Use information gathered from the text to write an answer to a question. Speaking and Listening SL.1.4-Describe people, places, things, and events with relevant details, expressing and feelings clearly. Describe people, places, things, and events with relevant details. Performance Assessments Participating in discussions, read alouds and q/a sessions Speaking in complete sentences Guided Summary: p. T36 Classroom Conversation: p. T46 Standards Evidence Statements Content & Tasks Language L.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.4b-Use frequently occurring affixes as a clue to the meaning of a word. Demonstrates the ability to write and use simple and compound sentences in response to prompts. Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using frequently occurring affixes as a clue to the meaning of a word. Sample Objectives (I can): a variety of simple and compound interrogative sentences. Vocabulary Suffixes -y, -ful Daily Vocabulary Boost Enrich Vocabulary (p. T58) Lesson Vocabulary (taught within context) Before, because, around, light, show, carry (See TWAG for additional vocabulary) Academic Vocabulary Sequencing, retelling, characters, realistic fiction, informational text Vocabulary Station Activities Vocabulary Station: illustrate words, build words with suffixes, sort words by suffixes Journeys Literacy and Language 16 This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. Additional Vocabulary Activities: - Language Arts Questions Performance Assessments Journeys Grab-and-Go Assessments, Lesson 16 Teacher Created Reading Foundational Skills WEEK 3- LESSON 17
- Standards Evidence Statements Content & Task Writing/Research W.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Names the topic they are writing about in an informational or explanatory writing. Includes some about a topic in an informational or explanatory writing. Provides some sense of closure in an informational or explanatory writing. Sample Objectives (I can): Write for informational purposes regarding facts about foods. Routine Writing in response to text (p. T251) Writing Choose three foods mentioned in the text, Where Does Food Come From or other text from the week. Using words and illustrations found in the text, write informational sentences that tell more about your selected foods. Speaking and Listening SL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion. Demonstrates the ability to ask questions to clear up confusion about the topics or texts under discussion. Sample Objectives (I can): Ask questions about the topic and text. Performance Assessments Participating in discussions, read alouds and q/a sessions Speaking in complete sentences Guided Summary: p. T240 Classroom Conversation: p. T250 Standards Evidence Statements Content & Task Language L.1.2a-Capitalize date and names of people. L.1.2c-Use commas in dates and to separate single words in a series. L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase. Demonstrates the ability to use common, proper, and possessive nouns when speaking and writing. Demonstrates the ability to capitalize dates and the names of people. Demonstrate the use of commas in dates and words in a series. Demonstrate the ability to determine the meaning of unknown and multiple-meaning words and phrases, using sentence-level context as a clue to the meaning of a word or phrase. Sample Objectives (I can): Vocabulary Multiple-Meaning Words Daily Vocabulary Boost Enrich Vocabulary (p. T262) Lesson Vocabulary (taught within context) Ground, sometimes, under, these, first, right your, from Academic Vocabulary portions, sort (as to classify), feet (measurement) Classify, categorize, compare and contrast, author's purpose Vocabulary Station Activities Journeys Literacy and Language Guide-Vocabulary-Lesson 18 ‬
Use the correct pronoun in the place of the noun. Candles, frightened, shouted, of course Vocabulary Station Activities Journeys Literacy and Language 21 This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. Additional Vocabulary Activities: Language Subject Pronouns Performance Assessments Journeys Grab-and-Go Assessments, Lesson 21 Journeys Reader’s Notebook, Lesson 21 Teacher-created Reading Foundational Skills Weeks 8&9-LESSON 22: See TWAG in Appendix ANCHOR TEXT: Amazing Animals Decodable Texts: See the Birds pp. 35-42; A Bath for Mert pp. 43-50; Fox and Crow pp. 51-58; Meet Gert pp. 59-66 Reading Foundational Skills Standards RF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.3b-Decode regularly spelled one-syllable words. RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. DAY 1 DAY 2 DAY3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines T110-111 Phonemic Awareness High Frequency Words Phonemic Awareness, T114 Opening Routines T136-137 Phonemic Awareness High Frequency Words Phonemic Awareness, T138 Opening Routines, T146-147 Phonemic Awareness High Frequency Words Phonemic Awareness, T148 Opening Routines, T158-159 Phonemic Awareness High Frequency Words Phonemic Awareness, T160 Opening Routines, T168-169 Phonemic Awareness High Frequency Words Phonemic Awareness, T169 Phonics Fluency Phonics Words with r controlled vowels er, ir, ur, T114-116 Fluency Model Fluency: Accuracy, T112 Phonics with r controlled vowels er, ir, ur, T138 Fluency Fluency: Accuracy, T139 Phonics with r controlled vowels er, ir, ur, T148-149 Fluency: Accuracy, Connected Text T151 Phonics Words with r controlled vowels er, ir, ur, T160 Fluency: Accuracy, T139 Phonics Words with r controlled vowels er, ir, ur, T176 Fluency Accuracy, Connected Text, T151
APPENDIX - TWO WEEK AT A GLANCE OUTLINES-TWAG Weeks 1-2- Let’s Go to the Moon, (Unit 4, Lesson 16) Week 1 Let’s Go to the Moon, (Unit 4, Lesson 16) DAYS Essential Question: What tools or special equipment are necessary for astronauts? 1 2 3 4 5 Language/ Syntax Spelling and Grammar Follow the Grammar and Spelling sequence of activities Questions; Proper Nouns; Word Sort (T38-T78)
Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials Group, Independent work) All students experience all texts and resources regardless of level Paired Text- “Mae Jemison” Advanced leveled reader- “Living & Working in Space” Read Aloud: One Giant Leap (T14-T15) ELL Extra Support: Earth & Space Picture Cards (Picture Card Bank); Language Support Card #16; Building Background-Eileen Collins Video Clip Supplemental Materials: Paired Text- “Mae Jemison” Expert Pack: All Eyes on the Moon NASA’s New Frontiers Videos Vocabulary Drawn from the texts space shuttle, company, science, doctor, astonishing, examine, explore, shadowy (T58)
Read Aloud Text based comprehension Text discussion Read Aloud Project: National Geographic Kids Bird Guide of North America Main Selection Text based comprehension Text based discussion Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) All students experience all texts and resources regardless of level Leveled Readers: How Animals Move Tiny Baby Kangaroos Baby Kangaroos Additional resources: How Animals Stay Safe Let’s Talk Insects Videos: Camouflage What do you do with a tail like this? Vocabulary Drawn from the texts Vocabulary from selected resources listed above Week 2 Amazing Animals, (Unit 5, Lesson 22) DAYS Essential Question: How do special animal body parts help them to survive? 1 2 3 4 5
Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities Writing Response to text Culminating task Aligned with the EQ and topic Zoo Tour (Week 2) Pretend you work at the zoo. You take a of kids to visit different animal exhibits. Show them your favorite animal or animals from the text. What is this animal like? What body parts help it to survive in its habitat? Standards List Reading and Writing standards related to the texts, questions and tasks. Reading: Literature RL.1.1, RL.1.3 Reading: Informational Text RI.1.6 Writing W.1.2 For further information regarding grade level TWAG information see the following link: