Learning Targets (I Can…) Write a sentence that is a question. Add new endings to to change their meanings. Rover, vast, miniature, describe, experience (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, build words with suffixes, sort words by suffixes, additional activities: Vocabulary game: Language Arts Questions Performance Assessments Journeys Progress Monitoring, Lesson 16 Journeys Grab-and-Go Assessments, Lesson 16 Teacher Created Week 2-Lesson 17 Reading Selections “The Big Trip” (Lexile 490) “Lewis and Clark’s Big Trip” (Lexile Level 600) Big Idea: There are many different ways to travel. Reading Foundational Skills RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.3c-Know -e and common vowel team conventions for representing long vowel sounds. RF.1.4b-Read text orally with accuracy, appropriate rate, and expression on successive readings. Strategies and Skills Isolate and substitute sounds in words Read and spell words with long vowel, silent e Read grade level text with expression Resources for explicit instruction in phonemic awareness and phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. A lesson on “magic e” is found on pp. 124-125. . “Magic e” lesson plan: concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial and Final Phonemes Phonics: Long e (CV, CVCe) Fluency: Phrasing-Punctuation Performance Assessments Journeys Progress Monitoring, Lesson 17 Journeys Grab-and-Go Assessments, Lesson 17 Teacher Created
L.1.5b-Define 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). Define by stating more than one characteristic. (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: Journeys flip illustrate words, build sentences with a partner using conjunctions, sort words into categories, additional activities: - Vocabulary game: Language Arts Compound Sentences Performance Assessments Journeys Progress Monitoring, Lesson 17 Journeys Grab-and-Go Assessments, Lesson 17 Teacher Created Week 3-Lesson 18 Reading Selections “Where Does Food Come From?” (Lexile Level 450) “Jack and the Beanstalk” (Lexile Level 320) Big Idea: Food comes from plants and animals. Reading Foundational Skills RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds. RF.4.b-Read text orally with accuracy, appropriate rate, and expression on successive readings. Strategies and Skills Isolate and substitute sounds in words Read and spell words with vowel teams ai and ay Resources for explicit instruction in phonemic awareness and phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. A lesson on “vowel teams” is found on pp. 126-127 . Phonics activities for ai/ay vowel pairs, lesson 6 Istation Lesson 27-Decoding with Long Vowel (access when logged in to Istation) concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial and Final Phonemes Phonics: Vowel Pairs ai and ay; Contractions Fluency: Expression Performance Assessments Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 Teacher Created Literacy Station Activities
Learning Targets (I Can…) Tell the sounds in words. Read and spell words with ai and ay. Read first grade texts with expression. Phonics/word study station: build, write, and sort words with common vowel teams; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart, additional activites: Fluency station (optional)-read words and phrases; read along with a recording, focus on expression while reading to a partner, additional activities: - Reading Literature and Informational Text RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events. RI.1.7-Use the illustrations and details in a text to describe its key ideas. Related Social Studies Standard 1.10 Explain differences between goods and services and describe how people are consumers and producers of goods and services. Strategies and Skills Comprehension Skill Author’s Purpose Comprehension Strategy Summarize Learning Targets (I Can…) Give facts from the text to support the author’s main idea. Summarize a story. Use the illustrations to describe events in a story. Performance Assessments (Teacher Choice) Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 Teacher Created Performance Task–Optional Compare to Text, p. T271: Choose three foods shown in the two selections. Write sentences to tell where each food comes from, using words and illustrations to gather your information. Text-dependent Questions How is maple syrup like honey? (key details) The author uses the word “from” several in this selection. What does “from” mean? (vocabulary) How do the photos help you understand how plant parts become food? (author’s craft and purpose) Literacy Station Activities Comprehension station: Summarizing map, story sequence cards, retelling), Journeys flip chart, additional activities: - Writing/Research Strategies and Skills Narrative Writing: Friendly Letter Routine Writing Write in response to text (p. T251)
W.1.3-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. Learning Targets (I Can…) a friendly letter. Write about my own experiences in a letter. Writing Tasks Write a friendly letter to another person in the school, recounting personal experiences. Speaking and Listening SL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion. Strategies and Skills Active listening Asking questions accountable talk Learning Targets (I Can…) Ask questions to help me understand. Listen carefully. Take speaking. Performance Assessments Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 Teacher Created Opening Routines: Teacher’s Edition pp. T216, T244, T254, T266, T276 Guided Summary: p. T240 Classroom Conversation: p. T250 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. Strategies and Skills Use capital letters for the names of days, months, and holidays Resources for explicit instruction in vocabulary can be found in the TNCore summer training materials from 2013, Unit 2 . See the SCS weebly for log-in information. Learning Targets (I Can…) Use a capital letter for days, months, and holidays. Use appropriate punctuation to separate words. Vocabulary Multiple-Meaning Words Daily Vocabulary Boost Enrich Vocabulary (p. T262) Vocabulary for Explicit Instruction Ground, scampered, paddies, spotted (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, write words with appropriate capital letters, practice using commas, additional activities: Language Arts Months, Days, Holidays
Performance Assessments Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 Teacher Created Week 4-Lesson 19 Reading Selections: “Tomás Rivera” (Lexile Level 320) “Life Then and Now” (Lexile 520) Big Idea: It is important to learn about people from the past. Reading Foundational Skills RF.1.2c-Isolate and pronounce initial, medial, vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Strategies and Skills Identify individual sounds in words Read and spell words with oa and ow Resources for explicit instruction in phonemic awareness and phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. A lesson on vowel teams is found on pp. 126-127. . Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” Phonics activities for oa vowel pairs, lesson 6 Learning Targets (I Can…) Tell the sounds in words. Read and words with oa and ow. Read and understand on my grade level. Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial Phonemes, Combine and Segment Syllables Phonics: Vowel Pairs oa and ow, Contractions Fluency: Intonation Performance Assessments Journeys Progress Monitoring, Lesson 19 Journeys Grab-and-Go Assessments, Lesson 19 Teacher Created Literacy Station Activities Phonics/word station: build, write, and sort words with vowel teams; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart, additional activities: Fluency station (optional)-read words and phrases; read along with a recording, additional activities: - Reading Literature and Informational Text Strategies and Skills Comprehension Skill Sequence of Events Performance Assessments Journeys Progress Monitoring, Lesson 19 Journeys Grab-and-Go Assessments, Lesson 19
temporal words to signal event order, and provide some sense of closure. W.1.5-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. Learning Targets (I Can…) Use help from others to make my writing better. Write about my own experiences. Use words to help with the order of my story. Writing Tasks Write a personal narrative. Speaking and Listening SL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Strategies and Skills Active listening Using descriptive words Learning Targets (I Can…) Use adjectives to describe. Performance Assessments Journeys Progress Monitoring, Lesson 20 Journeys Grab-and-Go Assessments, Lesson 20 Teacher Created Opening Routines: Teacher’s Edition, pp. T416, T442, T452, T464, T474 Guided Retelling: p. T439 Classroom Conversation: p. T448 Language L.1.1i-Use frequently occurring prepositions (e.g., during, beyond, toward). L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase. Strategies and Skills Identify and use prepositions correctly Resources for explicit instruction in vocabulary can be found in the TNCore summer training materials from 2013, Unit 2 . See the SCS weebly for log-in information. Learning Targets (I Can…) Demonstrate the meanings of different prepositions. Use prepositions correctly. Understand the meaning of a new word by using context clues from the sentence. Vocabulary Compound Words Daily Vocabulary Boost Enrich Vocabulary (p. T460) Vocabulary for Explicit Instruction Swarm, wade, rippled (Supplemental Resources, click Vocabulary Quadrant) Language Arts Prepositions and Prepositional Phrases Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, demonstrate prepositions with a partner, additional activities:
W.1.3-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. Narrative Writing: Sentences sequence words Learning Targets (I Can…) Write a short story, and put the events in order. Use words in my story that describe a sequence. Write in response to text (p. T53) Writing Tasks Write a short story. Speaking and Listening SL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Strategies and Skills Using descriptive words Learning Targets (I Can…) Describe the character and settings in a story. Express my ideas and feelings clearly. Performance Assessments Journeys Progress Monitoring, Lesson 21 Journeys Grab-and-Go Assessments, Lesson 21 Teacher Created Opening routines: Teacher’s Edition pp. T12, T36, T46, T58, T68 Guided Retelling: p. T33 Classroom conversation: p. T42 Language L.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything). L.1.4b-Use frequently occurring affixes as a clue to the meaning of a word. Strategies and Skills Use pronouns correctly (he, she, it, they) Use the prefix re- to help understand words. Resources for explicit instruction in vocabulary can be found in the TNCore summer training materials from 2013, Unit 2 . See the SCS weebly for log-in information. Learning Targets (I Can…) Use pronouns correctly. Use prefixes to help me understand words. Vocabulary Prefix re- Daily Vocabulary Boost Enrich Vocabulary (p. T54) Vocabulary for Explicit Instruction Poked, prune, prefix, pronoun (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, sort words into categories, review of previously taught skills, additional activities: Language Arts Subject Pronouns Performance Assessments Journeys Progress Monitoring, Lesson 21
L.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything). L.1.5b-Define 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). Use pronouns I and me correctly Use a dictionary to define words Resources for explicit instruction in vocabulary can be found in the TNCore summer training materials from 2013, Unit 2 . See the SCS weebly for log-in information. Learning Targets (I Can…) Use pronouns correctly. Determine the meaning of words by using a dictionary. Using a Dictionary Entry Daily Vocabulary Boost Enrich Vocabulary (p. T154) Vocabulary for Explicit Instruction Trunk, slender, roamed, define (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, use a dictionary to define words with a partner, additional activities: Language Arts The Pronouns I and Me Performance Assessments Journeys Progress Monitoring, Lesson 22 Journeys Grab-and-Go Assessments, Lesson 22 Teacher Created Week 9-Lesson 23 Reading Selections “Whistle for Willie” (Lexile 390) “Pet Poems” (Poem; not rated) Big Idea: Pets can us pleasure. Reading Foundational Skills RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds. Strategies and Skills Isolate and change vowel sounds in words Identify the number of syllables in a word Use knowledge of syllabication rules to read words with two syllables Read and words with vowel digraph oo. concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Vowel Sounds and Segment Syllables Phonics: Vowel Digraph oo; Vowel Pattern CVC Fluency: Stress
Comprehension station: Cause and effect graphic organizer, draw pictures of “what happened” in a story, Journeys flip chart, additional activities: - WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding 5: Bridging Reading Match words to illustrations from stories or poems that suggest feelings or appeal to the senses with a partner. Classify illustrated and phrases that suggest feeling or appeal to the senses from stories and poems with a partner. Determine words and phrases in a basic, illustrated text that suggest feelings with modeled teacher and partner support. Interpret detailed text to identify words and phrases that suggest feelings or appeal to the senses using an anchor chart. Draw conclusions from complex text about why specific words and phrases are used to suggest feelings or appeal to the senses including collocations. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder Click on Transformed MPIs/ELAs Writing/Research W.1.3-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. Strategies and Skills Narrative Writing: Story Summary Learning Targets (I Can…) Write a short summary of a story. about the events of a story in sequential order. Routine Writing Write in response to text (p. 245) Writing Tasks Write a summary of the story Whistle for Willie Speaking and Listening SL.1.6-Produce complete sentences when appropriate to task and situation. Strategies and Skills Speaking clearly Learning Targets (I Can…) Speak in complete sentences. Performance Assessments Journeys Progress Monitoring, Lesson 23 Journeys Grab-and-Go Assessments, Lesson 23 Teacher Created Opening routines: Teacher’s Edition, pp. T210, T238, T248, T260, T270 Guided Retelling: p. T235 Classroom conversation: p. T244 Language Strategies and Skills Use the possessive pronouns your, my, him and her correctly Sort words into groups, and tell how the words were sorted Vocabulary Define Words Daily Vocabulary Boost