week grade 1 • unit 4 question of the week: how can a ... 4... · question of the week: how can a...

Question of the Week: How can a surprise be a treasure?Concepts: Discuss surprises; how surprises can be fun to share with people; giving gifts to others.

1 Grade 1 • Unit 4

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 1 • Unit 4 • 21Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

Objectives

To introduce and discuss concepts and vocabulary related to surprises.Use: Student Book, pp. 138–139.

To use key words to describe surprises.

To have children write a sentence(s) describing how Juan feels about his surprise visit.

ELD Standard LS: Retell stories and talk about school-related activities by using expanded vocabulary, descriptive words, and paraphrasing.

DAY 1Concept & Vocabulary Development

P/Q What kind of surprise do you like? Lesson Vocabulary for the Week

grandson, surprise, treasure, value, would, grandmother, visit

Content Vocabulary

favorite, parties, party, really, surprised, very, visited, happy

P/Q How did Juan feel about his surprise visit? Have children use a Sequence Map to retell Juan’s story about his surprise visit.

• Who came to visit Juan?

• How did Juan feel?

Skill Check: Practice Book, p. 149

B I like to be ______. B Juan felt ______.

EI I really like to be ______. EI Juan felt very ______.

I I would like to have a ______ party. I Juan felt very ______ when his grandmother visited him.

EA I ______ really like to have a ______ party. EA Juan felt very ______ when his ______ visited him.

A I really think I ______ like to have a ______ party.

A ______ felt very ______ when his ______ visited him.

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Grade 1 • Unit 4 Question of the Week: How can a surprise be a treasure?Concepts: Discuss surprises; how surprises can be fun to share with people; giving gifts to others.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring1WEEK

Grade 1 • Unit 4 • Page 122Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

ObjectivesTo teach how to recognize words with long a spelled ai, ay.

To teach how to recognize and read words with long a spelled ai, ay. To use possessives.

To use possessives to write about Juan’s surprise from Day 1.

ELD Standard R: Write captions or phrases for drawings related to a story.

DAY 2Word Analysis

P/Q Let’s use words with ai and ay to talk about surprises.

Lesson Vocabulary

today, yesterday, pay, play, played, rain, rained, Juan’s

Content Vocabulary

Juan, yesterday, grandmother, surprise

P/Q Whose surprise did we read about yesterday? Have children draw in their Weekly Concept Journals pictures of surprises they have had. Have them write labels or a sentence to describe their pictures.


B Today is a good ______. B We read about Juan’s ______.

EI I went out to ______ today. EI We read about ______ surprise.

I I went out to ______ today with my friend. I Yesterday, we read about ______ surprise.

EA I went out to ______ today. It ______ outside. EA Yesterday, we read about ______ surprise with his ______.

A I went out to ______ ______. It ______ outside. What a ______!

A ______, we read about ______ surprise with his ______.





ObjectivesTo use words to tell what we think about something.Use: Student Book, pp. 140–141.

To identify words to interpret and draw conclusions about things.

To have children write a sentence about Juan’s grandmother and how she feels about the surprise visit.

ELD Standard R: Write captions or phrases for drawings related to a story.

DAY 3Comprehension Skills & Strategies

P/Q What words do we use to talk about what we think about something?

Lesson Vocabulary

I, think

Content Vocabulary

talk, use, words, surprised, happy, very

P/Q How does Juan’s grandmother feel about the surprise visit?

Have children draw and label a picture what Juan and his grandmother do during their surprise visit.


B We use “______.” B I think she feels ______.

EI We use the words “I ______.” EI I think Juan’s grandmother feels ______.

I When we want to talk about what we think, we use the words “I ______.”

I I think Juan’s ______ feels ______.

EA When we want to _____ about what we think, we use the words “I ______.”

EA I ______ that ______ grandmother feels ______.

A When we want to ______ about what we ______, we use the ______ “I ______.”

A ______ ______ that ______ grandmother feels very ______.





Objectives

To use adjectives correctly.Use: Student Book, p. 142.

To identify adjectives. To have children write a complete sentence(s) that describes a surprise party.

ELD Standard LS: Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

DAY 4Grammar & Conventions

P/Q Let’s talk about words we use to describe things, such as a book. What color is it? Is it big or small? Is it short or tall?

Lesson Vocabulary

red, blue, green, black, brown, tan, plain, has pictures, big, small, tall, short

Content Vocabulary

also, book, party, surprise, part, color

P/Q Let’s talk about a surprise party. Use adjectives to tell about the party.

Have partners talk about a surprise party and what they would do to plan one. Then have children draw and label pictures of a surprise party. Have them write one complete sentence, if possible.


B The book is ______. B This party is a ______.

EI The color of this book is ______. EI This is a surprise ______.

I This is a ______ book. This is a ______ book. I This is a big ______ party.

EA This book is ______. It is also ______. EA This is not a small party. It is a ______ party.

A This ______ is ______. It is also ______ and ______. It has ______.

A This is a ______ party, and it is also a ______ party.





Objectives

To wrap up the weekly concept and produce a final piece of writing related to the weekly concept and vocabulary.Use: Student Book, p. 143.

To use vocabulary learned this week to discuss surprises and why we enjoy them.

To have children write sentences about surprises.

ELD Standard W: Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

DAY 5Writing

P/Q Write about surprises. Why do you like surprises?

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Children refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas and maintaining a consistent focus.

P/Q How can a surprise be a treasure? Have children build fluency by reading their completed writing to partners or the class.


B I like ______. B Child writes one basic sentence, using a frame.

EI I like ______ parties. EI Child writes one basic sentence, using a frame and some concept vocabulary.

I Surprise ______ are fun. I Child writes one basic sentence, using some concept vocabulary.

EA Big surprise ______ are fun. They have ______ and ______.

EA Child writes one or two well-constructed sentences, using a frame and some concept vocabulary.

A I ______ big surprise ______ are fun because they have ______ and ______.

A Child writes one or two well-constructed sentences, using some concept vocabulary.


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