Objective Materials Pacing. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details.

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1 "School Day" Day 1 Objective Materials Pacing Content Knowledge: School Listening Comprehension: Plot Phonemic Awareness: Match Initial, Medial, Final Phonemes Phonics and Spelling: Consonant r /r/ Writing and Conventions: Adjectives Listening and Speaking: Ask Questions TE pp. 114j 117i SE pp , EI 5 Sing with Me Big Book Reader's and Writer's Notebook, pp Standards Blocks 2 hours National Standards CCSS Literature 1. Ask and answer questions about key details in a text. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details. CCSS Literature 7. Use illustrations and details in a story to describe its characters, setting, or events. CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS Speaking/Listening 1.c. Ask questions to clear up any confusion about the topics and texts under discussion. CCSS Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. CCSS Language 1.f. Use frequently occurring adjectives. CCSS Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Get Ready to Read Targeted Resources Duration Page 1

2 Content Knowledge: Discuss the Question of the Week: What is around us at school? Oral Language: Amazing Words Routine Phonemic Awareness: Isolate and match initial, medial and final phonemes. Phonics: Associate consonant r with the sound /r/. - Blending Strategy Routine - Name and write the letters Rr. Small Group Time Teacher's Edition p.114j Video, Concept Talk Video Song, Sing with Me Activity, Sound-Spelling Chart Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Text-Based Comprehension: Recognize plot in realistic fiction. Read Aloud: "Early for School" TE p. 117e Teacher's Edition p.117d Animation, Envision It! Animation 30 minutes Language Arts Targeted Resources Duration Convention: Understand and use adjectives. Handwriting: Use proper letter size when writing. - Write Rr. - Daily Fix-It Writing: Produce adjectives. - Write complete sentences with vivid adjectives. Listening and Speaking: Ask Questions Wrap Up Your Day Teacher's Edition p.117f Daily Fix-It 30 minutes Homework My Notes Page 2

3 "School Day" Day 2 Objective Materials Pacing Content Knowledge: School Comprehension Skill: Plot Phonemic Awareness: Isolate Initial Phonemes Phonics and Spelling: Consonants w /w/, j /j/ Writing and Conventions: Adjectives Listening and Speaking: Follow Directions TE pp. 118a 119e SE pp Big Book "First Grade, Here I Come!" Reader's and Writer's Notebook, p Standards Blocks 2 hours National Standards CCSS Literature 1. Ask and answer questions about key details in a text. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details. CCSS Literature 7. Use illustrations and details in a story to describe its characters, setting, or events. CCSS Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation. CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. CCSS Language 1.f. Use frequently occurring adjectives. Page 1

4 CCSS Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Get Ready to Read Targeted Resources Duration Content Knowledge: Discuss the Question of the Week: What is around us at school? Oral Language: Amazing Words Routine Phonemic Awareness: Match initial phonemes. Phonics: Associate the consonant w with the sound /w/. - Associate the consonant j with the sound /j/. - Blending Strategy Routine Phonics Practice: Blend, read, and spell words with w and j. - Recognize and name the letters Ww and Jj. Small Group Time Teacher's Edition p.118a Activity, Sound-Spelling Chart Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Text-Based Comprehension: Identify the plot (problem and solution) in a narrative text. Vocabulary: Understand and use adjectives. High-Frequency Words - Nondecodable Words Routine Teacher's Edition p.119a 30 minutes Language Arts Targeted Resources Duration Conventions: Understand and use adjectives. Handwriting: Use proper body and paper position when writing. - Write Ww and Jj. - Daily Fix-It Writing: Produce adjectives. - Write complete sentences with vivid adjectives. Listening and Speaking: Follow Directions Wrap Up Your Day Teacher's Edition p.119b Animation, Grammar Jammer Daily Fix-It 30 minutes Homework My Notes Page 2

5 "School Day" Day 3 Objective Materials Pacing Content Knowledge: School Phonological Awareness: Rhyme Words Phonics and Spelling: Consonant k /k/ Writing and Conventions: Adjectives Listening and Speaking: Restate Directions TE pp. 120a 120l SE p. 120 Big Book "First Grade, Here I Come!" Reader's and Writer's Notebook, pp Standards Blocks 2 hours National Standards CCSS Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS Speaking/Listening 1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. CCSS Speaking/Listening 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS Speaking/Listening 6. Produce complete sentences when appropriate to task and situation. CCSS Language 1.f. Use frequently occurring adjectives. CCSS Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Get Ready to Read Targeted Resources Duration Page 1

6 Content Knowledge: Discuss the Question of the Week: What is around us at school? Oral Language: Amazing Words Routine Phonological Awareness: Rhyme words. Phonics: Associate the consonant k with the sound /k/. - Blending Strategy Routine Phonics Practice: Blend, read and spell words with initial k. - Name and write the letters Kk. Small Group Time Teacher's Edition p.120a Activity, Sound-Spelling Chart etext, ereader Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration High-Frequency Words - Nondecodable Words Routine Teacher's Edition p.120g Activity, Vocabulary Activity Activity, Journal: Word Bank 15 minutes Language Arts Targeted Resources Duration Conventions: Understand and use adjectives. Handwriting: Use self-evaluation when writing. - Write Kk. - Daily Fix-It Writing: Produce adjectives. - Write complete sentences with vivid adjectives. Listening and Speaking: Restate Directions Wrap Up Your Day Teacher's Edition p.120i Daily Fix-It 45 minutes Homework My Notes Page 2

7 "School Day" Day 4 Objective Materials Pacing Content Knowledge: School Comprehension Skill: Realism and Fantasy Comprehension Strategy: Monitor and Clarify Phonemic Awareness: Segment and Blend Phonemes Phonics and Spelling: Short e: e Writing and Conventions: Adjectives TE pp. 120m 135c SE pp , EI 11 Read Aloud Anthology Reader's and Writer's Notebook, pp Decodable Practice Reader R5A Standards Blocks 2 hours National Standards CCSS Literature 1. Ask and answer questions about key details in a text. CCSS Literature 3. Describe characters, settings, and major events in a story, using key details. CCSS Literature 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS Literature 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCSS Literature 7. Use illustrations and details in a story to describe its characters, setting, or events. CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS Foundational Skills 2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. CCSS Language 1.f. Use frequently occurring adjectives. CCSS Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Get Ready to Read Targeted Resources Duration Page 1

8 Content Knowledge: Discuss the Question of the Week: What is around us at school? Oral Language: Amazing Words Routine Phonemic Awareness: Segment and blend phonemes. Phonics: Associate the short vowel e with the sound /e/. - Blend, read, and spell words with short e. Phonics Practice: Decodable Practice Reader R5A Fluency: Oral Rereading Routine. Teacher's Edition p.120m Activity, Sound-Spelling Chart etext, Decodable ebook Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Literary Text: Identify the features of fiction and nonfiction. High-Frequency Words Review Text-Based Comprehension: Realistic Fiction Read for Understanding Routine: Access Text Main Selection: Read "School Day" pp Comprehension Strategy: Reread and review to monitor and clarify. Text-Based Comprehension: Identify plot. Text-Based Comprehension: Check Understanding Think Critically: Identify the plot of a story. Teacher's Edition p.121c Student Edition p.122 etext, Main Selection etext 30 minutes Language Arts Targeted Resources Duration Writing: Write a complete sentence with vivid adjectives. Conventions: Identify and produce adjectives. Research: Understand and use a calendar. Handwriting: Use proper letter size when writing. - Write Ee. Wrap Up Your Day Teacher's Edition p minutes Homework My Notes Page 2

9 "School Day" Day 5 Objective Materials Pacing Content Knowledge: School Comprehension Skill: Plot Comprehension Strategy: Monitor and Clarify Phonological Awareness: Identify Syllables Phonics and Spelling: Review Consonants r /r/, w /w/, j /j/, k /k/; Short e: e Listening and Speaking: Ask Questions Writing and Conventions: Adjectives TE pp. 136a 139e SE pp Read Aloud Anthology Reader's and Writer's Notebook, pp Weekly Test pp Fresh Reads pp Decodable Practice Reader R5B Standards Blocks 2 hours National Standards CCSS Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS Speaking/Listening 1.c. Ask questions to clear up any confusion about the topics and texts under discussion. CCSS Speaking/Listening 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS Speaking/Listening 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words. CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. CCSS Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. CCSS Language 1.f. Use frequently occurring adjectives. CCSS Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Get Ready to Read Targeted Resources Duration Page 1

10 Content Knowledge: Discuss the Question of the Week: What is around us at school? Oral Vocabulary: Connect to Amazing Words. Phonological Awareness: Identify syllables. Spelling: Read and spell high-frequency words. Small Group Time Phonics Practice: Decodable Practice Reader R5B Fluency: Oral Rereading Routine Teacher's Edition p.136a 30 minutes Read and Comprehend Targeted Resources Duration Social Studies in Reading: Recognize structure and elements of a photo essay. Paired Selection: Read "How Do You Get to School?" pp Access Text Let's Think About Genre Reading and Writing Across Texts 30 minutes Language Arts Targeted Resources Duration Listening and Speaking: Ask Questions Vocabulary: Use descriptive words. Handwriting: Write using proper body position. Conventions: Identify and produce adjectives. Writing: Write complete sentences with vivid adjectives. Wrap Up Your Week Student Edition p.136 etext, Decodable ebook etext, Paired Selection etext Activity, Story Sort Reader's and Writer's Notebook Key 30 minutes Assessment Checkpoints for the Week Targeted Resources Duration Phonics: r /r/, w /w/, k /k/, e /e/ Text-Based Comprehension: Plot High-frequency Words: he, is, three, to, with Teacher's Edition p.139d 20 minutes Page 2

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12 Problem Solving: Act It Out Objective Materials Pacing Domain: Geometry Objective: Use counters to act out and solve subtraction problems. Two-color counters (or Teaching Tool 14) etool: Counters Standards Blocks 1/2 day Essential Understanding: Some problems can be solved by using objects to act out the actions in the problem. National Standards 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Daily Common Core Review Targeted Resources Duration Daily Common Core Review 2-11 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children will use counters to model and solve subtraction story problems. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 82, Independent Practice, p. 82 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 82, Independent Practice, p. 83 Close and Assess Targeted Resources Duration Quick Check 2-11, Digital Path Lesson Quiz 2-11 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 84B, Reteaching Master 2-11, Practice Master 2-11, Enrichment Master 2-11 Page 1

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14 Topic 2 Assessment Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Solve problems by finding the missing part. Two-color counters (or Teaching Tool 14), small cup etool: Counters Standards Blocks Essential Understanding: A missing part of a whole can be found when the whole and the other part are known. Vocabulary: missing part National Standards 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Daily Common Core Review Targeted Resources Duration Daily Common Core Review on Topic 2 Go to Teacher's Edition Assessment Targeted Resources Duration Topic 2 Assessmetn Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge to introduce Topic 3 Develop the Concept Practice Targeted Resources Duration Guided Practice, Independent Practice- with Printable Topic 3 Reader.Students read and color Close and Assess Targeted Resources Duration Quick Check Topic 2 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 44B, Reteaching Master Topic 2, Practice Master 2, Enrichment Master 2 Homework My Notes Page 1

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16 Representing Numbers on a Ten-Frame Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Use counters and a ten-frame to model numbers up to 10. Number Cards 0-11 (Teaching Tool 9), Twocolor counters (or Teaching Tool 14) etool: Counters Standards Blocks 1/2 day Essential Understanding: Numbers to 10 can be represented on a ten-frame using 5 and 10 as benchmarks. National Standards 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Daily Common Core Review Targeted Resources Duration Daily Common Core Review 3-1 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children will represent numbers using a ten-frame and relate them to the benchmark numbers 5 and 10. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 92, Independent Practice, p. 92 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 92, Independent Practice, p. 93 Close and Assess Targeted Resources Duration Quick Check 3-1, Digital Path Lesson Quiz 3-1 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 94B, Reteaching Master 3-1, Practice Master 3-1, Enrichment Master 3-1 Page 1

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18 Recognizing Numbers on a Ten-Frame Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Learn to recognize numbers on a ten-frame, noting the relationship of those numbers to 5 and 10. Blank Mini Ten-Frames (Teaching Tool 4), Counters (or Teaching Tool 14) etool: Counters Standards Blocks 1/2 day Essential Understanding: Numbers to 10 can be represented on a ten-frame using 5 and 10 as benchmarks. National Standards 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Daily Common Core Review Targeted Resources Duration Daily Common Core Review 3-2 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children will recognize numbers shown on a ten-frame. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 96, Independent Practice, p. 96 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 96, Independent Practice, p. 97 Close and Assess Targeted Resources Duration Quick Check 3-2, Digital Path Lesson Quiz 3-2 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 98B, Reteaching Master 3-2, Practice Master 3-2, Enrichment Master 3-2 Homework My Notes Page 1

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20 Parts of 10 Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Show 10 as two parts. Essential Understanding: The number 10 can be broken into parts in different ways. Number Cards 0-11 (Teaching Tool 9), Twocolor counters (or Teaching Tool 14) etool: Counters Game: Hamster Hotel Standards Blocks 1/2 day National Standards 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 4 = = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13). Daily Common Core Review Targeted Resources Duration Daily Common Core Review 3-3 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children use counters on a ten-frame to show parts of 10. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 100, Independent Practice, p. 100 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 100, Independent Practice, p. 101 Close and Assess Targeted Resources Duration Quick Check 3-3, Digital Path Lesson Quiz 3-3 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 102B, Reteaching Master 3-3, Practice Master 3-3, Enrichment Master 3-3 Page 1

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