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

Transcription

1 "Tip and Tam" Day 1 Objective Materials Pacing Content Knowledge: Outside Listening Comprehension: Plot Phonemic Awareness: Isolate Initial, Medial, and Final Phonemes Phonics and Spelling: Consonant f, ff /f/ Conventions: Verbs Writing: Verbs in Sentences Listening and Speaking: Share Ideas TE pp. 62j 65i SE pp , EI 5 Sing with Me Big Book Reader's and Writer's Notebook, pp Standards 1 day 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 1.b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. 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.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Page 1

2 Get Ready to Read Targeted Resources Duration Content Knowledge: Discuss the Question of the Week: What is outside our door? Oral Language: Amazing Words Routine Phonemic Awareness: Isolate and match initial, medial and final phonemes. Phonics: Associate consonant f with the sound /f/. - Blending Strategy Routine - Name and write the letters Ff. Small Group Time Teacher's Edition p.62j 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: "A City Garden" TE p. 65e Teacher's Edition p.65d Animation, Envision It! Animation 30 minutes Language Arts Targeted Resources Duration Convention: Identify and use verbs. Handwriting: Use proper letter size when writing. - Write proper letter formation of Ff. - Daily Fix-It Writing: Write complete sentences with strong verbs. Listening and Speaking: Share Ideas Wrap Up Your Day Teacher's Edition p.65f Daily Fix-It 30 minutes Homework My Notes Page 2

3 "Tip and Tam" Day 2 Objective Materials Pacing Content Knowledge: Outside Comprehension Skill: Plot Phonemic Awareness: Isolate Initial, Medial, and Final Phonemes Phonics and Spelling: Consonant b /b/ Conventions: Verbs Writing: Verbs in Sentences Listening and Speaking: Restate Instructions TE pp. 66a 67e SE pp Big Book "My Very Big Little World" Reader's and Writer's Notebook, p Standards 1 day 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.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Page 1

4 CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Get Ready to Read Targeted Resources Duration Content Knowledge: Discuss the Question of the Week: What is outside our door? Oral Language: Amazing Words Routine Phonemic Awareness: Isolate initial, medial, and final phonemes /b/. Phonics: Associate the consonant b with the sound /b/. - Blending Strategy Routine Phonics Practice: Blend, read, and spell words with b. Small Group Time Teacher's Edition p.66a Activity, Sound-Spelling Chart Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Text-Based Comprehension: Review plot. Vocabulary: Sort nouns and verbs. High-Frequency Words - Nondecodable Words Routine Teacher's Edition p.67a 30 minutes Language Arts Targeted Resources Duration Conventions: Identify and use verbs. Handwriting: Use proper body/paper position. - Use proper letter formation to write Bb. - Daily Fix-It Writing: Write complete sentences with strong verbs. Listening and Speaking: Restate Instructions Wrap Up Your Day Teacher's Edition p.67b Animation, Grammar Jammer Daily Fix-It 30 minutes Homework My Notes Page 2

5 "Tip and Tam" Day 3 Objective Materials Pacing Content Knowledge: Outside Phonological Awareness: Identify Syllables Phonics and Spelling: Consonant g /g/ Conventions: Verbs Writing: Verbs in Sentences Listening and Speaking: Restate Instructions TE pp. 68a 68l SE p. 68 Big Book "My Very Big Little World" Reader's and Writer's Notebook, pp Standards 1 day 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 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.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CCSS Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Get Ready to Read Targeted Resources Duration Page 1

6 Content Knowledge: Discuss the Question of the Week: What is outside our door? Oral Language: Amazing Words Routine Phonological Awareness: Identify syllables in spoken words. Phonics: Associate the consonant g with the sound /g/. - Blending Strategy Routine Phonics Practice: Blend, read and spell words with g. - Name and write the letters Gg. Small Group Time Teacher's Edition p.68a 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.68h Activity, Vocabulary Activity Activity, Journal: Word Bank 15 minutes Language Arts Targeted Resources Duration Conventions: Identify and use verbs. Handwriting: Practice self-evaluation when writing. - Write consonant Gg. - Daily Fix-It Writing: Write complete sentences with strong verbs. Listening and Speaking: Restate Instructions Wrap Up Your Day Teacher's Edition p.68i Daily Fix-It 45 minutes Homework My Notes Page 2

7 "Tip and Tam" Day 4 Objective Materials Pacing Content Knowledge: Outside Comprehension Skill: Plot Comprehension Strategy: Story Structure Phonemic Awareness: Segment and Blend Phonemes Phonics and Spelling: Short i: i Conventions: Verbs Writing: Verbs in Sentences TE pp. 68m 83c SE pp , EI 14 Read Aloud Anthology Reader's and Writer's Notebook, pp Decodable Practice Reader R3A Standards 1 day 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 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.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Get Ready to Read Targeted Resources Duration Page 1

8 Content Knowledge: Discuss the Question of the Week: What is outside your door? Oral Language: Amazing Words Routine Phonemic Awareness: Blend and segment phonemes. Phonics: Blend, read, and spell words with short i /i/. - Associate the short vowel i with the sound /i/. Phonics Practice: Decodable Practice Reader R3A Fluency: Oral Rereading Routine. Teacher's Edition p.68m etext, Decodable ebook Activity, Sound-Spelling Chart Reader's and Writer's Notebook Key 60 minutes Read and Comprehend Targeted Resources Duration Literary Text: Identify the features of nonfiction. High-Frequency Words Review Text-Based Comprehenison: Realistic Fiction Read for Understanding Routine: Access Text Main Selection: Read "Tip and Tam" pp Comprehension Strategy: Understand story structure. Text-Based Comprehension: Identify the problem and solution in the plot. Text-Based Comprehension: Check Understanding Think Critically: Identify the plot of a story. Teacher's Edition p.69c Student Edition p.70 etext, Main Selection etext 30 minutes Language Arts Targeted Resources Duration Writing: Write complete sentences with strong verbs. Conventions: Identify and produce verbs. Research: Identify and understand signs. Handwriting: Use correct letter size when writing. - Use proper letter formation to write the vowels Ii. Wrap Up Your Day Teacher's Edition p minutes Page 2

9 Homework My Notes Page 3

10 "Tip and Tam" Day 5 Objective Materials Pacing Content Knowledge: Outside Comprehension Skill: Plot Comprehension Strategy: Questioning Phonological Awareness: Count Phonemes Phonics and Spelling: Review /i/, /b/, /g/, /f/ Listening and Speaking: Follow, Restate, and Give Instructions Conventions: Review Verbs Writing: Verbs in Sentences TE pp. 84a 87e SE pp Read Aloud Anthology Reader's and Writer's Notebook, pp Weekly Test pp Fresh Reads pp Decodable Practice Reader R3B Standards 1 day 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.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS Foundational Skills 2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 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.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Page 1

11 Get Ready to Read Targeted Resources Duration Content Knowledge: Discuss the Question of the Week: What is outside our door? Oral Vocabulary: Connect to Amazing Words. Phonological Awareness: Count phonemes. Small Group Time Phonics Practice: Decodable Practice Reader R3B Fluency: Oral Rereading Routine Teacher's Edition p.84a 30 minutes Read and Comprehend Targeted Resources Duration Social Studies in Reading: Recognize structure and elements of a photo essay. Paired Selection: Read "Yards" pp Access Text Let's think About Genre Reading and Writing Across Texts 30 minutes Language Arts Targeted Resources Duration Listening and Speaking: Follow, Restate, and Give Instructions. Vocabulary: Sort nouns and verbs. Handwriting: Write using proper paper position. Conventions: identify and produce verbs. Writing: Write complete sentences with nouns that name places. Wrap Up Your Week Student Edition p.84 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: f /f/, b /b/, g /g/, i /i/ Text-Based Comprehension: Plot High-frequency Words: do, look, was, yellow, you Teacher's Edition p.87f 20 minutes Page 2

12 Homework My Notes Page 3

13 Finding Missing Parts of 6 and 7 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 1 day Blocks 1/2 day 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 2-1 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children will find the missing parts of 6 and 7. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 42, Independent Practice, p. 42 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 42, Independent Practice, p. 43 Close and Assess Targeted Resources Duration Quick Check 2-1, Digital Path Lesson Quiz 2-1 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 44B, Reteaching Master 2-1, Practice Master 2-1, Enrichment Master 2-1 Page 1

14 Homework My Notes Y Page 2

15 Finding Missing Parts of 8 Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Find a missing part of 8 when one part is known. Two-color counters (or Teaching Tool 14), dark-colored paper etool: Counters Standards 1 day Blocks 1/2 day Essential Understanding: A missing part of a whole can be found when the whole and the other part are known. 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 2-2 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children play a partner game with counters. As one child hides counters, the other finds a missing part of 8. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 46, Independent Practice, p. 46 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 46, Independent Practice, p. 47 Close and Assess Targeted Resources Duration Quick Check 2-2, Digital Path Lesson Quiz 2-2 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 48B, Reteaching Master 2-2, Practice Master 2-2, Enrichment Master 2-2 Page 1

16 Homework My Notes Y Page 2

17 Finding Missing Parts of 9 Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Use eubtraction to find the missing part of 9 when one part is known. Number Cards 0-11 (Teaching Tool 9), Twocolor counters (or Teaching Tool 14) etool: Counters Standards 1 day Blocks 1/2 day Essential Understanding: A missing part of a whole can be found when the whole and the other part are known. 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 2-3 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children subtract by finding the missing part of a whole. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 50, Independent Practice, p. 50 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 50, Independent Practice, p. 51 Close and Assess Targeted Resources Duration Quick Check 2-3, Digital Path Lesson Quiz 2-3 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 52B, Reteaching Master 2-3, Practice Master 2-3, Enrichment Master 2-3 Homework My Notes Page 1

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19 Introducing Subtraction Expressions and Number Sentences Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Write and solve subtraction number sentences. Connecting cubes, paper etool: Counters Standards 1 day Blocks 1/2 day Essential Understanding: A missing part of a whole is one interpretation of subtraction. Subtraction number sentences can be used to show a missing part subtraction situation. Vocabulary: subtract, difference, subtraction sentence, minus sign, equal sign 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 2-4 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children break apart a one-color train of connecting cubes, and then write a subtraction number sentence representing the parts and the whole. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 54, Independent Practice, p. 54 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 54, Independent Practice, p. 55 Close and Assess Targeted Resources Duration Quick Check 2-4, Digital Path Lesson Quiz 2-4 Page 1

20 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 56B, Reteaching Master 2-4, Practice Master 2-4, Enrichment Master 2-4 Homework My Notes Y Page 2

21 Stories about Taking Away Objective Materials Pacing Domain: Operations and Algebraic Thinking Objective: Tell and act out stories about taking away to find how many are left. Connecting cubes etool: Counters Standards 1 day Blocks 1/2 day Essential Understanding: Taking away parts from a whole is one interpretation of subtraction. Subtraction number sentences can be used to show taking-away subtraction situations. Vocabulary: take away 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 2-5 Go to Teacher's Edition Develop the Concept Interactive Targeted Resources Duration Problem-Based Interactive Learning: Children listen to stories about taking away, tell the stories with connecting cubes, and complete subtraction sentences about the stories. Develop the Concept Visual Targeted Resources Duration Visual Learning Bridge, p. 58, Independent Practice, p. 58 Develop the Concept Practice Targeted Resources Duration Guided Practice, p. 58, Independent Practice, p. 59 Close and Assess Targeted Resources Duration Quick Check 2-5, Digital Path Lesson Quiz 2-5 Page 1

22 Differentiate Targeted Resources Duration Intervention, On-Level, and Advanced Center Activities: Teacher's Edition, p. 60B, Reteaching Master 2-5, Practice Master 2-5, Enrichment Master 2-5 Homework My Notes Y Page 2