

More Corn

Mort‟s Trip to the Store


Practice book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Chart ways to be healthy,

Make a list of how to be a good sport

Social Studies: Use a concept web to

show the job of a teacher

Math: Bar graph, Calculate scores

Letter & Word Center: /ôr/ words

Computer: /ôr/ words

Writing: Rewrite the story with you as a

character, Write about something you do

best


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day






topic.


topic.



topic.




D. Write using adjectives, precise nouns, and

action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Identify nouns

Form sentences


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day











oral presentations on a topic supported

by visual aids.




research questions.


topic.



teacher guidance.



Readers Theatre

Show the Story by acting it out






READING – GRADE 1

SCOPE & SEQUENCE


Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best

TIMEFRAME: Based upon the Harcourt Five Day






purposes.





Computer

/ôr/ words


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Fun with Fish






text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Digraph /sh/sh

Initial blends with s

Initial blends with r

Vocabulary

Story words: some, their, many, how,

away, funny, hide, food






Spelling Words

ship, shop, shot, wish, dish, dash, for,

more, be, try

Comprehension

Details

Reread aloud

Fluency

Oral reading

Pair share

Choral reading

Teaching Tools



Volume 2

Vocabulary flashcards: some, their, many,

how, away, funny, hide, food

Audio text 2

Intervention kits



Harcourt website


www.eharcourt.com

Related websites





Big Book: Sweet Dreams by Kimiko

Kajikawa



Below-Level: Flip, The Funny Fish

On – Level: Trish Had A Wish

Advanced: The Fish Market

ELL: What Do You See At The Sea








READING – GRADE 1

SCOPE & SEQUENCE



STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan




informational text.










answers.

E. Read and respond to essential content

of text.





of literature.





readings.



alliteration).

Comprehension

Details

Genre

Nonfiction

Narrative Elements

Details

Decodable Book # 12

At the Shore

Trash


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Animals without legs,

Characteristics of fish, Write a report

about a specific fish

Social Studies: Friendship

Math: Ordinal numbers

Letter & Word Center: Rhyming words

Art: Patterned fish

Computer: Illustrate rhyme

Writing: Write a fish story

Health: Illustrate a healthy dinner with fish


READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.






words correctly.




sentence formation.

Class story

Writer’s Craft

Writer‟s process

Prewriting

Drafting

Respond and revise

Proofreading

Publishing

Grammar

Nouns; people and places

Use nouns in a sentences

Create a picture dictionary

Word classification


READING – GRADE 1

SCOPE & SEQUENCE














oral presentations on a topic supported

by visual aids.




research questions.


topic.



teacher guidance.



Groups provide choral reading of the

story






READING – GRADE 1

SCOPE & SEQUENCE



STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day










Computer

Illustrate rhyme


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-3 THEME 4: I Think I Can

STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation

Phoneme Blending

Phoneme Addition

Decoding/Phonics

Digraphs /ch/ ch, tch

Initial blends with l

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: air, animals, around, fly,

live, soon, turns






Spelling Words

chip, chin, inch, itch, catch, match, wish,

shop, how , many

Word Study

Nouns: Animals or Things

Looking for word bits and parts

Teaching Tools


Student anthology Here and There 1-3

Vocabulary flashcards: air, animals,

around, fly, live, soon, turns

Audio text 3

Big Book: From Head to Toe

Intervention Kits



Harcourt website


www.eharcourt.com


Below-Level: Soon I Will

On – Level: The Caterpillar

Advanced: Invent an Insect

ELL: Parent‟s Night

Decodable Book # 13:

Chad and his Chums

Mitch and Fitch

Chuck and Chet

Mitch, Chip, and Catnip



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Comprehension

Read across texts

Predict outcomes

Sequence

Comprehension

Predict outcomes

Sequence

Genre

Nonfiction

Narrative Elements

Predict outcomes

Sequence


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express


Related Websites

www.starfall.com

www.raz-kids.com


www.studyisland.com

www.readinga-z.com


Science: Butterfly habitat, Animal homes

and habitats, Insects

Social Studies:

Math: Measurement

Computer: Animal alphabet book

Art: Paper butterflies

Health: Good eating

Writing: A butterfly poem







READING – GRADE 1

SCOPE & SEQUENCE









elements.




1.5.1 Quality of Writing: Students write clear and




topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Word chart

Report

Facts

Notes

Riddles

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Nouns: Animals or Things


READING – GRADE 1

SCOPE & SEQUENCE

















a variety of sources, analyzing and evaluating

the quality of information they obtain to answer

research questions.


topic.



teacher guidance.



Listen and Respond

Connect to prior knowledge

Discuss author and illustrator

Set a purpose






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Animal alphabet book


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Did You See Chip?






text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Matching

Phoneme Isolation

Phoneme Blending

Phoneme Segmentation

Phoneme Deletion

Decoding/Phonics

R-controlled vowel /är/ ar

Inflections –s, -ed, -ing

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: city, house, sometimes,

take, there






Spelling Words

far, farm, arm, art, cart, card, chin, inch,

live, soon

Teaching Tools



Vocabulary flashcards: city, house,

sometimes, take, there

Audio text 3

Big Book: Little White Dog

Intervention kits


Transparencies: # 40-42, 109

Harcourt website


www.eharcourt.com


Below-Level: In the City Park

On – Level: Bess and Tess

Advanced: Mr. Smart‟s Big Dog Book

ELL: In the City


At the Park

Back on the Farm




READING – GRADE 1

SCOPE & SEQUENCE



STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan






of literature.





readings.



alliteration).





elements.




Comprehension

Setting

Make inferences

Retell

Genre

Play

Narrative Elements

Setting

Dialogue

Writer’s Craft

Newspaper ad

Chip‟s Story

Character Poem

Animal Care Sentence

Pet Sentences


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express


Related Websites

www.starfall.com

www.raz-kids.com


www.studyisland.com

www.readinga-z.com


Science: Animal camouflage, Dog facts

Social Studies: Compare and contrast

the farm and city

Math: Sorting, Adding

Music: Song (BINGO)

Letter & Word Center: Word puzzles with

/är/

Computer: Create an animal

Writing: Respond to favorite part of story







READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

One and More than One


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond



Grammar

One and More than One


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Create an animal


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation

Phoneme Blending


Phoneme Substitution

Decoding/Phonics

Digraphs /kw/ qu, /hw/wh

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: about, books, by, family,

grew, read, work, writing






Spelling Words

quit, quick, quiz, whiz, which, when, arm,

card, who, there

Word Study

Special Names and Titles for People

Teaching Tools



Vocabulary flashcards: about, books, by,

family, grew, read, work, writing

Audio text 3


Intervention kits



Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: Eric Carle From Head to Toe


Below-Level: My Family Quilt

On – Level: Working Hard

Advanced: Stefan is a Sculptor

ELL: What do you Find at the Library

Decodable Book # 15

Zip! Zap! Quick!

The Whiz

“Quick” Barked the King

Cluck! Quack! Wham! Whack!



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Comprehension

Character

Sequence events/summarize

Narrative Elements

Character

Genre

Biography

Narrative Elements

Character


Practice book


Language Handbook


Big Brown Bear by David McPhail

Shoe Town by Janet Stevens & Susan

Stevens Crummel

Related Books

Sing a Song of People; By Lois Lenski

Family Photos; By Jennifer Beck

Pablo‟s Tree; By Pat Mora

The Tortilla Factory; By Gary Paulsen

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Crops harvested by hand, Plant

needs

Social Studies: Tomás Rivera

Math: Number sentences

Writing: Create a dust jacket, Write your

own family story

Computer: Create a slide show to retell

the story

Letter & Word Center: qu and wh sort


READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Riddles

Writer’s Craft

Prewriting

Drafting


Proofreading

Publishing

Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Special Names and Titles for People


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Listen and Respond






Harcourt and Cross Curricular topics


READING – GRADE 1

SCOPE & SEQUENCE













Computer

Create a slide show to retell the story


READING – GRADE 1

SCOPE & SEQUENCE



STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation

Phoneme Blending



Phoneme Manipulation

Decoding/Phonics

R-controlled vowels /ûr/ er, ir, ur

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: find, follow, found, four, full,

these, way, were






Spelling Words

sir, dirt, bird, burn, fur, her, quit, when,

work, grew

Word Study

Special Names of Places

Teaching Tools



Vocabulary flashcards: find, follow,

found, four, full, these, way, were

Audio text 3


Intervention kits


Transparencies: # 46-48, 105

Harcourt website


www.eharcout.com


Below-Level: Follow Me

On – Level: Talent Night

Advanced: The Picnic in the Park

ELL: Let‟s Have a Picnic


Dr. Kern

The Third Bird

Burt and Curtis

Mom‟s Helper

Dig and Stir

Burk‟s Sunburn


http://www.eharcout.com/


READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Comprehension

Setting

Problem/solution

Narrative Elements

Setting

Problem solution

Comprehension

Setting

Genre

Fantasy

Writer’s Craft

Shared writing

Independent writing

Invitations

Favorite colors chart

Story response

Sentence frames


Practice book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express


Related Websites

www.starfall.com

www.raz-kids.com


www.studyisland.com

www.readinga-z.com


Science: Sort animals by habitat, Animal

needs

Social Studies: Tips for not getting lost

Computer: Type a list of /ûr/ words

Letter & Word Center: /ûr/ words

Art: Pet rocks

Writing: Write a play, Write a

continuation of the story

Health: Good picnic foods







READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect






READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond



Grammar

Special Names of Places


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Type a list of /ûr/ words


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation


Decoding/Phonics

Syllable /əl/ le

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: each, great, other, place,

school, talk, together






Spelling Words

middle, fiddle, wiggle, giggle, puddle,

cuddle, fur, bird, were, four

Word Study

Names of Days

Comprehension

Fact/fiction

Reread

Teaching Tools



Vocabulary flashcards: each, great,

other, place, school, talk, together

Audio text 3


Intervention Kits



Harcourt website


www.eharcout.com


Below-Level: My Friend

On – Level: The Little Fiddle

Advanced: Where is this Place?

ELL: Rainbow Hats


A Picnic for Winkle

Tell Me a Riddle


Practice Book


Language Handbook



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Narrative Elements

Fact/fiction

Comprehension

Reread

Genre

Nonfiction

Narrative Elements

Fact/fiction

Reread

Assessment


CD-ROM



Grammar Jingles

Writing Express


Websites

www.starfall.com

www.raz-kids.com


www.studyisland.com

www.readinga-z.com


Science: Shells, Seashore science, Shell

hunt

Letter & Word Center: words with –le

Music: Create a dance, Share a song

Art: Paint a friend picture

Computer: Publish a story

Writing: Complete sentence frames using

the story pattern of repeating word three

times







READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Diagram

Story Response

Riddles

Sentences

Cartoon Dialogue

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Names of Days


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond



Grammar

Names of Days


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Publish a story


READING – GRADE 1

SCOPE & SEQUENCE



STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation


Phoneme Blending

Phoneme Deletion

Decoding/Phonics

Long vowel /ō/ ow, oa

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: door, kind, made, who,

would






Spelling Words

low, bow, row, road, soap, boat, wiggle,

middle, talk, school

Word Study

Names of Months

Teaching Tools



Vocabulary flashcards: door, kind,

made, who, would

Audio text 3


Intervention Kits



Harcourt website


www.eharcout.com


Below-Level: Rock Soup

On – Level: The Best Food

Advanced: Bird Beaks and Bills

ELL: What Has a Beak?


A Little Fellow

Coal for Gramps

Snowball and Shadow

Camping at Oak Pond


http://www.eharcout.com/


READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Narrative Elements

Character


Comprehension

Character


Genre

Fable

A class play


Practice Book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express


Website

www.starfall.com

www.raz-kids.com


www.studyisland.com

www.readinga-z.com


Science: Fox features, Animal habitats,

Make a chart about foxes, Storks

Social Studies: Where foxes live

Math: Write number sentences

Computer: Fox facts

Writing: Write a new tale

Health: Write a recipe for soup







READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Prewriting

Drafting


Proofreading

Publishing


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond



Generate Words

Grammar

Names of Months


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Fox facts


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-4 THEME 5: Hello, Neighbor

STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Segmentation; focus on /ē/

Phoneme Deletion; Focus on /ē/

Phoneme Matching; Focus on /ē/

Phoneme Substitution; Focus on

Decoding/Phonics

Long Vowel e, ee, ea

Contractions „s, n‟t, „ll

Vocabulary

Story words: also, know, moved, only,

room, should, those, write, anything






Spelling Words

me, mean, bean, be, beet, feet, low,

road, who, door

Comprehension

Draw Conclusions

Make and Confirm Predictions

Fluency

Pair/Share Reading

Echo Reading

Choral Reading

Teaching Tools

Teacher‟s Edition: 1-4;Time Together

Student anthology; 1-4 Time Together

Vocabulary flashcards: also, know,

moved, only, room, should, those, write,

anything

Audio text 4


Activities for Phonemic Awareness

Intervention kits



Harcourt website


www.eharcourt.com

Literacy Stations


Big Book of Rhymes: 36, 37

Big Book: Hattie and The Fox


Below-Level: My Cats

On – Level: Cats in Boots

Advanced: Lions

ELL: What a Great Team!



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Comprehension

Draw Conclusions


Genre

Realistic Fiction

Narrative Elements

Character, Setting, Problem, Solution

Writer’s Craft

Animal flap book

News Headlines

Creative Writing

Story Response

Extend the Story

KidWriting

Decodable Book #19

To Be A Frog

Reed‟s Beetles

Sweet Treats

Edith and Felix

Lee Needs Sleep

The East Beach Team


Practice book


Language Handbook

Kid Writing

Kid Writing Handbook


Ask Mr. Bear by Marjorie Flack

Leon and Bob by Simon James

Fire Fighters by Norma Simon

Related Books

I Was Just About to Go to Bed by Lucy

McClymont

Cat Games by Harriet Ziefert

Kit and Kat by Tomie DePaola

Blueberries for Sal by Robert McCloskey

Assessment



READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Steps for Kid Writing

Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Names of Holidays

Capital Letters and Periods

Spelling

Punctuation

CD-ROM



Grammar Jingles

Writing Express



Science: Feline facts, Care of pets

Social Studies: Cats throughout time

Math: Patterns, Math problems

Writing: Create a book jacket, Create a

class book about pets

Letter & Word Center: Long vowel /ē/

Computer: Create a slide show as a

retelling


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Puppet theatre

Interview a character

Add sound effects to present the story






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Create a slide show as a retelling


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Rhyming Words; Focus on /ā/

Phoneme Isolation; Focus on /ā/

Count Syllables; Focus on /ā/

Identify Initial Sounds; Focus on /ā/ and

/ă/

Vocabulary

Story words: country, Earth, special, over,

town , world






Spelling Words

came , game, gate, late, lake, take,

feet, me, know, also

Comprehension

Classify/Categorize

Sequence Events/Summarize

Fluency

Pair/Share Reading

Echo Reading

Choral Reading

Teaching Tools

Teacher‟s Edition 1-4 Time Together

Student anthology 1-4 Time Together

Vocabulary flashcards: country, Earth,

special, over, town, world

Audio text 4



Intervention kits



Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: On a Hot, Hot Day by Nicki

Weiss

Big Book of Rhymes


Below-Level: Ann Gets a

Map

On – Level: Town Bird and Country Bird

Advanced: Tales of Mr. Map

ELL: Where Do I Live?



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Narrative Elements


Comprehension

Classify/Categorize


Genre

Nonfiction

Narrative elements



Practice Book


Language Handbook

Kid Writing






Related Books

A Place for Nicholas by Lucy Floyd

There is a Town by Gail Herman

All the Colors of the Earth by Sheila

Hamanaka

Me and My Place in Space by Joan

Sweeney

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Theme Word Chart

Story Response

Sentence Frames

Write Sentences

Advertisements


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Using I and Me


Punctuation

Spelling


Science: Science words

Social Studies: Create a 3-D map of

your school, Draw a map, States and

their neighbors

Reading: Use reference books to learn

about countries

Letter & Word Center: Silly sentences

Computer: Use mapping software to

locate your community

Writing: Write about a place to visit


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Take a part – act out the story






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Use mapping software to locate your

community


READING – GRADE 1

SCOPE & SEQUENCE



STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Phoneme Isolation; Focus on /ē/

Phoneme Isolation; Focus on /är/ and

/ûr/

Phoneme Isolation; Focus on /ē/ -es, -ed,

-ing

Vocabulary

Story words: different, old, water, years,

above, hold, warm






Spelling Words

jelly, belly, bunny, funny, furry, hurry, take,

came, world, over

Comprehension

Classify/Categorize

Look for Word Bits and Parts

Fluency

Pair/Share Reading

Echo Reading

Choral Reading

Teaching Tools


Time Together


Vocabulary flashcards: different, old,

water, years, above, hold, warm

Audio text 4



Intervention kits



Harcourt website


www.eharcourt.com

Literacy Stations



Weiss

Big Book of Rhymes 13, 33


Below-Level: A House and A Tepee

On – Level: Animal Homes

Advanced: Andy‟s New House

ELL: Take a Tour of My House



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Narrative Elements

Classify/Categorize

Comprehension

Classify/Categorize


Genre

Nonfiction

Narrative Elements

Classify/Categorize

Decodable Book #21

Benny Bunny

Ricky and Lucky


Practice book


Language Handbook

Kid Writing






Related Books

Animal Homes by Ann Lee

Houses in Homes (Around the World

Series) by Ann Morris and Ken Heyman

Where Do I Live? By Neil Chesanow

Somewhere in the World Right Now by

Stacey Shuett

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Friendly letter

Writer’s Craft

Prewriting

Drafting


Proofreading

Publishing


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Pronouns: He, She, It, and They


Spelling

Punctuation


Science: From soil to bricks

Social Studies: Best house for the

weather, Weather affects shelter

Math: Geometric houses

Writing: My Dream House

Computer: Create writing stationery

Letter & Word Center: Word bits and parts

Art: Build a house


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Discuss the photographs






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Create writing stationery


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Phoneme Blending; Focus on /ī/,

Phoneme Segmentation; Focus on /ī/

Phoneme Deletion; Focus on /ī/

Phoneme Manipulation; Focus on /ī/ and

/i/

Phoneme Manipulation; Focus on /ī/ and

/i/

Vocabulary

Story words: because, most, picture,

why, cook, front, listen, young






Spelling Words

nine, line, like, bike, bite, while, funny,

hurry, warm, water

Word Study

Alphabetize

Comprehension

Draw Conclusions

Create Mental Images

Fluency

Pair/Share Reading

Echo Reading

Choral Reading

Teaching Tools


Student anthology1-4 Time Together

Vocabulary flashcards: because, most,

pictures, why, cook, front, listen, young

Audio text 4


Activities for Phonemic Awareness: Frog

Went Courtin‟

Intervention kits



Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: Hattie and the Fox by Mem Fox


Below-Level: Picture A Kite

On – Level: Side By Side

Advanced: Family Life: Then and Now

ELL: Meet My Family!



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Genre

Fiction

Narrative Elements

Draw Conclusions


Writer’s Craft

Feelings list

Shared Writing

Interactive Writing (Story Response)

Writing Across the Curriculum (Dialogue)

Photo captions

Sentence frame

Independent Writing


Mike‟s Job

A Fine Day for Kites


Practice book


Language Handbook




Firefighters by Norma Simon

Related Books

I Have a Question, Grandma by Catie

Belleveau

We‟re Going On a Lion Hunt by David

Axtell

All Kinds of Children by Norma Simon

Grandfather and I by Helen E. Buckley

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE


Book 1-4 THEME 5: Hello, Neighbor STORY: Tell Me a Story







topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Describing Words


Science: Partner drawing of animal

pictures, Bullfrogs

Social Studies: Hopscotch, Islands, Your

own family story

Math:

Music: Jump rope jingles

Computer: Type vocabulary words

Letter & Word Center: Long /ī/

Writing: Write a story about where to sail

away


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Discussion group

Expressive reading

Picture and read






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Type vocabulary words


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-4 THEME 5: Hello, Neighbor STORY: My Robot






text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Deletion; focus on /s/

Phoneme Segmentation; focus on /s/

Phoneme Blending; focus on /s/

Phoneme Substitution; focus on /ā/a-e

and /ī/i-e

Phoneme Deletion; focus on/īs/, /īd/

Decoding/Phonics

Consonant /s/c

Phonograms –ice, -ide

Vocabulary

Story words: always, does, even, pretty,

say, sound, almost, once






Spelling Words

ice, nice, rice, race, face, space, like,

nine, why, most

Comprehension

Fantasy/Reality

Reread Aloud

Teaching Tools

Teacher‟s Edition – Volume 1-4 Time

Together


Vocabulary flashcards: always, does,

even, pretty, say, sound, almost, once

Audio text 4



Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations



Weiss

Big Book of Rhymes


Below-Level: I Have a Robot

On – Level: Cindy‟s Cellar

Advanced: Robots Rush

ELL: All the Things I Did Today




READING – GRADE 1

SCOPE & SEQUENCE



STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan






of literature.





readings.



alliteration).





elements.




Fluency

Pair/Share Reading

Echo Reading

Choral Reading

Narrative Elements

Reread Aloud

Comprehension

Fantasy/Reality

Reread Aloud

Genre

Science Fiction

Writer’s Craft

Sentences about stores

Thank-You note

Shared Writing

Describing words

Speech balloons

Independent Writing

Interactive Writing

Kid Writing

Decodable Book # 23

Cindy‟s Circus

Bats are Nice


Practice book


Language Handbook

Kid Writing






Related Books

Special Things by Virginia Loewen

Bear‟s Busy Family by Stella Blackstone

Harriet, You‟ll Drive Me Wild! By Mem Fox

Rolie, Polie, Olie by William Joyce

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Describing Words Color, Size Shape


Spelling

Punctuation


Science: Watch plant growth

Social Studies: Games around the world,

Learning about past and present, Robots

on the job

Art: Draw a picture of a robot at your

house, Robot puppets

Writing: Write a thank-you letter, My

robot wish

Computer: Use draw or paint program to

design a picture using color, size and

shape

Letter & Word Center: Word puzzles


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Act out the story using dialogue

Pantomime story

Present story using character cutouts

Interview characters






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Use draw or paint program to design a

picture using color, size and shape


READING – GRADE 1

SCOPE & SEQUENCE


THEME 5: Hello Neighbor

STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation


Phoneme Blending

Decoding/Phonics

Variant vowel /ou/ ow, ou

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: busy, care, Dr., eight, any,

took






Spelling Words:

cow, how, now, down, out, round, nice,

face, does, once

Word Study

Describing Words: Taste, Smell, Sound,

Feel

Teaching Tools



Vocabulary flashcards: busy, care, Dr.,

eight, any, took

Audio text 4

Big Book: On a Hot, Hot Day

Intervention kits



Harcourt website


www.eharcourt.com


Below-Level: A Pet to the Vet

On – Level: Dr. Brown at Work

Advanced: Keep Well Day

ELL: What is my Job?

Decodable Book # 24

Howdy Clown

What Joan Found

Bow-Wow Hound

The Grouchy Mice



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Comprehension

Classify/ categorize

Read ahead

Genre

Nonfiction


Practice book


Language Handbook

Assessment


CD-ROM



Grammar Jingles

Writing Express


Related Websites

www.starfall.com

www.raz-kids.com


www.studyisland.com

www.readinga-z.com


Social Studies: Job tasks of a vet,

Community workers

Math: Make up math problems

Letter & Word Center: Pets and their

names

Computer: Design a poster about pet

adoption

Music: Animal songs

Art: Pet mask

Writing: Write your own animal story

Health: Healthy pet food







READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

How-to paragraph

Writer’s Craft

Prewriting

Drafting


Proofreading

Publishing

Grammar


Feel


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Interpretive reading

Listen and Respond

Concept Vocabulary

Grammar


Feel


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Design a poster about pet adoption


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

Phoneme Isolation; Focus on /ī/

Phoneme Blending; Focus on /ī/

Phoneme Segmentation; Focus on /ī/

Phoneme Substitution; Focus on /ī/ and

/ē/

Phoneme Substitution; Focus on –ed/d/,

/t/, /ed/

Long Vowels /ī/y, ie

Building words

Inflections –s, -ed, -ing

Vocabulary

Story words: again, blue, high, love,

opened, hello






Spelling Words

my, fly, by, why, sky, try, out, now, any,

eight

Word Study

Alphabetize

Teaching Tools


Student anthology: 1-4 Time Together

Vocabulary flashcards: again, blue, high,

love, opened, hello

Audio text 4

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations



Big Book of Rhymes 42


Below-Level: Bears Are Big

On – Level: Kyle‟s Attic

Advanced: The Bear Facts

ELL: Counting My Friends



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.



descriptions, letters, instructions)

Narrative Elements

Retelling

Comprehension

Cause/Effect


Retelling

Genre

Fantasy

Writer’s Craft

Writing Across the Curriculum (Animal

book)


Shared Writing (Want Ad, Rhyme)

Sentences

Independent Writing

Decodable Book # 25

Let‟s Fly

Fried Fish and Apple Pie

Freddy and the Fly

A Fly on My Pie


Practice book


Language Handbook





Related Books

Skimper-Scamper by Jeff Newell

A Kiss for Little Bear by Else Holmelund

Minarik

Goldilocks and the Three Bears by James

Marshall

Every Autumn Comes the Bear by Jim

Arnosky

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Describing Words


Science: Bear facts

Social Studies: Being a good neighbor

Math: Number words, Animal addition

problems

Art: Clay

Letter & Word Center: Puppets

Computer: Use a draw or paint program

to create a picture of a bear and label its

parts

Writing: Create a class book about

camping


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Act it out

Pantomime

Puppet retelling






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Use a draw or paint program to create a

picture of a bear and label its parts


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-4 THEME 6: Hello Neighbor

STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation


Phoneme Blending

Count Syllables

Decoding/Phonics

Long Vowel /ō/ o-e

Fluency

Choral reading

Echo Reading

Pair/Share Reading

Vocabulary

Story words: another, change, field,

touch, twelve, wait, wild






Spelling Words

bone, cone, code, rode, rose, those, my,

try, again, blue

Word Study

Describing Words: Weather

Teaching Tools



Vocabulary flashcards: another, change,

field, touch, twelve, wait, wild

Audio text 4

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations



Big Book of Rhymes 14, 30


Below-Level: What a Bee Can See

On – Level: Ants are Busy

Advanced: A Honey of a Story

ELL: Let‟s Take a Walk

Decodable Book # 26

Rabbit and Mole

A Vole Finds a Home



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration)

E.

Comprehension

Cause/effect

reread

Genre

Nonfiction


Practice Book


Language Handbook





Related Books

Seasons by Lucy Floyd

Bumblebee, Bumblebee, Do You Know

Me? By Ann Rockwell

It‟s a Good Thing There Are Insects by

Allan Fowler

Buzz! By Melvin Berger

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Sentence frames

Story response

Sentences about work

Write sentences


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Describing Words: Weather


Science: How bees gather food,

Spreading pollen, Bees and bugs

Social Studies:

Math: Counting, Addition story problems

Writing: Write what happens next in the

story

Letter & Word Center: Build /ō/ o-e words

Computer: Use draw or paint software to

create a picture of a bee at work and

label its parts

Health: Create a list showing what foods

humans use from animals


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Act it out

Listening comprehension

Listen and respond

Build concept vocabulary






READING – GRADE 1

SCOPE & SEQUENCE














READING – GRADE 1

SCOPE & SEQUENCE


Book 1-5 THEME 6: Going Places

STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme substitution

Phoneme isolation

Rhyming words

Decoding/Phonics

Long Vowel: /ī/ igh

Contractions: „s, n’t, ‘ll

Inflections: -ed, -ing (drop final e)


Vocabulary

Story words: nothing, thought, afraid,

flew, join, learn, wonder






Spelling Words

high, night, light, right, might, bright,

rode, those, touch, twelve

Word Study

Suffixes

Describing words

Comprehension

Plot

Teaching Tools


Student anthology Gather Around 1-5

Vocabulary flashcards: nothing, thought,

afraid, flew, join, learn, wonder

Audio text 5

Intervention Kits


Transparencies: # 79, 80, 81, 105, 106

Writer‟s Companion Unit 5: Lesson 1

Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: To Market, To Market by Anne

Miranda


Below-Level: Flying High

On – Level: The Bird in the Plum Tree

Advanced: The Wright Brothers

ELL: What‟

Decodable Book # 27

Seeing the Sights

The Light Flight

Additional Resource

Practice Book


Language Handbook



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Fluency

Reread for fluency

Echo reading

Choral reading

Pair/Share reading

Narrative Elements

Plot

Genre

Fiction

Writer’s Craft

Theme word chart

Story Response

How birds fly

Story About a Problem

Postcards


Little Fox Goes to the End of the World by

Ann Tompert

The Big Dipper by Franklyn M. Branley

Peeping and Sleeping by Fran Manushkin

Related Books

Dream Around the World by Deborah

Eaton

Are You My Mother? P.D. Eastman

The Story of Ferdinand by Monro Leaf

The Little House by Virginia Lee Burton

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Observing birds, Bird habits, Birds

and their nests

Social Studies: Draw a map of the school

from a bird‟s-eye view

Math: Sorting, Number stories, Nothing = 0

Art: Bird collage

Writing: Write about where you would go

if you could fly


READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Writer’s Craft

Prewrite and draft

Revise and reflect





Grammar

Describing words: -er, -est


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Dramatize events

Listen and Respond

Connect to Prior Knowledge

Set a Purpose






READING – GRADE 1

SCOPE & SEQUENCE



STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness


Phoneme Counting

Initial Phoneme Deletion/Substitution

Final Phoneme Deletion

Decoding/Phonics:

Long Vowels /ā/ ai, ay

Phonograms –ail, -ain

Inflections –ed, -ing (drop final e)

Vocabulary

Story words: cold, sure, caught, hurried,

near, son






Spelling Words

day, say, sail, pail, pay, play, right, high,

learn, join

Word Study

Verbs

Comprehension

Cause/Effect

Details

Teaching Tools



Vocabulary flashcards: cold, sure,

caught, hurried, near, son

Audio text 5

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: I Swam with a Seal by Charlotte

Agell



Below-Level: Rainy Day Pals

On – Level: Two Snails

Advanced: Just Around the Corner

ELL: What Season Is It?

Decodable Books: #28

Daisy

A Gray Day

One Rainy Day

Rain, I Say



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Fluency

Reread for fluency

Echo reading

Choral reading

Pair/Share reading

Narrative Elements

Setting (past and present)

Comprehension

Cause/Effect

Genre

Fiction

Writer’s Craft

Story Response

Dialogue

Report

Lists


Practice Book


Language Handbook



Ann Tompert



Related Books

Henry by F. R. Robinson

Who Stole the Cookie? By Judith Muffatt

Frog and Toad Together by Arnold Lobel

Frogs by Gail Gibbons

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect






Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Verbs


Science: Signs of Spring, The seasons,

Create a tree frog model, Life cycle of a

frog

Math: Measurement

Social Studies: Seasons around the world

Computer: Create an action scene using

clip art

Letter & Word Center: Long vowel /ā /

words

Art: Illustrate a “just around the corner”

picture


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond


Set a Purpose

Visualize

Grammar

Verbs


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Create an action scene using clip art


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation

Phoneme Blending

Decoding/Phonics

Long Vowels /ī/ i

Inflections –ed, -ing (double final

consonant)

Vocabulary

Story words: both, during, ready






Spelling Words

find, kind, mind, mild, child, wild, day,

play, sure, son

Word Study

Verbs

Comprehension

Main Idea

Self-Correct

Fluency

Reread for fluency

Echo reading

Choral reading

Pair/Share reading

Teaching Tools



Vocabulary flashcards: both, during,

ready

Audio text 5

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations



Miranda

Big Book of Rhymes 6, 7, 38, 39


Below-Level: Young Animals

On – Level: Counting Bears

Advanced: The Wild Giant Panda

ELL: Every Animal Has a Home

Decodable Books #29

Hi, Green Beans

Wild, Wild Things


Practice Book


Language Handbook



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Comprehension

Main Idea

Genre

Nonfiction



Ann Tompert



Related Books

Grizzly and the Bumblebee by Joy Cowley

A Friend Growl Bear by Margot Austin

Three Pandas by Jan Wahl

Copy Me, Copycub by Susan Winter

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Life of a river

Social Studies: Alaska, Life in Alaska

Math: Fact families, How many?

Computer: Kinds of bears

Music: Create additional verses to the

song, The Bear Went Over the Mountain

Letter & Word Center: Missing letters

Writing: Illustrate a caption from the story


READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Poem

Story Response

Dialogue

Report

Lists

Writer’s Craft

Prewrite and draft

Revise and reflect






Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Verbs that tell about now


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond


Set a Purpose

Visualize

Grammar

Verbs that tell about now


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Kinds of bears


READING – GRADE 1

SCOPE & SEQUENCE



STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation

Phoneme Matching

Decoding/Phonics

Long vowels /ō/ o

Contractions: ‘ve, ‘d, ‘re

Vocabulary

Story words: clues, detectives, floor,

nature, piece, pulls






Spelling Words

old, fold, told, cold, roll, most, find, child,

both, during

Word Study

Using Am, Is, and Are

Comprehension

Main Idea

Read Ahead

Fluency

Reread for fluency

Echo reading

Choral reading

Pair/Share reading

Teaching Tools



Vocabulary flashcards: clues, detectives,

floor, nature, piece, pulls

Audio text 5

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: I Swam With a Seal by Charlotte

Agell



Below-Level: The Thing that Visited Our

Camp

On – Level: Girl Detective

Advanced: Looking for Clues

ELL: A Cat Has Four Paws


Let‟s Go

Flo Hippo


Practice Book


Language Handbook



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Narrative Elements

Setting

Characters

Problem/Solution

Comprehension

Main Idea

Genre

Nonfiction



Ann Tompert



Related Books

The Monarch Butterfly by Sarah Gaitanos

If You Find a Rock by Peggy Christian

Hide and Snake by Keith Baker

Animals Camouflage by Phyllis

Lymbacher-Tildes

Assessment


CD-ROM



Grammar Jingles

Writing Express



Science: Animal food, Animal diets,

Nature detective walk

Math: Measurement, Symmetry

Computer: Type animal clues and use

clip art to illustrate

Art: Vegetable and fruit prints, Poster

paws

Letter & Word Center: Words with long

vowel /ō/

Writing: Write a tv news story as a

reporter


READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Chart

Picture Caption

Newspaper Article

Riddle

Description of Setting

Writer’s Craft

Prewrite and draft

Revise and reflect






Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar



READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond

Develop Listening

Comprehension

Connecting Texts

Appreciating Language

Grammar



READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Type animal clues and use clip art to

illustrate


READING – GRADE 1

SCOPE & SEQUENCE


Book 1-5 THEME: Going Places

STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Matching

Phoneme Addition


Phoneme Deletion

Decoding/Phonics

Consonant /j/ g, dge

Inflections –ed, -ing (drop final e)


Vocabulary

Story words: angry, okay, nearly, sorry






Spelling words

age, page, cage, badge, budge, fudge,

old, most, floor, piece

Word Study

Verbs that tell about the past

Comprehension

Plot

Make Inferences

Teaching Tools



Vocabulary flashcards: angry, okay,

nearly, sorry

Audio text 5

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: I Swam With a Seal by Charlotte

Agell



Below-Level: Storm Watch

On – Level: The Edge of the Puddle

Advanced: The World of Water

ELL: All Kinds of Weather


Roger‟s Gerbil

The Fudge Judge

Ginger

The Badgers Have a Picnic



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Fluency

Reread for fluency

Echo reading

Choral reading

Pair/Share reading

Genre

Fiction

Narrative Elements

Plot

Problem/Solution

Writer’s Craft

Animal Bingo Cards

Class Book

Writing Directions

Narrative Sentences

Writing Letters


Practice Book


Language Handbook



Ann Tompert



Related Books

Water‟s Journey by F. R. Robinson

Pig Pig Grows Up by David McPhail

The Three Billy Goats Gruff illustrated by

Steven Carpenter

Meet the Boxcar Children-The Adventures

of Benny and Watch by Gertrude

Chandler

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Prewrite and draft

Revise and reflect






Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar



Science: Evaporation

Social Studies: Create a poster of rules

Writing: Choose an animal and continue

the story, Write about something else the

boy and the alligator can do together

Health: Appropriate clothing for weather

Computer: Create sentences and

illustrate using a draw or paint program

Art: Write a caption and illustrate

activities that can be done inside and

outside

Music: Sing a puddle song


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond


Generating words


Grammar



READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Create sentences and illustrate using a

draw or paint program


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation

Phoneme Blending

Phoneme Addition

Decoding/Phonics

Long vowels /(y)ōō / u-e



consonant)

Vocabulary

Story words: boy, head, read, brought,

few






Word Study

Using was and were

Spelling Words

tube, cube, cute, use, rule, huge, page,

fudge, angry, sorry

Comprehension

Predict Outcomes

Use Decoding/Phonics

Teaching Tools



Vocabulary flashcards: boy, head, read,

brought, few

Audio text 5

Intervention Kits



Harcourt website


www.eharcourt.com

Literacy Stations



Miranda



Below-Level: Goldy and the Three Bears

On – Level: All About Pigs

Advanced: Little Pig at the State Fair

ELL: The Furniture in My House


Queen June and the Rude Dude

Jules and Luke


Practice Book


Language Handbook



READING – GRADE 1

SCOPE & SEQUENCE









of literature.





readings.



alliteration).





elements.




Fluency

Reread for fluency

Echo reading

Choral reading

Pair/Share reading

Narrative Elements

Plot

Characters

Comprehension

Predict Outcomes

Use Decoding/Phonics

Genre

Fiction

Writer’s Craft

Fantasy story



Ann Tompert



Related Books

Boring Old Bed by Joy Cowley

The Rainy Day Grump by Deborah Eaton

Small Pig by Arnold Lobel

Henry and Mudge and the Best Day by

Cynthia Rylant

Assessment


CD-ROM



Grammar Jingles

Writing Express



Math: Spatial awareness, Number sense

Science: Animal needs

Social Studies: City life or farm life, Stores

and their products

Letter & Word Center: Review short vowel

/ĭ/

Computer: Write a fantasy story

Writing: Write complete sentences telling

what you do at bedtime

Art: Create a collage


READING – GRADE 1

SCOPE & SEQUENCE









topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Prewriting

Drafting


Proofreading

Publishing


Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Using was and were


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Listen and Respond


Choral Reading


Generate rhyming words

Predict outcomes

Extend the Pattern

Retell Story Events

Grammar

Using was and were


READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Write a fantasy story


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Phonemic Awareness

Phoneme Isolation


Decoding/Phonics

Short vowel /e/ ea

Inflections –er, -est


consonant)

Vocabulary

Story words: afternoon, bicycle, carry,

hours, parents, words






Spelling Words

lead, head, bread, read, ready, heavy,

rule, use, few, boy

Word Study

Using go and went

Comprehension

Main Idea

Make Inferences

Teaching Tools



Vocabulary flashcards: afternoon,

bicycle, carry, hours, parents, words

Audio text 5

Intervention Kits



Harcourt website


www.eharcout.com

Literacy Stations



Miranda



Below-Level: An Afternoon Nap

On – Level: Ready, Set, Sleep

Advanced: Jobs at All Hours

ELL: Touch Your Nose, Wiggle Your Toes


All Kinds of Weather

Ned‟s Feathers



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Fluency

Reread for fluency

Echo reading

Choral reading

Pair/Share reading

Comprehension

Main Idea

Note Details

Make Inferences

Genre

Nonfiction


Practice Book


Language Handbook



Ann Tompert



Related Books

Goodnight Goodnight by Brenda Parkes

The Sun is My Favorite Star by Frank Asch

Mabel Dancing by Ann Hest

What! Cried Granny: An Almost Bedtime

Story by Kate Lum

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Animal Chart

Story Response

Captions

Facts list

Writer’s Craft

Prewrite and draft

Revise and reflect






Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar



Science: Observing animals (record

keeping)

Social Studies: Night jobs, Elephants

around the world, Beds around the world

Math: Creating addition story problems,

Using the clock

Letter & Word Center: /ē/ ea and /ĕ/ ea

words

Computer: Write and illustrate an

animal‟s dream

Writing: Write about your favorite dream

Music: Lullaby


READING – GRADE 1

SCOPE & SEQUENCE



















and literature.


used in speech.

Present story as a television show

Listen and Respond


Generating words


Connect to Personal Experiences

Grammar



READING – GRADE 1

SCOPE & SEQUENCE








research questions.


topic.



teacher guidance.















Computer

Write and illustrate an animal‟s dream


READING – GRADE 1

SCOPE & SEQUENCE



STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan





text.

B. Demonstrate:






words.









representations.



level text.

Decoding/Phonics

/oo/: Phonograms -oom, -oot

Phonemic Awareness:

Phoneme isolation

Phoneme blending

Phoneme segmentation

Phoneme manipulation

Phoneme substation

Counting syllables

Vocabulary

Story words: against, careful, fire, quietly,

shook






Spelling Words

cool, tool, toot, tooth, booth, boot, read,

head, carry, hours

Comprehension

Plot

Sequence of Events/Summarize

Fluency

Echo reading

Choral reading

Partner/ small reading groups

Partner

Triangle Reading

Pair Share Reading

Teaching Tools


Student anthology

Vocabulary flashcards: against, careful,

fire, quietly, shook

Audio text

Intervention Kits


Transparencies: # 100,101,102,109

Oopples and Boonoonoos

Thinking Maps

Word builder/ letter cards

Harcourt website


www.eharcourt.com

Literacy Stations


Big Book: I Swam with a Seal by Charlotte

Agell


Below-Level: Baboons Park

On – Level: Around the Zoo with Baboon

Advanced: Who Is in the Pond?

ELL: Let‟s Visit the Zoo

Decodable Book # 34

The Loose Tooth

The Goose and the Loon



READING – GRADE 1

SCOPE & SEQUENCE







informational text.










answers.


text.





of literature.





readings.



alliteration).

Narrative Elements

Characters

Setting

Plot (Beginning, Middle, End)

Genre:

Informational Fiction


Practice Book


Language Handbook



Ann Tompert



Related Books

How the Sky Got Its Stars by Gail Tuchman

Gift From the Sea by Kate Banks

Up the Mountain by Charlotte Agell

Lionel at Large by Steven Krensky

Assessment


CD-ROM



Grammar Jingles

Writing Express



READING – GRADE 1

SCOPE & SEQUENCE









elements.








topic.


topic.



topic.





and action verbs.


information.




correctly.




sentence formation.

Writer’s Craft

Talking mural

Story response

Sentence frames

Write a description

Posters

Prompt-About Animals

Writer’s Craft

Prewrite and draft

Revise and reflect






Mini Lesson

Draw a Picture

Write a story

Adult Write

Share/Lesson

Grammar

Contractions with not


Science: Shadows, Groups of baboons,

How mother animals care for their young,

Animal facts

Social Studies:

Math: Math stories

Letter & Word Center: /ōō/ oo words

Art: Draw a picture about another

experience for Baboon, Make a mobile

Computer: Publish a story

Writing: Write sentences for your art

mobile using descriptions for dark and

light


READING – GRADE 1

SCOPE & SEQUENCE



















research questions.


topic.



teacher guidance.



Role-play story animals






READING – GRADE 1

SCOPE & SEQUENCE













Computer

Publish a story

DOLCH WORD LIST

Sorted alphabetically by grade level

Highlighted words should be introduced as appropriate to correlate with Independent Readers, Decodable Books, as well as the anthology.

Pre-primer Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

a K I am Special Theme X

and 1 The Hat X

away 1 Fun with Fish X

big 1 Jack and Rick X

blue 1 Little Bear’s Friend X

can 1 The Hat X

come K Around the Town Theme X

down 1 The Hat X

find 1 On the Way to the Pond X

for K Neighborhood Helpers Theme X

funny 1 Fun with Fish X

go K Silly Business Theme X

help 1 Jack and Rick X

here K Under the Ocean Theme X

I K Around the Table Theme X

in 1 The Hat X

is 1 Jack and Rick X

it

jump

little K Explore Our Surroundings

Theme X

look K Around the Town Theme X

make 1 Ants X

me K Neighborhood Helpers Theme X

my K I am Special Theme X

not 1 Todd’s Box X

one K Explore Our Surroundings

Theme X

play 1 Jack and Rick X

red

run

said 1 Dan’s Pet X

see K Animal Adventures Theme X

the K I am Special Theme X

three

to K Family Ties Theme 5 X

two 1 Where Do Frogs Come From? X

up 1 The Hat X

we K Silly Business Theme X

where 1 All That Corn X

yellow

you K Animal Families Theme X

Primer

Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

all 1 All That Corn X

am 1 The Hat X

are K Under the Ocean Theme X

at

ate

be 1 Try Your Best X

black

brown

but

came 1 Me on the Map X

did

do K Bug Surprises Theme X

eat 1 Where Do Frogs Come From? X

four 1 On the Way to the Pond X

get

good 1 Try Your Best X

have K Animal Families Theme X

he 1 Space Pup X

into

like K Around the Table Theme X

must 1 Space Pup X

new 1 Boots for Beth X

no K Animal Adventures Theme X

now 1 Jack and Rick X

on K Family Ties Theme X

our 1 Try Your Best X

out 1 Space Pup X

please

pretty 1 My Robot X

ran

ride

saw 1 Try Your Best X

say 1 My Robot X

she 1 Boots for Beth X

so 1 Todd’s Box X

soon 1 I am a Butterfly X

that 1 All That Corn X

there 1 Did You See Chip? X

they 1 Ants X

this 1 Boots for Beth X

too 1 Jack and Rick X

under

want 1 Jack and Rick X

was 1 Dan’s Pet X

well

went 1

what K Bug Surprises Theme X

white

who 1 The Fox and the Stork X

will

with 1 Dan’s Pet X

yes 1 The Hat X

First Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

after 1

again 1 Little Bear’s Friend X

an

any 1 On the Job with Dr. Smith X

as

ask

by 1 Tomás Rivera X

could 1 Boots for Beth X

every 1 Dan’s Pet X

fly 1 I am a Butterfly X

from 1 Where Do Frogs Come From? X

give 1 Space Pup X

going

had 1 Sam and the Bag X

has

her 1 Dan’s Pet X

him

his

how 1 Fun with Fish X

just

know 1 Bed Full of Cats X

let

live 1 I am a Butterfly X

may

of 1 Todd’s Box X

old 1 At Home Around the World X

once 1 My Robot X

open 1 Little Bear’s Friend X (opened)

over 1 Me on the Map X

put 1 Boots for Beth X

round 1 On the Job with Dr. Smith X

some 1 Fun with Fish X

stop

take 1 Did You See Chip? X

thank

them 1 Boots for Beth X

then 1 Boots for Beth X

think

walk 1 Ants X

were 1 On the Way to the Pond X

when 1 Space Pup X

Second

Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

always 1 My Robot X

around 1 I am a Butterfly X

because 1 Tell Me a Story X

been

before

best

both 1 Fishing Bears X

buy 1 All That Corn X

call 1 All That Corn X

cold 1 Frog and Toad All Year X

does 1 My Robot X

don’t 1 Todd’s Box X

fast

first

five

found 1 On the Way to the Pond X

gave

goes

green

its

made 1 The Fox and the Stork X

many 1 Fun with Fish X

off

or 1 Where Do Frogs Come From? X

pull 1 How to be a Nature Detective X

read 1 Tomás Rivera X

right 1 Try Your Best X

sing

sit

sleep 1 Sleep is for Everyone X (in title)

tell

their 1 Fun with Fish X

these 1 On the Way to the Pond X

those 1 Bed Full of Cats X

upon

us 1 Space Pup X

use 1 Boots for Beth X

very 1 All That Corn X

wash

which 1 Tomás Rivera X

why 1 Tell Me a Story X

wish 1 Fun with Fish X

work 1 Tomás Rivera X

would 1 The Fox and the Stork X

write 1 Bed Full of Cats X

your 1 Space Pup X

Third Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word

about 1 Tomás Rivera X

better

bring 1 Where Do Frogs Come From X

carry 1 Sleep is for Everyone X

clean

cut

done

draw

drink

eight 1 On the Job with Dr. Smith X

fall 1 All That Corn X

far 1 Did You See Chip? X

full 1 On the Way to the Pond X

got 1 The Hat X

grow 1 Where Do Frogs Come From? X

hold 1 At Home Around the World X

hot 1 Todd’s Box X

hurt

if

keep

kind 1 The Fox and the Stork X

laugh

light 1 The Story of a Blue Bird X

long

much

myself

never

only 1 Bed Full of Cats X

own

pick 1 Jack and Rick X

seven

shall

show

six

small

start

ten

today

together 1 Friends Forever X

try 1 Try Your Best X

warm 1 At Home Around the World X

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM

READING/COMMUNICATIONS – GRADE 1

Read/Communications Standard 1.1.1 rev 6/2011 cs 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)

1.1.1: LEARNING TO READ INDEPENDENTLY

1.1.1.A. Purpose of Reading:

Identify the purpose and type

(fiction and nonfiction) of text.

CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that

give information, drawing on a wide reading of a range of text types.

CC.1.R.I.8 Integration of Knowledge and Ideas: Identify the reasons an author gives to support points in

a text.

1.1.1.B. Word Recognition Skills:

Demonstrate:

Phonological awareness

through phoneme

manipulation. Knowledge of letter sound

correspondence

(alphabetical principle) to

decode and encode

words.

CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds.

(phonemes).

CC.1.R.F.2a Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable

words.

CC.1.R.F.2b Phonological Awareness: Orally produce single-syllable words by blending sounds

(phonemes), including consonant blends.

CC.1.R.F.2c Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds

(phonemes) in spoken single-syllable words.

CC.1.R.F.2d Phonological Awareness: Segment spoken single-syllable words into their complete sequence

of individual sounds (phonemes).

CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills

in decoding words.

CC.1.R.F.3a Phonics and Word Recognition: Know the spelling-sound correspondences for common

consonant digraphs (two letters that represent one sound).

CC.1.R.F.3b Phonics and Word Recognition: Decode regularly spelled one-syllable words.

CC.1.R.F.3c Phonics and Word Recognition: Know final –e and common vowel team conventions for

representing long vowel sounds.

CC.1.R.F.3d Phonics and Word Recognition: Use knowledge that every syllable must have vowel sound

to determine the number of syllables in a printed word.

CC.1.R.F.3e Phonics and Word Recognition: Decode two-syllable words following basic patterns by

breaking the words into syllables.

CC.1.R.F.4c Use context to confirm or self-correct words recognition and understanding, rereading as

necessary.

CC.1.RL.2e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic

awareness and spelling conventions.





1.1.1: LEARNING TO READ INDEPENDENTLY

1.1.1.C.Vocabulary Development:

Use increasingly robust

vocabulary in oral and written

language.

CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or

appeal to the senses.

CC.1.R.I.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of

words and phrases in a text.

CC.1.L.4 Vocabulary Acquisition and Use: 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.

CC.1.L.4a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a

word or phrase.

CC.1.L.4b Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a

word.

CC.1.L.4c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and

their inflectional forms (e.g., looks, looked, looking).

CC.K.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate

understanding of word relationships and nuances in word meanings.

CC.K.L.5a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., colors, clothing)

to gain a sense of the concepts the categories represent.

CC.K.L.5b Vocabulary Acquisition and Use: Demonstrate 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).

CC.K.L.5c Vocabulary Acquisition and Use: Identify real-life connections between words and their use

(e.g., note places at school that are cozy).

CC.1.L.5d Vocabulary Acquisition and Use: 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.

CC.1.L.6 Vocabulary Acquisition and Use: 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., I named my hamster Nibblet because shs

nibbles too much because she likes that).




PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.1.1: LEARNING TO READ INDEPENDENTLY 1.1.1.D. Comprehension and

Interpretation: Demonstrate

listening and reading

comprehension/understanding

before reading, during reading,

and after reading through

strategies such as think aloud,

retelling, summarizing,

connecting to prior knowledge,

and nonlinguistic representation.

CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text.

CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of

their central message or lesson.

CC.1.R.L.6 Craft and Structure: Identify who is telling the story at various points in a text.

CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.

CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or

pieces of information in a text.

CC.1.R.F.4a Fluency: Read grade-level text with purpose and understanding.

CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text read

aloud or information presented orally or through other media.

CC.1.L.4c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their

inflectional forms (e.g., looks, looked, looking).

1.1.1.E. Fluency: Demonstrate

accuracy and automaticity in

decoding and oral reading of

grade level text.

CC.1.R.F.2b Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes),

including consonant blends.

CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in

decoding words.

CC.1.R.F.3b Phonics and Word Recognition: Decode regularly spelled one-syllable words.

CC.1.R.F.3c Phonics and Word Recognition: Know final –e and common vowel team conventions for

representing long vowel sounds.

CC.1.R.F.3d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to

determine the number of syllables in a printed word.

CC.1.R.F.3e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking

the words into syllables.

CC.1.R.F.3f Phonics and Word Recognition: Read words with inflectional endings.

CC.1.R.4b Fluency: Read grade-level text orally with accuracy, appropriate rate, and expression.

CC.1.L.4C Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their

inflectional forms (e.g., looks, looked, looking).




IRA/NCTE STANDARDS:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United

States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal

fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,

philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,

their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and

their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a

variety of audiences and for different purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative

language, and genre to create, critique, and discuss print and non-print texts.

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and

synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,

geographic regions, and social roles.

10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to

develop understanding of content across the curriculum.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the

exchange of information)




FOCUS POINTS:

Fluency

Oral

Independent

Phonics and Decoding

Short vowel sounds: a,e,i,o,u

Long vowel sounds:

/a/, a-e, ai, ay

/e/, e, ee, ea, y

/i/, i, i-e, ie, igh, y

/o/, o, ow, oa, o-e

/u/, u-e

Phonograms: -ace, -ack, -ad, -ag, -age, -ail, -ain, -ake, -all, -am, -ame, -an, -ang, -ap, -arm, -art, -at, -ate, -ay, -ead, -ean, -eet, -en, -end, -

ice, -ide, -ick, -ight, -ike, -ild, -ill, -inch, -ind, -ine, -ing, -ink, -it, -itch, -ite, -ode, -old, -one, -ool, -oom, -oot, -op, -or, -ore, -ot, -own, -ound, -ube, -

ug, -us

Consonant: /j/, /dge/, /s/, /c/

Digraphs: ck, qu, sh, th, tch,wh

Dipthong: /ng/, ng

Initial Blends: r, s

Blends: l, r, s

R-Controlled Vowels:

/ar/ ar

/er/ er, ir, ur

/or/ or & ore

Syllable /l/ -le

Variant Vowels:

/ou/ ou, ow

/o/ oo

Concepts of Print

Vocabulary and Concept Vocabulary

Vocabulary and High Frequency Words

Literacy Response

Phonemic Awareness

Blending Sounds

Counting Syllables

Rhyming Wrods

Phoneme Isolation

Phoneme Blending





Phoneme Addition

Phoneme Matching

Phoneme Deletion



Phoneme Counting

Vocabulary

Sight Words

Dolch Words

Writing

For Purpose

ACTIVITIES:

Identify and produce rhyming words.

Identify and sort words into categories.

Track auditorialy each word in print and each syllable in a word.

Match words to form compound words.

Match long and short vowel sounds to the appropriate letters.

Spell independently by using phonetic knowledge.

Write sentences using phonetic knowledge in Kid Writing

Blend sounds to read words using common patterns of words.

Word games, bingo, word find puzzles, crossword puzzles, spelling squares, bang rainbow words, memory.

Count the number of syllables in a word.

Create a class book.

Increase reading fluency through read alouds, echo reading, choral reading, partner reading, taped stories, reading transparencies,

computer programs.

Read and use words from word wall.

Recognize digraphs.

Recognize, write and read common blends.

Recognize, read and write initial and ending digraphs.

Read and use inflections.

Read and construct contractions.

Demonstrate knowledge of word meaning through listening, speaking, reading and comprehending.

Read aloud using proper intonation and inflection.

Vocabulary builder – word of the day.




ASSESSMENTS:

Unit assessments based upon learning objectives

End of Story Tests

DIBELS, Teacher Observations, Anecdotal Records (check lists, rubrics, etc.)

Vocabulary Assessments

Fluency Assessments

DIFFERENTIATED INSTRUCTION:

Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation

English Language Learner Resource kit

Intervention Station

Leveled Guided Readers

Graphic Organizers, Thinking Maps

Computer Programs

English Language Learner Kits

Extension

Earobics

Learning Centers Leap Desk, Leap Pad, Leap Mat, Leapsters, Language Master, Books on Tape, Phonics Handheld Games, Read the Room



Computer Programs

Enrichment


Computer Programs





RESOURCES:

Harcourt Trophies Basal Reading Series and Resources

Kidwriting: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Fedgus


Intervention Kit

Literacy Station Activities

Fluency Builders

Starfall

Earobics

Raz-Kids

Reading A – Z

Thinkginity.org

Harcourt.com

A–Z Learning.com

Funbrain.com

Kidwriting.com

Dolch Word List

COMMON CORE STANDARDS KEY

RL - READING – LITERATURE

RI - READING – INFORMATIONAL TEXT

RF - FOUNDATIONAL SKILLS

W - WRITING

SL - SPEAKING AND LISTENING

L - LANGUAGE





1.2.1: READING, ANALYZING AND INTERPRETING TEXT

1.2.1.A. Text Organization:

Demonstrate concepts of print.

Identify text organization and use

content to derive meaning from

text.

CC.1.R.I.5 Craft and Structure: 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.

CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.

1.2.1.B. Fact and Opinion: Identify

the difference between facts and


CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.

CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.

1.2.1.C Essential and Nonessential:

Identify essential information within

and across a variety of texts.

CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting and support, identify basic similarities

in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or

procedures).

CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between

two text on the same topic(e.g., in illustrations, descriptions, or procedures).

1.2.1.D. Inferences: Make inferences

and draw conclusions citing

evidence from the text to support

answers.

CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or

pieces of information in a text.

1.2.1.E. Text Analysis and

Evaluation: Read and respond to

essential content of text.

CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.

CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read

informational texts appropriately complex for grade 1.

decoding words.


word or phrase.




IRA/NCTE STANDARDS:

























FOCUS POINTS:

Comprehension

Sequencing

Ask/Answer Questions

Author’s Purpose

Background Knowledge; Prior Knowledge and Experiences

Details



Draw Conclusions

Make Inferences

Listen and Respond


Listening Comprehension

Setting


Cause/Effect

Re-read

Character

Self-correct

Read Across texts

Setting

Retell

Summarize

Problem/Solution

Fact/Fiction

Classify/Categorize

Compare/Contrast

Fantasy/Reality

Plot

Main Idea




ACTIVITIES:

Read title and make predictions about story content

Activate prior knowledge

Make connections to events in the text

Picture walk (look at pictures and photographs)

Confirm predictions

Identify and understand story elements (characters, setting, problem and solution)

Draw conclusions based on story elements

Make inferences based on information provided in text

Identify and understand main idea and details

Compare/Contrast characters in story

Guided comprehension questions (Ask and answer questions about text)

Understand cause/effect

Distinguish fantasy from realistic text

Understand that printed materials provide information

Understand story dialogue

Harcourt Science Leveled Readers

Trade Books

ASSESSMENTS:

End of Selection Test

DIBELS/Progress Monitoring

Teacher observation

Thinking Maps

Teacher anecdotal records (checklists, rubrics, observation, etc.)






Remediation

Earobics

Additional Support Activities in Harcourt Teacher Manual

Intervention Resource Kit

English Language Learners Resource Kit

Below Level Books for All Learners

Below Level Practice Book

Thinking Maps

Computer Websites

English Language Learner Kit

Extension

On Level Books for All Learners

On Level Practice Book

Thinking Maps

Related Theme Resources in Harcourt Teacher Manual

Computer Websites

Enrichment

Advanced Books for All Learners

Advanced Level Practice Book

Thinking Maps


Computer Websites

RESOURCES:


Computer Programs: Study Island, Earobics

Computer Websites:

www.harcourtschool.com,

www.learninga-z.com,

www.starfall.com,

http://www.brainpopjr.com/

Guided Reading Books

Thinking Maps

Learning Centers – Leap Pad, PLATO,

Harcourt Trophies Audiotexts


http://www.learninga-z.com/










W - WRITING


L - LANGUAGE





1.3.1: READING, ANALYZING AND INTERPRETING LITERATURE – FICTION AND NON-FICTION

1.3.1.A. Analysis and Evaluation:

Read, understand, and respond to


CC.1.R.l.1 Key Ideas and Details: Ask and answer questions about key details in a text.


their central massage or lesson.

CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key

details.

CC.1.R.L.10 Range of Reading and Level of Text Complexity: With prompting and support, read prose

and poetry of appropriate complexity for grade 1.


word or phrase.

1.3.1.B. Literary Genres: Recognize

different types of genres such as

poetry, drama, and fiction

1.3.1.C Literary Elements: Identify

literary elements (characters,

setting, and main idea in selected

readings.


their central message or lesson.

CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key

details.

CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and

experiences of characters in stories.

1.3.1.D. Literary Devices: Identify

literary devices in selected readings

(e.g., personification, rhyming,

alliteration).




IRA/NCTE STANDARDS:

























FOCUS POINTS:

Genre

Realistic Fiction

Fiction

Poetry

Nonfiction

Fantasy

Play

Biography

Fable

Science Fiction


Narrative Elements

Characters

Sequence


Draw Conclusions

Make Inferences


Setting

Fantasy/Reality

Cause/Effect

Retelling

Details

Plot

Predict Outcomes

Dialog

Problem/Solution

Fact/Fiction

Reread

Summarize

Classify/Categorize




ACTIVITIES:

Author’s Purpose

Preview/Predict

Story Response/Retelling

Shared Writing

Think and Respond Questions


Story Maps

Puppetry

Readers Theatre

Reread

Picture /Story Walk

Harcourt Language Handbook

Daily Oral Language Practice

Morning Message

ASSESSMENTS:

End of Selection Test

DIBELS(Retelling)

Progress Monitoring

Anecdotal Records

Teacher Observation

QRI

Rubrics

Computerized Tests (RAZ Kids, Brain Pop)






Remediation

Intervention

English Language Learner resource kit

Intervention resource kit



Graphic organizers, Thinking Maps

Computer Programs (RAZ Kids)

Language Master

Extension


Learning Centers


Computer Programs (RAZ Kids)

Language Master

Enrichment


Graphic Organizers

Learning Centers

Language Master

RESOURCES:

Harcourt Trophies Reading Series and Resources/Computer Programs

Graphic Organizers

Workable Documents (charts, schedules, recipes, rules, signs, posters, maps)

Classroom Library (nonfictional, fictional, informational tests, magazines, dictionaries, newspapers)

Reading, Comprehension and Fluency, Grade 1, by Mary Rose (Scholastic)

Trade Books

Language Master








W - WRITING


L - LANGUAGE





1.4.1: TYPES OF WRITING

1.4.1.A. Narrative: Write,

dictate, or illustrate descriptive

poems and stories that include

literary elements.

CC.1.W.3 Text Types and Purposes: 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.

1.4.1.B. Informational: Write

Informational pieces using



CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply

some facts about the topic, and provide some sense of closure.




IRA/NCTE STANDARDS:







their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies,

and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)to communicate effectively with a


5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with

different audiences for a variety of purposes.











exchange of information).




FOCUS POINTS:

Kid Writing/Craft of Writing: Rewrite, Draft, Revise, Reflect, Proofread, Publish,


ACTIVITIES:

Word Charts: Use word charts as resources (family poster, WWW, Holiday words, Kid Crowns etc.)

Prompts: Use ideas from the Themes in Harcourt

Creative Writing

Story Response: To teach the students how to respond to literature

Sentence Frames:

Sentences in dialogue form: Using quotation marks, having conservation

Sentences utilizing data from a graph

Write Invitations

Messages

Write Captions/Cartoon dialogue

Reports: Gather information to write reports

Write Poems: Explore different types of writing poetry(acrostic, haiku, rhyming, shape poems)

Song Lyrics

Riddles

Class Books: Create a book using students collective on a variety of topics

Create a list: Uses of lists( shopping, to do, organizing)


Shared Writing

Independent Writing

Diagrams

Writing Directions

Writing Friendly Letters: Parts of a letter(opening, body, date, signature, closing)

ASSESSMENTS

Kid Writing Rubric

Teacher Observations

Checklists

Completion of projects






Remediation

Small groups with teacher assistance

Accommodations (2 sentences instead of 5)

Teachers starts and student finishes

Teacher models

Use of Graphic Organizers/Thinking Maps for organization assisted by teacher

Computer Programs


Extension

Use thinking maps to aid project

Use resources in the classroom

Use conventions of writing

Enrichment

Using multiple thinking maps when completing project

Require/Expect more: more facts, more sentences, longer poem

Use more advanced conventions of writing

Using skills taught correctly in writing

RESOURCES:

Kid Writing: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Felgus


Thinking Maps

Children’s Literature

Computer Program: Microsoft Word





W - WRITING


L - LANGUAGE





1.5.1: QUALITY OF WRITING

1.5.1.A. Focus: Identify and write

about one specific topic.

CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic,

supply some facts about the topic, and provide some sense of closure.




1.5.1.B. Content: Develop content

appropriate for the topic.

Gather and organize

information, incorporating

details relevant to the topic.

Write a series of related

sentences or a paragraph

with one central idea



CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with

relevant details, expressing ideas and feelings clearly.

1.5.1.C Organization: Organize

writing in a logical order.



1.5.1.D. Style: Write using

adjectives, precise nouns, and

action verbs.

CC.1.L.1b Conventions of Standard English: Use common, proper, and possessive nouns.

CC.1.L.1c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic

sentences (e.g., He hops; We hop).

CC.1.L.1h Conventions of Standard English: Use determiners (e.g., articles, demonstratives).

CC.1.L.1j Conventions of Standard English: Produce and expand complete simple and compound

declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1.5.1.E Revising: Revise writing by

adding details or missing

information.

CC.1.W.5 Production and Distribution of Writing: 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.




PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.5.1: QUALITY OF WRITING

1.5.1.F. Convention: Use grade

appropriate conventions of


Spell common, frequently

used words correctly.



Begin to use correct

grammar and sentence

formation.

CC.1.R.F.1a Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word,

capitalization, ending punctuation).

CC.1.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task

and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific

expectations).

CC.1.L.1.1 Conventions of Standard English: Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

CC.1.L.1a Conventions of Standard English: Print all upper- and lowercase letters.

CC.1.L.1b Conventions of Standard English: Use common, proper, and possessive nouns.

CC.1.L.1c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic

sentences (e.g., He hops; We hop).

CC.1.L.1d Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me,

my; they, them, their, anyone, everything.

CC.1.L.1e Conventions of Standard English: 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).

CC.1.L.1f Conventions of Standard English: Use frequently occurring adjectives.

CC.1.L.1g Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so,

because).

CC.1.L.1h Conventions of Standard English: Use determiners (e.g., articles, demonstratives).

CC.1.L.1i Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond,

toward).

CC.1.1j Conventions of Standard English: Produce and expand complete simple and compound

declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

CC.1.l.2a Conventions of Standard English: Capitalize dates and names of people.

CC.1.L.2b Conventions of Standard English: Use end punctuation for sentences.

CC.1.L.2c Conventions of Standard English: Use commas in dates and to separate single words in a series.

CC.1.L.2d Conventions of Standard English: Use conventional spelling for words with common spelling

patterns and for frequently occurring irregular words.




IRA/NCTE STANDARDS:


States and the world; to acquire new information;

to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and

nonfiction, classic and contemporary works.








6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation) media techniques, figurative














FOCUS POINTS:

Comprehension


Characters

Classify/ Categorize

Creating Mental Images

Details

Dialogue

Drawing Conclusions

Fact/Fiction

Fantasy/Reality

Listening and Responding to Text

Main Idea


Making Inferences

Plot

Predicting Outcomes

Problem/Solution

Reading

Reading Ahead


Rereading

Rereading Aloud with Inflection

Reread for Fluency

Self-Correcting

Sequencing Events in a Story

Setting

Genre

Biography

Fable

Fantasy

Fiction


Nonfiction

Play

Realistic Fiction

Science Fiction




Grammar

Complete Sentences

Compound Words

Contractions: ‘s, n’t, ‘ll,

Capital Letters and End Marks

Describing Words (adjectives): color, size, shape, taste, smell, sound, fell

Joining Sentences

Identify Nouns as People ,Animals, Things and Places

Identify Verbs

Inflections: -s, -ed, -er, -est, -ing

Match sentence Parts

Naming Parts of A Sentence

Naming Parts For Two

Naming Sentences

One or More Than One

Pronouns: He, She, It, They

Proper Nouns: Months, Days of the Week, Holidays,

Proper Nouns: Titles for People, Places,

Punctuation

Spelling

Telling Parts Of A Sentence

Telling Parts For Two

Telling Sentences

Using Am, Is, Are, Was, Were

Using I and Me

Using Nouns In Sentences

Word Classification


Phonics and Decoding

Short vowel sounds: a,e,i, o, u

Long vowel sounds:

/a/, a-e, ai, ay

/e/ e, ee, ea, y

/i/ i-e, ie, igh, y

/o/: o, ow, oa, o-e

/u/u-e

Phonograms: -ace, -ack, -ad, -ag, -age, -ail, -ain, -ake, -all, -am, -ame, -an -ang, –ap, -arm, -art, -at, -ate, -ay, -ead, -ean, -eet, -en, -end, --

ice, -ide, -ick, -ight, -ike, -ild, -ill, -inch, -ind, -ine, -ing, -ink, -it, -itch, -ite, -ode, -old, -one, -ool, -oom, -oot, -op, -or, -ore, -ot, -ow, -own, -ound, -

ube, -ug -us




Consonant /j/ dge, /s/ c

Digraphs: -ck, qu, sh, th, tch, wh

Diphthong/ng/ ng,

Initial Blends: r, s

Blends: l, r, s,

R-Controlled Vowels:

/ar/ ar

/er/ er, ir, ur,

/or/ or & ore,

Syllable/l/ -le

Variant Vowels:

/ou/ ou, ow

/o/ oo

Concepts of Print

Vocabulary and Concept Vocabulary

Vocabulary and High Frequency Words

Literary Response

Phonemic Awareness

Blending Sounds

Counting Syllables

Rhyming Words

Phoneme Isolation

Phoneme Blending


Phoneme Addition

Phoneme Matching

Phoneme Deletion



Phoneme Counting

Writing For Purpose

Enjoyment

Persuasive

Informational

Narrative

Descriptive




Writing Process

Prewrite

Draft

Respond/Revise

Proofread

Publish

Conventions

Creative Writing (Kid Writing)

Development of Effective Sentences

Dialogue

Effective Paragraph

Facts

Focus/Idea

Independent Writing

Interactive Writing

Listen and Respond

Match Text With Picture

Notes

Organization

Poem

Purpose

Reflection

Report

Riddles

Shared Writing

Story Response

Voice

Word Choice

Write Sentences




ACTIVITIES:

Write about self-selected topics

Brainstorm ideas to use for the topic

Match text with picture

Finish story starters

Write in complete sentences

Write captions

Create a list

Use appropriate capital letters and end marks

Write proper names and titles

Add details to support the main idea

Spell independently, by using prephonetic knowledge, sounds of the alphabet, and knowledge of letter names

Arrange ideas in logical order

Use the kidwriting process and mini-lessons

Reread sentences or story to oneself, a classmate and/or an adult

Take pride in authoring a page in a class book

Read and listen to literature books to spark ideas for writing

Utilize dialogue in writing

Purposeful Writing: Newspaper ads, riddles, poems, posters, persuasive, informational, letters, invitations, cards, song lyrics, messages,

postcards

Games: Crossword Puzzles, Spelling Squares, Rainbow Words, Write the Room

Publish written work


Shared Writing

Independent Writing

ASSESSMENTS:

Unit assessments based upon learning objectives

End of Story Tests

DIBELS, Teacher Observations, Anecdotal Records (check lists, rubrics, etc.)

Vocabulary Assessments

Rubrics/Checklists






Remediation

Earobics





Computer Programs


Extension

Earobics

Learning Centers-Leap Desk, Leap Pad, Leap Mat, Leapsters, Language Master, Books on Tape, Phonics Handheld Games, Read the Room



Computer Programs

Enrichment


Starfall

Study Island

Graphic Organizers, Thinking maps

Computer Programs




RESOURCES:

Harcourt Trophies Reading Series and Resources

Kidwriting: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Feldgus


Intervention Kit

Literacy Station Activities

Fluency Builders

Kid Writing Library:

o A Story for Bear by Dennis Haseley & Jim LaMarche

o Angelo by David MacAaulay

o Annie and the Wild Animals by Jan Brett

o The Bear Snores On by Jane Chapman

o Butterfly House by Eve Bunting

o Chester’s Way by Kevin Henkes

o Come On Rain by Karen Hesse & Jon J Muth

o Dory Story by Jerry Pallotta

o Earthdance by Joanne Ryder

o Fritz and the Beautiful Horses by Jan Brett

o The Gardner by David MacAaulay

o Giant Jam Sandwich by John Vernon Lord

o Grammar Tales by Liza Charlesworth

o Green Eyes

o Hey Little Ant by Phillip M. Hoose

o Listen to the Rain by Bill Martin, Jr.

o The Mitten by Jan Brett

o Miz Berlin Walks by Jane Yolen

o Mr. Brown Can Moo by Dr. Seuss

o My Lucky Day by Keiko Kasza

o My Mama Had a Dancing Heart by Libba Gray

o Muncha Muncha Muncha by Candace Fleming

o Nothing Ever Happens on 90th Street by Roni Schotter

o Owl Moon by Jane Yolen

o Pinduli by Janell Cannon

o Seven Blind Mice by Ed Young

o Stellaluna by Janell Cannon

o The Gardner by David MacAaulay

o The Giant Jam Sandwich by John Vernon Lord

o The Old Woman Who Named Things by Cynthia Rylant

o The Pain and the Great One by Judy Blume




o Rain by Manya Stojic

o The Quilt Makers Gift by Jeff Brumbeau

o The Squiggle by Carole Lexa Schaefer

o The Very Noisy Night by Diana Hendry

o Thundercake by Patricia Polacco

o Too Many Pumpkins by Linda White

o Tops and Bottoms by Janet Stevens

o When I was Young in the Mountains by Cynthia Rylant

Starfall.com

Raz-Kids

Study Island

Reading A-Z





W - WRITING


L - LANGUAGE





1.6.1: SPEAKING AND LISTENING

1.6.1.A. Listening Skills/Discussion:

Listen actively and respond to others

in small and large group situations

with appropriate questions and

ideas.

CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse

partners about Grade 1 topics and texts with peers and adults in small and larger groups.

CC.1.SL.1a Comprehension and Collaboration: 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).

CC.1.SL.1b Comprehension and Collaboration: Build on others’ talk in conversations by responding to

the comments of others through multiple exchanges.

CC.1.SL.1c Comprehension and Collaboration: Ask questions to clear up any confusion about the topics

and texts under discussion.

CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text

read aloud or information presented orally or through other media.

CC.1.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in

order to gather additional information or clarify something that is not understood.

1.6.1.B. Speaking Skills/Presentation:

Use appropriate volume and clarity

in individual or group situations.

Deliver brief oral presentations on a

topic supported by visual aids.

CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall

information from experiences or gather information from provided sources to answer a

question.

CC.1.SL.1a Comprehension and Collaboration: 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).

CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with

relevant details, expressing ideas and feelings clearly.

CC.1.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions

when appropriate to clarify ideas, thoughts, and feelings.




IRA/NCTE STANDARDS:

















FOCUS POINTS:

Listening Skills and Strategies

Speaking Skills and Strategies




ACTIVITES:

Listening

Listen and Respond

Choral Reading

Echo Reading

Pair/Share or Partner Reading

Listen to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, or informational speeches

Listen for a purpose (1) to follow oral directions (one, two, three, and multi-step), (2) for specific information, and (3) for enjoyment.

Respond to a variety of media and speakers

Big Book of Rhymes

Listening Center – listen to books on tape

Speaking

Speak clearly and audibly and use appropriate volume and pace in different settings

Use formal and informal English appropriately

Follow rules of conversation

Stay on topic when speaking

Use descriptive words

Give and follow two, three, and four, step directions

Recite poems, rhymes, songs, stories, soliloquies, or dramatic dialogues

Participate in classroom activities and discussion

ASSESSMENTS:

Checklists

Teacher observations

Daily oral dictation activities






Remediation

Earobics

Intervention Resource Kit

English Language Learners Resource Kit

Below Level Books for All Learners

Computer Websites

Harcourt Fluency Builder Cards


Extension

On Level Books for All Learners

Related Theme Resources in Harcourt Teacher Manual

Computer Websites

Oral Reading Fluency Guide


Enrichment

Advanced Books for All Learners

Advanced Level Practice Book

Thinking Maps


Computer Websites


RESOURCES:

“Oo-ples and Boo-noo-noos: Songs and Activities for Phonemic Awareness”

Big Books

Read Aloud Anthology

Poems, Rhymes, Songs, etc.

Harcourt Literacy Centers


Computer Programs: Study Island, Earobics

Computer Websites:

www.harcourtschool.com,

www.learninga-z.com,

www.starfall.com, http://www.brainpopjr.com/

Guided Reading Books

Learning Centers – Leap Pad, PLATO,

Harcourt Trophies Audiotexts


http://www.learninga-z.com/










W - WRITING


L - LANGUAGE





1.7.1: CHARACTERISTICS AND FUNCTIONS OF THE ENGLISH LANGUAGE

1.7.1.A. Formal and Informal

Language: Recognize formal and

informal language used in speech.

IRA/NCTE STANDARDS:












different audience for a variety of purposes.



8. Students use a variety of technological and informational resources (e.., libraries databases, computer networks, video) to gather and

synthesize information to create and communicate knowledge.


geographic regions and social roles.





exchange of information.




FOCUS POINTS:

Grammar

Writing basic sentences

Recite a rhyme

Making connections

Telling sentences

Capital letters and periods, punctuation marks

Asking sentences

Naming parts of sentence

Joining naming parts with “and”

Telling parts of sentences

Identify sentence parts

Match sentence parts

Create telling parts of sentences

Joining telling parts with “and”

Generate/form complete sentences

Nouns-(people, places, things, animals

One and more than one

Special names and titles for people

Special names of places

Names of Days

Names of Months

Names of Holidays

Spelling

Using I and Me

Pronouns (he, she, it and they)

Describing words (color, size, shape, taste, smell, sound feel, weather, -er, -est)

Verbs

Using “and, is and are”

Using “was and were”

Contractions




ACTIVITES:

Grammar packets

Kid Writing – Mini lesson

Shared Writing

Story Responses

Teacher Modeling

ASSESSMENTS:

End of selection tests

Kid Writing Journals/Samples

Teacher Observation

Anecdotal records

Story Responses



Remediation


Intervention resource kit


Graphic organizers

Kid Writing groups


Extension


Graphic organizers

Kid Writing groups

Learning Centers

Computer programs

Enrichment


Computer Programs

Writing Centers




RESOURCES:

Harcourt Trophies Language Handbook/Transparencies/Teacher Manual

Kid Writing

Creating Young Writers

Harcourt Writer’s Companion

Learn to Write Series (Creative Teaching Press)

Grammar Jingles CD

Scholastic Grammar Tales

Scholastic Parts of Speech Tales

Scholastic Punctuation Tales

Trade Books

Starfall

Raz Kids

Learning a-z

Funbrain

Promethean Planet





W - WRITING


L - LANGUAGE





1.8.1: RESEARCH

1.8.1.A. Inquiry Based Process:

Generate appropriate questions

about a topic.

1.8.1.B. Location of Information and

Citing Sources: Locate and discuss

information on an identified topic in

a small group, with teacher

guidance.

1.8.1.C Organization and Production

of Final Product: Create and explain

a research-based project in a small

group.

CC.1.W.7 Research to Build and Present Knowledge: 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.

IRA/NCTE STANDARDS













7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and

synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit

their purpose and audience.




8. Students use a variety of technological and informational resources (e.g., libraries, databases, computers, networks, video) to gather and




FOCUS POINTS:

Locate, gather, organize, and interpret information on given topics to share in a variety of forms.

ACTIVITES:

Write caption/Cartoon dialogue

Reports

Write Poems


Writing a Friendly Letter

ASSESSMENTS:


Projects

Rubrics



Remediation

Small group instruction

Accommodations for assignment

Thinking Maps to organize information

On Level


Extension

Rubric-more requirements, more research information

Help the rest of the class with computer skills

Present project to class




RESOURCES:

Library

Computer: teacher directed sites

Brainpop Jr., United Streaming, Thinkfinity.org

Literature

Video – with specific tasks (note taking)





W - WRITING


L - LANGUAGE





1.9.1: INFORMATION, COMMUNICATION, AND TECHNOLOGY LITERACY

1.9.1.A. Media and Technology

Resources: Use media and

technology resources for directed

learning activities.

CC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a

variety of digital tools to produce and publish writing, including in collaboration with peers.

CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety

of digital tools to produce and publish writing, including in collaboration with peers.

1.9.1.B. Evaluating Media Sources:

Identify different types of media and


IRA/NCTE STANDARDS

3. Students use a variety of technological and informational resources (e.g., libraries, databases, computers, networks, video) to gather and




FOCUS POINTS:

Locate, gather, organize, and interpret information on given topics to share in a variety of forms.

ACTIVITES:

Introduction to technology will be differentiated to student needs at the discretion of the teacher utilizing Harcourt and Cross Curricular

topics.

ASSESSMENTS:


Anecdotal records

Projects

Rubics






Remediation

Small group instruction

Accommodations for assignment


On Level


Extension

Rubric-more requirements, more research information

Help the rest of the class with computer skills

Present project to class

RESOURCES:

Library

Computer: teacher directed sites

(e.g., Brainpop Jr., United Streaming, Thinkfinity.org)

Literature

Video – with specific tasks (note taking)

District approved computer programs (e.g., Microsoft Word, Publisher)





W - WRITING


L - LANGUAGE

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