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HCS First Grade Pacing Guide 2010-2011 1

First Grade Pacing Guide 2010 – 2011

This Pacing Guide includes English/ Language Arts

• Scope & Sequence, • K-2 Suggested Booklists, • Literature List by Skill • Word Study Strategies, • Grade Level Pacing

• Parent Curriculum Guide


Halifax County Schools First Grade Curriculum Pacing Guide

Scope and Sequence Week 1- Review sounds and have students practice writing the letters- t, b, f, n, m, c, a ,i, and r. Determine which students are having trouble making the corresponding sound for each letter. Week 2- Review sounds and have students practice writing the letters- o,g,d,s,e,u,l,h, and k. Determine which students are having trouble making the corresponding sound for each letter. Week 3- Review sounds and have students practice writing the letters p,j,v,w,z,q,y,and x. Determine which students are having trouble making the corresponding sound for each letter. Each week review the short vowels sounds. Daily dictate sounds and have students write the letter. Have students practice writing the alphabet in sequence. Week 4- Daily dictate sounds and have students write the letter. Always practice short vowels. Dictate simple sentences for students to write on their paper or dry erase boards. Students practice blending sounds to make words. Practice reading simple sentences. Discuss starting with a capital letter and ending with a period. Words to know, the, of, and Blends- tr, cr Week 5- Begin a word of the day. This week fix, and quit. Discuss the sounds in each word. (You may choose the word of the day for your class. These are suggestions. Just make sure it is a closed syllable.) Blends- pl, fl, sn


Week 6- 8 Introduce consonant digraphs- sh, ch, th, wh, ck, ph Continue sentence dictation and include questions. Compare narrative and expository stories. Words to know- to, a, was, is, he, for, as, his, has. Be sure to include them in daily sentence dictation. Continue with one syllable, closed syllables using the digraphs- wish, chop, and sock Week 9-10 Introduce bonus letter rule- ff, ll, ss, and sometimes zz. Bonus letter rule- We double ‘l’, ‘f’, ‘s’ and ‘z’, after a single vowel at the end of a short word. e.g. call, tell, toss, miss, stiff, stuff, fizz, jazz. Exceptions: us, bus, gas, if, of, this, yes, plus, nil, pal. The letters ‘ck’ are used at the end of one-syllable base words that have a single short vowel, e.g, sack, stick, clock. Do not double the last letter in two-syllable words like sandal, bonus or picnic. Teach the –all sound as in ball, hall, wall Practice retelling stories. Words to know- I, you, we, they, one, said Sample words- hill, puff, bill, miss, call Use these words in daily sentence dictation. Week 11 Sounds –am, and –an examples, ham, fan, and can Review words- from, or, have Continue sentence dictation daily and reviewing letter sounds. Week 12- 14 Base word and suffix with the suffix –s. Introduce plural nouns. Continue story retelling. Discuss narrative story structure. Words to know- were, her, put, there, what, she, been, by who.


Week 15- 17 Rimes- ang, ing, ong, ung, ank, ink, onk, unk Blending and reading words with ng and nk examples, king, ring, rang, rink, wink Words to learn- out, so, are, two, about, into, only, other, new Week 18- 20 Blending and reading words with four sounds ( + suffix –s) Segmenting and spelling words with four sounds (+ suffix –s) Begin modeling simple paragraph structure on class paragraphs. Words to know- some, could, want, say, do, first, any, my, now Sample words- bump, stash, bled, past, steps Continue daily sentence dictation using words and suffixes taught. Week 21- 22 Teach closed syllable. When teaching reading or spelling, the closed syllable is the first syllable type you should teach a beginning or remedial student. It is the most common syllable type and the easiest for students to learn. What is a closed syllable? It follows the pattern of “a vowel followed by a consonant.” Take a look at the words ham, met, and kit. Each of these has “a vowel followed by a consonant.” The vowel in a closed syllable is usually short. Knowing this fact helps beginning readers decode words and word parts which are closed syllables. man sat ran gas map bat dad fan sad cat jam lap


When your student is comfortable with these words, it is time to teach words containing short i. (Save short e for last, as it is slightly more difficult for some students.) Teach simple words such as: in did it dig hip lid win fit Next, teach simple words containing short o, short u, and short e. My favorite (and my students’ favorite) way of teaching these words is with the use of letter tiles. The letter tiles are 1” square and each contains a letter or letter combination (such as sh, th, or ch). We build words together, and the student learns to sound out the words by pronouncing the sound represented by each letter tile. This is a very effective method for introducing children to reading and spelling. After the student can easily read and spell two- and three-letter words using the letter tiles and in print, move on to slightly more complex closed syllable words. These contain initial and final blends, as in the words swim, stop, pond, kept, and camp. Then introduce the letter combinations sh, th, and ch, and work on words containing these phonograms. Week 23- 25 Blending and reading words with five sounds ( + suffix –s) Segmenting and spelling words with five sounds (+ suffix –s) Words with suffix –s used as action words vs. plurals Words to know- many, before, called, how, your, down, should, because, each Sample words- stump, clasp, strap


Week 26-28 Concept of syllable. Clapping syllables. Compound words Syllable division rules for closed syllables: compound words between two words that make it a compound word. Words to know- people, Mr., Mrs. years, says, little, good, very, own Sample words- catnip, publish Week 29- 30 Adding, -s, and –es suffixes to unchanging base words with closed syllables. Words to know- see, work, between, both, being, under Sample words- bumps, steps, wishes, lunches Week 31- 32 Adding –ed and –ing suffixes to unchanging base words with closed syllables Words to Know- never, another, day, words, look, through Sample words- wishing, rented, slashing, blended Week 33- 34 Long vowel sounds for vowel consonant- e Vowel- consonant- e (one- syllable words) Expository text features Words to Know- friend, around, circle, does, nothing, write, none, color, month Sample words- stove, hope, caves


Suggested Titles for Kindergarten through 2nd Grade Read Alouds Kindergarten 1st Grade 2nd Grade

• Old Black Fly, Jim Aylesworth • Hide and Snake, Keith Baker • The Very Hungry Caterpillar, Eric Carle • I Like Me, Nancy Carlson • The Everything Book, Denise Fleming • Corduroy, Don Freeman • Millions of Cats, Wanda Gag • Book!, Kristine O’Connell George • Owen’s Marshmallow Chick, Kevin Henkes • The Snowy Day, Ezra Jack Keats • Listen Buddy, Helen Lester • Frederick, Leo Lionni • Brown Bear, Brown Bear, Bill Martin • Chicka Chicka Boom, Boom, Bill Martin • If You Give a Mouse a Cookie, Laura Numeroff • Here Comes Mother Goose, Iona Opie • Little Engine That County, Watty Pipper • Chicken Soup with Rice, Maurice Sendak • Green Eggs and Ham, Dr. Seuss • Miss Bindergarten Gets Ready For

Kindergarten, Joseph Slate • Carlo Like Reading, Jessica Spanyol • Owl Babies, Martin Waddell • Timothy Goes to School, Rosemary Wells • The Napping House, Audrey and Donald Woods

• Seven Blind Mice, Ed Young

• Why Mosquitoes Buzz in People’s Ears, Verna Aardema

• Miss Nelson Is Missing, Harry Allard • Cloudy with a Chance of Meatballs, Judi Barrett • Bertie’s Picture Day, Pat Brisson • The Golly Sisters, Betsy Byars • Stellaluna, Jannell Cannon • Verdi, Jannell Cannon • Jack’s Garden, Henry Cole • Strega Nona, Tomie DePaola • Olivia Saves the Circus, Ian Falconer • The Patchwork Quilt, Valerie Flournoy • Lilly’s Purple Plastic Purse, Kevin Henkes • Amazing Grace, Mary Hoffman • Harold and the Purple Crayon, Crockett Johnson • Patches Lost and Found, Steven Kroll • Rumpus of Rhymes, Bobbi Katz • The Story of Ferdinand, Munro Leaf • Frog and Toad Are Friends, Arnold Lobel • Little Bear, Else Minarik • Black Cat, Christopher Myers • Amelia Bedelia, Peggy Parish • Officer Buckle and Gloria, Peggy Rathman • Where the Wild Things Are, Maurice Sendak • Amazing Bone, William Steig • Good Night, Good Knight, Shelly Thomas

• Owl Moon, Jane Yolen

• Stone Soup, Marcia Brown • The Chalk Box Kid, Clyde Robert Bulla • The Great Kapok Tree, Lynne Cherry • Satchel Paige, Lesa Cline-Ransome • Miss Rumphius, Barbara Cooney • The Art Lesson, Tomi DePaola • Legend of the Bluebonnet, Tomi DePaola • Beast Feast, Douglas Florian • The Amazing Life of Benjamin Franklin, James

Cross Giblin • Meet Danitra Brown, Nikki Grimes • Iris and Walter, Elissa Hadenfrost • You Read to Me, I’ll Read to You: Very Short

Stories to Read Together, Mary Ann Hoberman • Measuring Penny, Loreen Leedy • Uncle Jed’s Barbershop, Margaree Mitchell • Kate and the Beanstalk, Mary Page Osborne • John Henry, Jerry Pinkney • Thundercake, Patricia Polacco • Random House Book of Poetry, • How Much is a Million?, David Schwartz • The Stray Dog, Marc Simont • There Was An Old Lady Who Swallowed a Fly,

Simms Taback • Alexander Who Used to be Rich, Judith Viorst • Amber Was Brave,Essie Was Smart, Vera

Williams

Other Selected Authors Byron Barton Gail Gibbons

Jan Brett Kevin Henkes Marc Brown Ann Jones Eric Carle

Leo Lionni Donald Crews Mother Goose

Lois Ehlert Helen Oxenbury Denise Fleming Rosemary Wells

Harry Allard (Miss Nelson Series) Nancy Carlson

Galdone Paul (Fairy Tales) Arnold Lobel (Frog and Toad Series)

James Marshall (George & Martha Series) Else Minarik (Little Bear Series)

Peggy Parris (Amelia Bedelia Series) Beatrix Potter

H.A. Rex (Curious George Series) Cynthia Rylant (Henry and Mudge Series)

Janet Stevens David Wisniewski

Yolen Jane (Commander Toad Series) Paul Galdone

David Adler Joseph Bruchac Ashley Bryan

Joanna Cole (Magic School Bus series) Ellen Conford (Jenny Archer series)

Steven Kellogg Myra Cohn Livingston (Poetry selections)

Stuart Murphy (Math series) Patricia Polacco

Jack Prelutsky (Poetry Collections) James Ransome

Marjorie Sharmat (Nate the Great series)


New Ideas for Word Study 1.ABC order-

Write your words in alphabetical order.

2.Rainbow Words –

Write your words in three colors

3.Backwards Words-

Write your words forwards, then backwards.

4.Silly sentences

-Use all your words in ten sentences

5.Picture words -

Draw a picture and write your words in the picture.

6.Words without Vowels -

Write your words replacing all vowels with a line.

7.Words without Consonants -

Same as above but replace consonants with lines.

8.Story words -

Write a short story using all your words.

9.Scrambled words

-Write your words, then write them again with the letters mixed up.

10.Wordsearch I

-Make a wordsearch with a friend, then trade and solve.

11.Wordsearch II -

Complete a word pre-made search.

12.Crossword -

Complete a pre-made crossword puzzle.

13.Surround words -

Write your words on graph paper and outline in colors.

14.Ransom words -

Write your words by cutting out letters in a newspaper or magazine and glue them on a paper.

15.Pyramid Words -

Write your words adding or subtracting one letter at a time. The result will be a pyramid shape of words.

16.Words-in-words -

Write your word and then write at least 2 words made from each.

17.Delicious words -

Write your words in whipped cream, peanut butter,or anything you can eat!

18.Good Clean Words

Write your words in shaving cream on a counter or some other surface that can be cleaned safely.

19.Dirty Words -

Write your words in mud or sand.

20.Pasta Words -

Write your words by arranging alphabet pasta or Alphabits. Glue on paper.

21.Reversed words -

Write your words in ABC order -backwards!

22.3D words -

Use modeling clay rolled thinly to make your words..

23.Create an activity -

Can you think of a fun way to do your spelling activities? Try it out!

24.Puzzle words -

Use a blank puzzle form. Write your words on the form, making sure that the words cross over the pieces. Then cut them out ( color if you wish) and put them in a baggie with your name on it. When you and a friend have completed your puzzles, trade and put them back together.

25.Magazine words -

Use an old magazine or newspaper and find your word. Cut it out and glue it on paper.

26.Cheer your words -

Pretend you are a cheerleader and call out your words!

27.Sound Words -

Use a tape recorder and record your words and their spelling. Then listen to your tape, checking to see that you spelled all the words correctly.

28.X Words -

Write two words having one common letter so they criss-cross.



First Six Weeks Goal/

Objective Description of Objectives What students should be able to do at

the end of the school year Essential Questions

1.01: Introduce

Develop phonemic awareness and demonstrate knowledge of alphabetic principle: • blend the phonemes of one-syllable words • segment the phonemes of one-syllable words • change the beginning, middle, and ending sounds to produce new words • create and state a series of rhyming words that may include consonant blends (e.g. flag, brag)

• Identify syllables in a word by clapping, tapping, or counting syllables in a word (clap the syllables in your name. example: An-drew).

• Identify and manipulate individual sounds to form a one syllable word. (example: /c/ /a/ /t/…cat).

• Manipulate the beginning, middle, and ending sounds to make new words. (example: change the c in cat to b to form bat).

• How do I show my understanding of letter sounds and syllables?

• In what ways can I change sounds to create new words?

1.02: Introduce

Demonstrate decoding and word recognition strategies and skills: • generate the sounds from all the letters and appropriate letter patterns which should include consonant blends, long and short vowels patterns • use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text • recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two). • read compound words and contractions read inflectional form (e.g.,-s, -ed, -ing) and root words (looks, looked, looking) • read appropriate word families h. vowel digraphs- long vowel (ee, ai, oa, ie, ay)

Generate sounds from all letters in the following foundational order:

• short vowels (cvc) • long vowel silent e (cvce) • endings (ing, s, es, er, ed) • consonant digraph beginning (wh, ch, th, sh,

ph) • consonant digraph endings (sh, ch, ck, ng,

th) • consonant blends beginning-short vowel (tr,

cr, pl, fl, sn, etc.) • consonant blends endings/short vowel (nd, nt, mp, st, ft)

• Recognize patterns when reading text • Recognize high frequency • Locate and analyze compound words and

contractions • Demonstrate use of 500 primary grade words

from the following 37 rimes during reading: -ack -ail -ain -ake -ale –ame -an -ank -ap -ash -at –ate -aw -ay -eat -ell -est –ice -ick -ide -ight -ill -in –ine -ing -ip -ir -ink -ock -ike

-op -ore -ot -uck -ug -ump –unk

• What sounds and patterns can I use to make words?

• What sight words can I identify?


1.03: Introduce

Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors.

• Judge and evaluate the meaning, sentence structure, or visual cues (letters and patterns in words) in the word to self-correct when an error is made while reading.

• How do I know if the word I read makes sense?

1.05: Introduce

Increase vocabulary, concepts, and reading stamina by reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student’s independent reading level.

• Identify books at independent reading level (above 94% accuracy and comprehension).

• Recall information from story during teach/student conferencing.

• Record information about book title, author, and date in a SSR log.

• Demonstrate the ability to sustain reading with a gradual increase to 15 minutes.

• How do I choose books at my independent level?

• How do I read for at least 15 minutes without stopping?

2.05: Introduce

Predict and explain what will happen next in stories.

• Predict and explain before, during, and after story.

• What predications can I make about the events throughout the text?

• How do I explain my prediction throughout the text?

3.01:

Introduce Elaborate on how information and events connect to life experiences.

• Explain and discuss personal responses and responses of others.

• How is my life like what happened in the selection?

4.01: Introduce

Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).

• Vary sentence structure in oral and written text. • Apply the use of synonyms and new vocabulary

in oral and written text.

• How do I select new words to use in my speech and writing?

• How do I create a sentence using new vocabulary?

5.02: Introduce

Apply phonics to write independently, using temporary and/or conventional spelling.

• Use known words and chunks to spell other words (ex. Bat to spell cat; sink to think).

• How do I spell using sounds and letter patterns that are familiar to me?

5.03: Introduce

Write all upper and lower case letters of the alphabet, using correct letter formation.

• Demonstrate the left to right and top down method of letter formation.

• How do I write my upper and lower case letters correctly?

5.07: Introduce

Use legible handwriting. • Write clear and precise.



Second Six Weeks Goal/



1.01: Review

Develop phonemic awareness and demonstrate knowledge of alphabetic principle: • blend the phonemes of one-syllable words • segment the phonemes of one-syllable words • change the beginning, middle, and ending sounds to produce new words • create and state a series of rhyming words that may include consonant blends (e.g. flag, brag)






1.02: Review

Demonstrate decoding and word recognition strategies and skills: • generate the sounds from all the letters and appropriate letter patterns which should include consonant blends, long and short vowels patterns • use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text • recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two). • read compound words and contractions • read inflectional form (e.g.,-s, -ed, -ing) and root words (looks, looked, looking) • read appropriate word families • vowel digraphs- long vowel (ee, ai, oa, ie, ay)


• short vowels • long vowel silent e • endings • consonant digraph beginning • consonant digraph endings • consonant blends beginning-short vowel • consonant blends endings/short vowel



from the following 37 rimes during reading: -ack -ail -ain -ake -ale –ame -an -ank -ap -ash -at –ate -aw -ay -eat -ell -est –ice -ick -ide -ight -ill -in –ine -ing -ip -ir -ink -ock -ike -op -ore -ot -uck -ug -ump –unk




1.03: Review




1.05: Review








2.02: Introduce

Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).

. Identify text structure in a variety of texts • storybook characters, setting, problem-

solution • short chapter book • table of contents • newspaper headings, bold print, captions • telephone books/dictionary • alphabetical order, guide words • poems, stanza, line • skits/plays, narrator, stage direction

• How do I examine different types of texts?

2.04: Introduce

Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.

• Participate in a picture walk (use pictures to anticipate the story in a sequential order) from the cover of the book.

• Predict new vocabulary based on picture walk understand new vocabulary.

• How do I use prior knowledge and experience to connect prior knowledge and experiences to a new text?

2.05: Review





3.01:

Review Elaborate on how information and events connect to life experiences.




3.03: Introduce

Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.

• Name, write, or circle unfamiliar words after reading.

• Identify and discuss unknown words after: • read aloud • guided reading or teacher directed • self-selected reading

• How do I define ______ in my own words?

4.01: Review






4.06: Introduce

Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process.

• Compose a variety of written products using the writing process (prewriting, drafting, revising, editing, publishing).

• What is the writing process?

• How do I use the writing process to create a written product?

5.01:

Introduce Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.

• Apply knowledge of word patterns through spelling in the following foundational order:

• beginning consonants: b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y, z

• ending consonants: b, d, g, m, n, p, t • short vowels: a, e, i, o, u

• Apply knowledge of 500 primary grade words

from the following 37 rimes during spelling: -ack -ail -ain -ake -ale –ame -an -ank -ap -ash -at –ate -aw -ay -eat -ell -est –ice -ick -ide -ight -ill -in –ine -ing -ip -ir -ink -ock –ike -op -ore -ot -uck -ug -ump -unk

• How do I use phonics to spell new words?

5.02: Review




5.03: Review




5.07:

Review Use legible handwriting. • Write clear and precise.



Third Six Weeks Goal/



1.01: Review

Develop phonemic awareness and demonstrate knowledge of alphabetic principle: • count syllables in a word • blend the phonemes of one-syllable words • segment the phonemes of one-syllable words • change the beginning, middle, and ending sounds to produce new words • create and state a series of rhyming words that may include consonant blends (e.g. flag, brag)






1.02: Review



• short vowels • long vowel silent e • endings • consonant digraph beginning • consonant digraph endings • consonant blends beginning-short vowel • consonant blends endings/short vowel)



from the following 37 rimes during reading:


• What sight words can I

identify?


1.03: Review




1.05: Review








2.01: Introduce

Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.

Demonstrate independent reading skills • read smoothly with few errors • apply correct punctuation during oral

reading • retell story in sequential order • recognize and correct errors while reading • summarize story in 2 to 3 sentences • monitor own reading by asking, “Does it

make sense?” “Does it sound right?” “Does it look right?”

• How do I read with fluency and expression?

• What can I do to demonstrate understanding of what I read?

2.02: Review


Identify text structure in a variety of texts • storybook characters, setting, problem-




2.03: Introduce

Read and comprehend both narrative and expository fiction and nonfiction text appropriate for grade one using: • prior knowledge • summarizing • questions • graphic organizers

Distinguish between fiction and nonfiction • fiction- make-believe • nonfiction- real, informational, how-to

Read and comprehend fiction and nonfiction text through:

• sharing personal experiences relating to the text

• paraphrasing story through “think aloud” during reading

• question meaning of text through “think aloud” and/or reflections

• organize information from text using a graphic organizer (Venn Diagram, T-chart, flow chart, etc.)

• How do I read fiction and nonfiction?

• How do I demonstrate

understanding of fiction and nonfiction?

2.04: Review





2.05: Review





2.07:

Introduce Respond and elaborate in answering what, when, where, and how questions.

Recalls: • main idea • name of characters • important detail • state sequence • setting • problem/solution • action/events • with adequate support and/or text-

specific support

• How do I answer what, when, where, and how questions?

• How do I explain my answers to what, when, where and how questions?


3.01: Review

Elaborate on how information and events connect to life experiences.



3.03: Review





3.04: Introduce

Share personal experiences and responses to experiences with text: • publishing non-print texts. • discussing interpretations. • recording personal responses

Publish non-print text, such as: • picture book • label book • photographs

• Expands on ideas through discussion. • Composes entries in response journals and/or

learning logs based on text

• How can I share my response to the text?

3.07: Introduce

Compare authors’ uses of conventions of language that aid readers including: • kinds of sentences. • capitalization of first word in a sentence and proper names • punctuation to end a declarative and interrogative sentence

• How do two authors’ use of conventions compare?

4.01: Review







4.04: Introduce

Extend skills in using oral and written language: • clarifying purposes for engaging in communication. • using clear and precise language to paraphrase messages. • engaging in more extended oral discussions. • completing graphic organizers.

Extend skills in using oral and written language: • clarify purposes: to tell a story, to ask

information, to persuade • engage in more extended oral

discussion; elaborate on topic through discussion

• produce written products including fiction, nonfiction, poetry, simple directions, narrative, how-to

• complete graphic organizer-draw picture and/or organizer as a planning tool for writing

• brainstorm and list ideas for writing

• What are some purposes for a discussion?

• How do I write a clear message?

• What are some ways to elaborate during a discussion?

• How do I write different products?

• Why is it important to use a graphic organizer to plan my writing?

4.06: Review





5.01: Review

Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.


beginning consonants: ending consonants: short vowels:

• Apply knowledge of 500 primary grade words

from the following 37 rimes during spelling:


5.02: Review




5.03:

Review Write all upper and lower case letters of the alphabet, using correct letter formation.



5.04: Introduce

Use complete sentences to write simple texts.

Applies the use of complete sentences through writing which includes: • subject of sentence (who?) • verb (action: did what?)

• What makes a sentence complete?

5.07: Review




Fourth Six Weeks Goal/



1.01: Review







1.02: Review

Demonstrate decoding and word recognition strategies and skills: • generate the sounds from all the letters and appropriate letter patterns which should include consonant blends, long and short vowels patterns • use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text • recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two). • read compound words and contractions • read inflectional form and root words (looks, looked, looking) • read appropriate word families vowel digraphs- long vowels


• short vowels • long vowel silent e • endings • consonant digraph beginning • consonant digraph endings • consonant blends beginning-short vowel • consonant blends endings/short vowel)



from the following 37 rimes during reading



1.03: Review





1.04: Introduce

Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters).

Analyze a word using a variety of strategies: • beginning letters (identify beginning sound

and get mouth ready) • rimes (word families) • length of word (compare number of letters

in word to predicted word) • ending letters (compare ending sound to

predicted word)

• What do I do when I come to a word I don’t know?

1.05: Review







• How do I read for at

least 15 minutes without stopping?

2.01: Review







2.02: Review






2.03: Review









• How do I demonstrate understanding of fiction and nonfiction?

2.04: Review





2.05: Review





2.06: Introduce

Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).

• Formulate questions before, during and after reading.

• Retell the story in sequential order. • Summarize the plot of the story in a few

sentences.

• How do I know I understand what I am reading?

2.07: Review

Respond and elaborate in answering what, when, where, and how questions.

Recalls: • main idea • name of characters • state sequence • setting • problem/solution • action/events • with adequate support and/or text-

specific support




2.09: Introduce

Read and understand simple written instructions.

• How do I read and follow simple written instructions?

3.01: Review




3.02: Introduce

Recognize and relate similar vocabulary use and concepts across experiences with texts.

Compare and contrast vocabulary and concepts through:

• author study • themes • units of study • research

• Which of these words/concepts are like what I read in ______ (previous selection)?

3.03: Review





3.04: Review



• Expands on ideas through discussion. • Composes entries in response journals

and/or learning logs based on text


3.07: Review

Compare authors’ uses of conventions of language that aid readers including: • kinds of sentences. • capitalization of first word in a sentence and proper names • punctuation to end a declarative and interrogative sentence.

How do two authors’ use of conventions compare?

4.01: Review







4.02: Introduce

Use words that describe, name characters and settings (who, where) and words that tell action and events (what happened, what did ___ do) in simple texts.

• Construct a story orally, written, or visually using characters, setting, and action.

• Identify, use, and apply adjectives and verbs to create meaning in the story.

• What adjectives, verbs, and nouns can I use in my writing?

4.03: Introduce

Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing an expository non fiction text).

• Use specific words to name (noun) and tell (verb) in oral and written language. Ex.: frog and toad vs. animals; hop, jump, leap vs. went

• What specific verbs and nouns can I use in my speech and writing?

4.04:

Review Extend skills in using oral and written language: • clarifying purposes for engaging in communication. • using clear and precise language to paraphrase messages. • engaging in more extended oral discussions. • producing written products. • completing graphic organizers.


information, to persuade • use clear and precise language to

summarize in a concise manner • engage in more extended oral




brainstorm and list ideas for writing






4.06: Review





5.01:

Review Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.



• Apply knowledge of 500 primary grade words from the following 37 rimes during spelling:


5.02: Review





5.03: Review




5.04:

Review Use complete sentences to write simple texts.



5.05: Introduce

Use basic capitalization and punctuation: • first word in a sentence. • proper names. • period to end declarative sentence. • question mark to end interrogative sentence

• How do I decide when to use capital letters and punctuation?

5.07: Review




Fifth Six Weeks Goal/



1.01: Review




Manipulate the beginning, middle, and ending sounds to make new words. (example: change the c in cat to b to form bat).



1.02: Review





contractions Demonstrate use of 500 primary grade words from the following 37 rimes during reading



1.03: Review





1.04: Review





predicted word)


1.05: Review








2.01: Review







2.02: Review






2.03: Review










2.04: Review





2.05: Review





2.06: Review




sentences.


2.07: Review


Recalls: • main idea • name of characters • state sequence • setting • problem/solution • action/events • with adequate support and/or text-

specific support


• How do I explain my

answers to what, when, where and how questions?


2.08: Introduce

Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.

• Discuss and explain response to questions during fiction (narrative) and nonfiction (expository).

Organizes information using: • cause/effect • character traits • drawing conclusion • compare and contrast • prediction • inference

• How do I support my answers to why, how and what if question in fiction and nonfiction texts?

2.09: Review



3.01: Review




3.02: Review





3.03: Review





3.04: Review







3.05: Introduce

Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice.

• Compare and contrast author’s use of vocabulary and language through author study.

• How do I recognize the way an author uses language to develop voice?

3.06: Introduce

Discuss authors’/speakers’ use of different kinds of sentences to interest a reader/listener and communicate a message.

Compare and contrast how authors use different types of sentences to communicate:

• story openings • emotions • text structure (fonts, print, organization of

text) •

• How did the author use different kinds of sentences to hook the reader?

3.07: Review



4.01: Review






4.02: Review

Use words that describe, name characters and settings (who, where) and words that tell action and events (what happened, what did ___ do) in simple texts.


• Identify, use, and apply adjectives and verbs to

create meaning in the story.


4.03: Review





4.04: Review

Extend skills in using oral and written language: • clarifying purposes for engaging in communication. • using clear and precise language to paraphrase messages. • engaging in more extended oral discussions. • producing written products. • completing graphic organizers.













4.05: Introduce

Write and/or participate in writing by using an author’s model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).

Model patterns found in text • pattern books • beginnings • endings • language

• Which part of the author’s story can I use as a model for my writing?

• How do I extend the author’s model in my writing?

4.06: Review





5.01: Review

Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.



• Apply knowledge of 500 primary grade words from the following 37 rimes during spelling:


5.02: Review





5.03: Review




5.04: Review




5.05: Review

Use basic capitalization and punctuation: • first in a sentence. • proper names. • period to end declarative sentence. • question mark to end interrogative sentence


5.06: Introduce

Apply grammar and language conventions to communicate effectively.

• Self-monitor composition by using one or two strategies (e.g. reading, peer conferences).

5.07: Review




Sixth Six Weeks Goal/



1.01: Review







1.02: Review





contractions Demonstrate use of 500 primary grade words from the following 37 rimes during reading



1.03: Review





1.04: Review





predicted word)


1.05: Review








2.01: Review






• What can I do to

demonstrate understanding of what I read?

2.02: Review






2.03: Review










2.04: Review





2.05: Review





2.06: Review




sentences.


2.07: Review


Recalls: • important detail • state sequence • setting • problem/solution • action/events • with adequate support and/or text-

specific support




2.08: Review

Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.

• Discuss and explain response to questions during fiction (narrative) and nonfiction (expository).

Organizes information using: • cause/effect • character traits • drawing conclusion • compare and contrast • prediction • inference

• How do I support my answers to why, how and what if question in fiction and nonfiction texts?

2.09: Review



3.01: Review


• Explain and discuss personal responses and responses of others


3.02: Review





3.03: Review



• Identify and discuss unknown words after:

• read aloud • guided reading or teacher directed • self-selected reading


3.04: Review







3.05: Review

Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice.

• Compare and contrast author’s use of vocabulary and language through author study.

• How do I recognize the way an author uses language to develop voice?

3.06: Review

Discuss authors’/speakers’ use of different kinds of sentences to interest a reader/listener and communicate a message.

Compare and contrast how authors use different types of sentences to communicate:

• story openings • emotions • text structure (fonts, print, organization of

text)

• How did the author use different kinds of sentences to hook the reader?

3.07: Review



4.01: Review






• 4.02:

Review Use words that describe, name characters and settings (who, where) and words that tell action and events (what happened, what did ___ do) in simple texts.


• Identify, use, and apply adjectives and verbs to

create meaning in the story.


4.03: Review





4.04: Review

Extend skills in using oral and written language: • clarifying purposes for engaging in communication. • using clear and precise language to paraphrase messages. • engaging in more extended oral discussions. • producing written products. • completing graphic organizers.













4.05: Review

Write and/or participate in writing by using an author’s model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).

Model patterns found in text • pattern books • beginnings • endings • language

• Which part of the author’s story can I use as a model for my writing?

• How do I extend the author’s model in my writing?

4.06: Review





5.01:

Review Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.



Apply knowledge of 500 primary grade words from the following 37 rimes during spelling:


5.02: Review





5.03: Review




5.04: Review




5.05: Review

Use basic capitalization and punctuation: • first word in a sentence. • proper names. • period to end declarative sentence. • question mark to end interrogative sentence


5.06: Review

Apply grammar and language conventions to communicate effectively.

• Self-monitor composition by using one or two strategies (e.g. reading, peer conferences).

5.07: Review



Literature Lists for Teaching Various Language Arts Skills


Simile: “Comparison between two unlike things using like or as”

Chaucer, Geoffrey. Chanticleer and the Fox

Gobel, Paul. The Girl Who Loved Wild Horses

MacDonald, Golden. Little Island

Tresselt, Alvin. Hide and Seek Frog

Turner, Ann. Nettie’s Trip South

William, Jay. Everyone Knows What a Dragon Looks Like

Yashima, Taro. Umbrella

Yolen, Jane. Owl Moon

Metaphors: “Makes a comparison, but it does not use the words like or as. Sometimes a metaphor makes the comparison by using the words is, are, was, or were.”

MacDonald, Golden. Little Island

Potter, Beatrix. The Tale of Peter Rabbit

Ringgold, Faith. Tar Beach

Tresselt, Alvin. Hide and Seek Frog

Tresselt, Alvin. White Snow, Bright Snow

Personification: “Giving human characteristics and feelings to animals, objects, and ideas.”

Burton, Virginia Lee. The Little House

Ets, Marie Hall. Gilberto and the Wind

McKissack, Patricia. Flossie and the Fox

Silverstein, Shel. The Giving Tree

Steig,William. Sylvester and the Magic Pebble

Noun: "Names a person, place, or thing. Most nouns stand for things you can see or touch. A few nouns e.g. Emotion: "happiness"

Cleary, Brian. A Mink, A Fink, A Skating Rink: What Is A Noun? Heller, Ruth. Merry-Go-Round: A Book About Nouns. Greenway, Shirley. Two's Company. Heller, Ruth. A Cache of Jewels. Hooper, Patricia. A Bundle of Beasts. McCarthy, Patricia. Animals Galore. McCarthy, Patricia. Herds of Words. West, Kipling. A Rattle of Bones: A Halloween Book of Collective Nouns.

Pronoun: "A word that takes the place of a noun." e.g. "I, me, he, her"

Collins, Herald. Nouns and Pronouns. Heller, Ruth. Mine All Mine: A Book About Pronouns.

Verb: "Most verbs are action words. They may be called "doing verbs." Other verbs are "being verbs," such as "am, is, are, was, and were."

Heller, Ruth. Kites Sail High: A Book About Verbs. Iutzi, Cindy. Herb the Verb. Terbain, Marvin. I Think and Thought And Other Tricky Verbs.

Adjective: "Tells something about a noun or pronoun. It usually tells which (descriptive adjectives), what kind, or how many. Cleary, Brian. Hairy, Scary, Ordinary: What is an Adjective? Heller, Ruth. Many Luscious Lollipops: A Book About Adjectives.


Adverb: "Describe verbs, adjectives, and other adverbs. Adverbs can tell how, when, where, how often, and to what degree." An adverb often "describes an action."

Heller, Ruth. Up, Up, and Away: A Book About Adverbs. Ragan, Vicki. The Edible Alphabet Book.

Synonym: A word or phrase that means the same thing as another word.

Antonym: A word opposite in meaning to another:

Davis, Lee. Lifesize Animal Opposite Book. Hanson, Joan. Antonyms: Hot and cold and other words that are different as day and night. Harris, Pamela. Hot, Cold, Shy, Bold. Hendra, Sue. Opposites. In Process Hewitt, Kathryn. Opposites. Hoban, Tana. Exactly the Opposite. McMillan, Bruce. Becca Backward, Becca Forward Pittau, Francisco. Elephant, elephant: A book of opposites. Tullet, Herve. Night and Day: A book of eye-catching opposites. Watson, Carol. Opposites

Onomatopoeia: "Imitate the sounds they name." e.g. "Ping pong."

Benjamin, Alan. Rat-a-Tat, Pitter Pat. Cole, Sheila. When The Rain Stops. Piper, Watty. Little Engine That Could. Potter, Beatrix. The Tale of Peter Rabbit. Yolen, Jane. Sky Dogs Yolen, Jane. Welcome to the Green House.

Homonym: "Use words that sound alike but have different meanings to create humor."

Abolafea, Yossi. Fox Tale. Daly, Niki. Mama, Papa, and Baby Joe. Gwyne, Fred. A Chocolate Moose for Dinner. McAfee, Annelena. The Visitors Who Came to Stay. Macauley, David. Why the Chicken Crossed the Road.

Parish, Peggy. Any of the Amelia Bedelia books. Ross, Tony. The Three Little Pigs. Stolz, Mary. Storm in the Night Terban, Marvin. Eight Ate. Tolhurst, Marilyn. Somebody and the Three Blairs. Tremain, Ruthven. Teapot, Switcheroo, and Other Word Games Walton, Rick. Can You Match This? Walton, Rick. What a Ham!

Idiom : A group of words having a different meaning, by popular use, than if the words are read individually.

Artell, Mike. Fun With Expressions. It's Raining Cats and Dogs: How Idioms Make Our Language Exciting. Nevins, Ann. From the Horse's Mouth: A Book About Idioms. Terbain, Marvin. In a Pickle. Terbain, Marvin. Mad As A Wet Hen! Terbain, Marvin. Punching the Clock: Funny Action Idioms. Weinstein, Crazy Idioms.

Alliteration : "Repetition of the same first sound in a group of words." It can "create a musical effect."

Grassby, Donna. A Seaside Alphabet Harrison, Ted. A Northern Alphabet. Kahl, Virginia. How Do You Hide A Monster Kellogg, StepHen. Chicken Little. Lobel, Anita. Alison's Zinnia. Ruurs, Margaret. A Mountain Alphabet.ha Stevenson, James. What's Under My Bed?

Hyperbole: "Exaggeration that is so extreme it cannot be true."

Cole, Babette. The Trouble With Grandad. Hutchins, Pat. The Very Worst Monster. McPhail, David. Pig Pig Rides. Riddle, Tohly. Careful With That Ball Eugene McKissack, Patricia. A Million Fish...More or Less


Character Traits : Understanding, describing and comparing attributes of characters in text.

Browne, Anthony. Piggybook.. Hutchins, Pat. Rosie's Walk. Kellogg, Steven. A Rose For Pinkerton. Little, Jean. Gruntle Piggle Takes Off. Munsch, Robert. Paper Bag Princess. Steig, William. Sylvester and the Magic Pebble. Fox, Mem. Wilfrid Gordon McDonald Partridge. Gay, Marie Louise. Stella, Star of the Sea Gregory, Nan. Wild Girl and Gran Munsch, Robert. Mortimer. Root, Phyllis. Soup for Supper. Rylant, Cynthia. The Relatives Came

Point of View: The perspective of a character in a story. Arnold, Ted. Green Wilma. Baylor, Bird. Everybody Needs A Rock. Brown, Ruth. The Picnic. Goble, Paul. Death of the Iron Horse. Granowsky, Alan . HangUp Szieszka, Jon. True Story of the Three Little Pigs. Willis, Jeanne. Earthlets

Imagery: The art of painting images, using words, not paintbrushes.

Caudill, Rebecca. A Pocketful of Cricket. Frost, Robert. Stopping By Woods on a Snowy Evening. Hume, Stephen Eaton. Rainbow Bay. Keats, Ezra Jack. The Snowy Day." Lobel, Arnold. The Rose in My Garden Steig, William. Rotten Island. Stoltz, Mary. Storm in the Night. Yolen, Jane. Owl Moon

Inference: Like a great detective, the reader draws conclusions from the limited or "hidden" clues given by the author. That is, the reader "reads between the lines."

Allard, Harry. Miss Nelson Has a Field Day. Brighton, Catherine. Five Secrets in a Box Kraus, Robert. Come Out and Play, Little Mouse Mahy, Margaret. Jam, A True Story. Nichol, Barbara. Dippers. Van Allsburg, Chris. The Mysteries of Harris Burdock.

Theme: The underlying topic of a story, a general statement about life.

Brown, Margaret Wise. The Runaway Bunny. Gag, Wanda. Millions of Cats Miles, Miska. Annie and the Old One. . Paterson, Katherine. The Tale of the Mandarin Ducks Sendak, Maurice. Where the Wild Things Are. Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Tone: The mood or atmosphere an author creates, often using the senses of his/her characters.

DePaola, Tomie. Strega Nona Locker, Thomas. Where the River Begins McFarlane, Sheryl. Waiting For the Whales Sciezka, Jon. The True Story of the Three Little Pigs Smucker, Anna Egan. No Star Nights Vozar, David. Yo, Hungry wolf!: A Nursery Rap Wood, Douglas. Grandad's Prayers of the Earth


Plot: What happens in the story? The action plan of a story, usually involves introduction, rising action, climax, resolution, and conclusion.

Hutchins, Patricia. Rosie's Walk. Davis, Aubrey. Sody Salleratus.

Setting: When and where does the story take place?

Booth, David. The Dust Bowl. Locker, Thomas. Where the River Begins

Resource: Literary Devices Answer Key http://www.uleth.ca/edu/currlab/handouts/litdeviceanswerkey.html

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