2-3 Kate Mommy house Kate asks when Amy is coming. 4-5 ________ ________ ________ ___________ ___________ 7 ________ ________ ________ ___________ ___________ 9 ________ ________ ________ ___________ ___________ 11 ________ ________ ________ ___________ ___________ Name ___________________________________ Use a Calendar A calendar shows the days. It shows the weeks. A calendar shows all the months in a year. Directions: Write about a time you used a calendar to save a date. What event did you save? When was it? Who was there? Where was it? What did you do? Illustrate.
_____________ _____________ Unit 3 Week 3 Lesson 1: Vocabulary Essential Question: What is a folktale? Learning Target: I can use words I learn through listening and reading. Materials: • The Boy Who Cried Wolf Retold by Anthony Curran ( Leveled Book-G) • Vocabulary Worksheet • Exit Ticket Procedure: Create a web on the SMART Board or chart paper about the essential question; what is a folktale? Brainstorm ideas and break apart the word to discuss the meaning of folk and tale. Come up with the definition looking at all the brainstorming. It is a story that is passed down usually orally that you can learn a lesson from. Show students the “Weekly Opener Video: Tales Over Time?” To access this video, log into your Wonders Grade 1 Teachers Edition. Go to Unit 3 Week 3. Select ‘Teach’ then ‘This Week’s Resources.’ Next, introduce Unit 3 Week 3vocabulary (hero, tale, eventually, foolish, timid). These words can be accessed through ‘This Week’s Resources’ under ‘Unit 3 Week 3 Vocabulary.’ Say each vocabulary word and have the students repeat the word. Complete the define, example, ask using the routine tab. Introduce Unit 3, Week 1 ELL Vocabulary. Under ‘This Week’s Resources’ find where it says ‘Group’ then select ‘Small Group Differentiated Instruction English Language Learner’ and you can find ‘Unit 3 Week 3 ELL Vocabulary.’ Complete the define, example, ask routine for the vocabulary words generous, and greedy.
Name ___________________________ Unit 3 Week 3 Lesson 4- Exit Ticket Directions: Look at the pictures. Write the verb in past and future tense that is shown in each picture. Past- __________ Future- __________ Past- __________ Future- __________ Past- __________ Future- __________
Schools in the Past Same Schools in the Present Name:__________________________________ Unit 3 Week 4 Lesson 3- Exit Ticket Unit 3 Week 4 Lesson 4: Grammar/Writing Essential Question: How is life different than it was a long time ago? Learning Target: I can use verbs and nouns that match tense. Materials: Schools Then and Now by Joe Court Cloze Exercise Grammar Practice Reproducibles (from Wonders –pg. 67) Exit Ticket Procedure: With a partner, look at pictures from the week's readings and use is and are to tell about them. Use sentence starters as needed. (There is one room in the school. There are many rooms in the school.) Record student responses. Have volunteers circle is and are. When do we use “is” and “are?” Explain to students that is and are are present-tense verbs, or verbs that talk about what is happening right now. Remind students that we use the verb is when telling about one noun and we use the verb are when telling about more than one. Make a T-chart for “is” and “are.” Have students orally generate sentences using “is” or “are.” Interactive cloze exercise on Smart Board or chart paper. Students will decide whether to use “is” or “are” for each sentence. Have students read the sentence after completing the sentence.
Learning Target: I can identify words with “-ook” and “-ood.” Materials: Write the room words Write the room activity sheet Exit Ticket Procedure: Show students a variety of words ending with “-ook” (cook, look, took, book) and “-ood” (food, hood, wood). What do you notice about these words? Do you see a pattern? Have students practice saying the “-ook” and “-ood” sounds. Write the room: Students will walk around the room and find words that end with –ook and –ood. As they find words, they will write them down under the corresponding column on their worksheet. After students finish, review the words that they found. In pairs, students will write a sentence using a word ending with “-ook” and a sentence using a word ending with “-ood.” Have students share their sentences and record them on chart paper. Complete interactive Phonics Practice. On the Wonders website, select Teach and then Unit 3 Week 5. Under lesson resources, select spelling mini-lesson –ook, –ood. Have students come to the Smart Board and sort each word in the appropriate column. Independently, complete the –ook and –ood phonics worksheet. Review. If time permits, use a beach ball to pass around to students. Call out “-ook” or “-ood” when tossing the ball. Then the student will have to say a word ending with that sound. The student will then call out another sound (-ook or –ood) and toss the ball to another student. Complete exit ticket. Assessment: Phonics –ook and –ood worksheet, exit ticket CCSS: RF.1.3 Unit 3 Week 5 Lesson 5- Write the Room
Main Idea and Key Details Name _________________________________ Directions: Read “Crows”. Circle the correct answer to each question. The main idea tells what the selection is about. What is the main idea of “Crows”? Crows fly day and night. OR Crows do many things. Key details tell about the main idea. Key details are in the words or in the illustrations. What is a key detail you read? Crows eat bugs. OR Crows play all day. What is one more key detail you read? Crows live in nests. OR Crows live in the ocean. Unit 4 Week 3 Lesson 2- Exit Ticket
Unit 4 Week 3 Lesson 3: ELL Book and Paired Read Essential Question: How do animals survive in nature? Learning Target: I can identify the main idea and key details to demonstrate the comprehension of a text. Materials: Go Gator! by Diane Furuichi (ELL book from Wonders-Unit 4, Week 3) Ducklings (Paired Read-Wonders) Venn Diagram graphic organizer Exit Ticket Procedure: Review meanings of story elements: main idea and key details.
Create a web on the SMART Board or chart paper about the essential question; “How do people work with animals”? Brainstorm ideas. Show students the “Weekly Opener Video: Animals and Us?” To access this video, log into your Wonders Grade 1 Teachers Edition. Go to Unit 4 Week 5. Select ‘Teach’ then ‘This Week’s Resources.’ Next, introduce Unit 4 Week 5 vocabulary (clever, signal, found, hard, near, women, would, write, advice, career, remarkable, soothe, and trust). These words can be accessed through ‘This Week’s Resources’ under ‘Unit 4 Week 5 Vocabulary.’ Say each vocabulary word and have the students repeat the word. Complete the define, example, ask using the routine tab. Introduce Unit 4, Week 5 ELL Vocabulary. Under ‘This Week’s Resources’ find where it says ‘Group’ then select ‘Small Group Differentiated Instruction English Language Learners and you can find ‘Unit 4 Week 5 ELL Vocabulary.’ Complete the define, example, ask routine for the vocabulary words behave and rules. Draw attention to the vocabulary words advice, career, and trust. Read aloud, Community Helpers Police Officers by Dee Ready. Explain that the book is non-fiction. Explain that non-fiction books are real and have proven facts. After reading, discuss Community Helpers Police Officers. Turn and talk: Why is a police officer an important career? What advice could a police officer give you? Independently, complete the writing piece. Why should we trust police officers? Complete exit ticket. Assessment: Writing piece, Exit Ticket CCSS: L.1.6 Name __________________________________________ Unit 4 Week 5 Lesson 1 A police officer plays an important role in our community.
Procedure: Create a web on the SMART Board or chart paper about the essential question; “How can we classify and categorize things”? Brainstorm ideas. Show students the “Weekly Opener Video: See It, Sort It”. To access this video, log into your Wonders Grade 1 Teachers Edition. Go to Unit 5 Week 1. Select ‘Teach’ then ‘This Week’s Resources.’ Next, introduce Unit 5 Week 1 vocabulary (trouble, whole, four, large, none, only, put, round, distinguish, classify, entire, organize and startled). These words can be accessed through ‘This Week’s Resources’ under ‘Unit 5 Week 1 Vocabulary.’ Say each vocabulary word and have the students repeat the word. Complete the define, example, ask using the routine tab. Introduce Unit 5, Week 1 ELL Vocabulary. Under ‘This Week’s Resources’ find where it says ‘Group’ then select ‘Small Group Differentiated Instruction English Language Learner’ and you can find ‘Unit 5 Week 1 ELL Vocabulary.’ Complete the define, example, ask routine for the vocabulary words proud and contest. Draw attention to the vocabulary words classify, organize, and put. Read aloud, Sort it Out! by Mariconda. Explain that the book is non-fiction. Explain that non-fiction books are real and have proven facts. After reading, discuss Sort it Out! Turn and talk: Why is important to classify objects? What collection do you have at home that you could sort? Independently, complete the “classify and categorize” worksheet. Complete exit ticket. Assessment: Classify and categorize worksheet, Exit ticket CCSS: L.1.6
Model oral and written phrases using the determiners a andan – students will produce the rule through observation. (Use a before a noun or adjective with a consonant, use an before a noun or adjective with a vowel.) Introduce a and an anchor chart. Review the rules. As a full group, analyze a variety of pictures. Cut the picture cards in order to sort. Say the vocabulary word, isolate beginning sound, sort into associating category (a oran). With a partner, brainstorm a variety of nouns that can be used with each determiner. Students will participate in a shared reading of A Pet for Jupe by MaribethBoelts. During reading, students will highlight each a or anused with the following noun. Justify why a oran is used for each. Independently, complete Grammar Practice Reproducibles page 116. Read the noun and examine the associating picture. Determine if a oran is used for each. If time permits, complete interactive Grammar Practice. On the Wonders website, select Teach and then Unit 5 Week 4. On the right side of the screen under ‘Lesson Skills/Strategies’ select ‘Grammar-Using A and An’ Next, select Day 1-Grammar – Using A and An. Complete exit ticket. Assessment: Grammar Worksheet, exit ticket CCSS: L.1.1g