FIRST GRADE 2013-2014 Week 1 Learning contexts *Increase time spent on independent reading, writing, and word study. *Expand the number of activities children do independently including: reading, rereading, writing, listening, and word study. *Use the alphabet linking chart and word wall as tools. *Work with the children on routines until they can perform them independently. *Convene two-three guided reading groups daily. That includes word work as appropriate. *Be sure children are writing independently every day. Whole group Focus: Setting routines and procedures Mini Lessons (15 minutes) HF 5- Learning High Frequency Words (pg 341) LS 9- Recognizing Consonant Clusters: S Family (pg 229) 1.3 EOa.II (CCSS: RF.1.2b) LS 10-Recognizing Consonant Clusters: l Family (pg 233) 1.3 EOa.II (CCSS: RF.1.2b) New routines to teach *Sorting in many ways *Reading independently-going through the whole book, and observing concepts about print. *Writing independently-making letters using specific directions in order and then checking the letters. *Playing Lotto by matching pictures. *Playing Follow the Path Small Group/Independent Practice Focus: Learning to work independently Do students work hard? Do students stay engaged/focused? Do students work independently Making words sheet and word cards (pg 343) Play Go Fish (pg 231) Consonant Cluster Lotto (pg 235) Linking and Expanding the Learning Have children identify high frequency words in text Expand learning by repeating lesson with other words (pg 344) In Shared Reading text highlight words that begin with consonant clusters Expand by using different words (pg 232) In Shared Reading text highlight words that begin with consonant clusters Expand by using different words (pg 236) Assessment- Children can: *Reads high frequency words that you have taught and they have made and written *Uses known words or word parts to solve a new word *Builds and reads words with inflectional endings *Recognizes spelling patterns (CVCE) *Recognizes and reads double vowels (ee, ea, oa, ai, ay, ow) *Makes and reads compound words *Reads words with digraphs *Recognize and identify some beginning consonant clusters *Changes the beginning or ending sound of a word to make a new word Observations: Watching the *Observe how quickly children recognize high frequency words in reading *Observe whether the children can write high frequency words quickly and accurately (pg 344) * Observe the children s use of consonant clusters to decode words in their reading and writing (pg 236) * Observe the children s use of consonant clusters to decode words in their reading and writing (pg 236) 1
WEEK 2 Suggestion: Mini Lessons LS11 Recognizing consonant clusters: r Family (pg 137) 1.3 EOa.II (CCSS: RF.1.2b) LS 12- Recognizing long and short vowel sounds: a (pg 241) 1.3 EOa.I (CCSS:RF.1.2a) LS 13- Recognizing long and short vowel sounds: e (pg 245) Have children build words with r consonant clusters 3 way sort card (pg 239) Repeat the lesson with l family clusters (bl, fl, cl, pl, gl, sl) and s family clusters (sl, sn, sp, st, sw, sc, sk, sm) (pg 240) 2 way short sheet (pg 243) Use the highlighter tape to find words with short a and long a in text Repeat the lesson with other texts (pg 244) 3 way sort sheet (pg 247) Use the highlighter tape to find words with short e and long a in text Repeat the lesson with other texts (pg 248) *Notice whether children use consonant clusters in their writing (pg 240) *Check to see if children categorize words with long and short a (pg 244) *Categorizing long and short a vowels and note whether they can reads words with short a (pg 244) *Check to see if children categorize words with long and short a *Categorizing long and short e vowels and note whether they can reads words with short e (pg 248) 2
WEEK 3 Suggestion: Mini Lesson LS 14- Recognizing long and short vowel sound: i (pg 249) LS 15- Recognizing long and short vowel sound: o and u (pg 253) 2 way short sheet (pg 251) Play Follow the Path with words containing the long and short o and u vowels sounds. (pg 255) There Was an Old Man of Peru Play Follow the Path with words containing the long or short i sound. (pg 252) Alice Where Are You Going? or There s Music in a Hammer (see ) *Notice the children s ability to read words with the short or long i sound (pg 252). *Select four or five words that have long or short o or u vowel sounds. Dictate these words or ask the children to read them. (pg 256) LS 16- Consolidating Knowledge about Vowels (pg 257) LS 19- Recognizing Vowel Sounds: Silent e Play vowel lotto to practice all the vowel sounds using the reference chart if necessary (pg 259) Children say and sort words in piles using silent e words. Read the words to a partner and have them write two examples.(pg 271) Play Follow the Path with words containing the full range of long and short vowel sounds (a, e, i, o, u). (pg 256) In familiar texts, look for words with specific vowel sounds Can you find a word that has an a sound like apple or an a like cake? (pg 260) One, Two, Three, Four, Five or I Know Something *Check whether the children can categorize words with regular vowel patterns. (pg 260) *Notice where the children are including at least one vowel in every word they try to spell, even if the spelling is not quite accurate. (pg 260) *Check whether the children can categorize silent e words by noticing the vowel. (pg 272) 3
WEEK 4 Suggestion: Mini Lesson SP 3 Learning Phonograms: -at, -an (pg 291) 2.3.EOa.vii SP 4 Summarizing Easy (Two-Letter) Spelling Patterns (pg 295) 2.3.EOa.vii 3 way sort using at and an words (pg 293) Sam, Sam, the Butcher Man or I Had a Little Rooster Repeat the lesson using consonant clusters and digraphs and the an and at pattern (words such as plan and flat). (pg 294) 4 way sort sheet (pg 297) Hickory, Dickory, Dean or I ve Got a Dog as Thin as a Rail *Check whether individual students can sort and read at and an words by looking at the endings. (pg 294) *Have the children read words from the summary chart n random order. (pg 298) SP 5- Learning Phonograms: -ate, - ake, -ike (pg 299) 2.3.EOa.vii Repeat the lesson adding a few more patterns (-ad, -ag, -am, - ed, -en, -et, -ig) (pg 298) 4 way sort card or sheet (pg 301) My Bike or Apples and Bananas *Check whether individual children can sort five or six ate, -ake, and ike words by looking at the endings. (pg 302) 4
WEEK 5 Suggestions: Mini Lessons SP 7- Learning Phonograms: -an, - ake, -at, -ay, -and (pg 307) 2.3.EOa.vii SP 10 Learning about Vowels and Silent e (pg 319) 2.3.EOa.iii (CCSS:RF:1.3.c) SP 4- Learning Onsets and Rimes: - ame, -ate, -ake (pg 177) 2.3.EOa.viii 4 way sort card (pg 309) Use CVC word cards and add an e (pg 321) A Horse and a Flea and Three Blind Mice The Lady and the crocodile or Mary Had a Little Lamb 3 way sort sheet (179) After sharing a text, ask the children to use highlighter tape to locate words with ame, -ate, and ake. (pg 180) Ask the children to write ame, -ate, -ake words quickly to help them become fluent with these patterns. (pg 180) and Grade 2 *Write five or six words with phonogram patterns the children should know and ask them to read the words quickly. (pg 310) *Look at the words the children wrote on their papers to determine whether they understand the principle. (pg 322) *Notice whether the children can sort words by the ame, -ate, and ake rime or phonogram. (pg 180) 5
WEEK 6 Suggesion: Mini Lessons SP 5 Learning Onsets and Rimes: - ice, -ide, -ine (pg 181) 2.3.EOa.viii SP 6 Learning Onsets and Rimes: - obe, -oke, -ore, -ope (pg 185) 2.3.EOa.viii 3 Way Rhyme Sheet (pg 183) Spelling Patterns Sheet (pg 187) Ask children to look for examples of ice, -ide, and ine spelling patterns in poems such as Ding Dong Bell (-ice), Stepping Stones (-ide), and Queen, Queen, Caroline (-ine) (see Grade 2). (pg 184) Read poems with rhyming words; have children highlight the parts in the words that are alike. (pg 188) *Notice whether children can sort words by the ice, -ide, and ine rime or phonogram (184) *Notice whether the children can sort words by a VCe rime or phonogram. (pg 188) SP 7 Learning Onsets and Rimes: - ing, -ink (pg 189) 2.3.EOa.viii Lotto in ing and ink words (pg 191) Read poems that have rhyming words in them, such as Golden Slumbers (-ing) and Once I Saw a Bunny (- ink) (see Sing a Song of Poetry), and have children match words that include the same phonogram. (pg 192) and Grade 2 *Ask children to read a list of ing and ink words in random order. (pg 192) 6
WEEK 7 Suggestion: Mini Lessons WS 6 Adding ed (pg 393) 2.3 EOa.vi (CCSS: RF:1.3f) WS 1 Recognizing Compound Words (pg 303) 2.4 EOd.iii 3 way sort sheet (pg 395) Make compound words and copy onto a list sheet (pg 305) The Elephant Who Jumped a Fence Repeat the lesson with a great variety of words to which ed can be added (pg 396) Hickety Pickety and She Sells Seashells Give the children one word card and have them generate the second word and write the compound word (pg 306) *Have the children select the present or past tense of the verb to put in an empty space in a sentence. (pg 396) *Write four or five compound words on cards and have the children read them. (pg 306) WE 18 Forming New Words: Summary for Adding s, ed, ing (pg 371) 2.3EOa.vi (CCSS: RF: 1.3f) 3 column sheet (pg 373) Simple Simon and Grade 2 *Select and dictate ten base words, several of which require dropping the e, doubling the consonant, or changing the y to I in order to add s, ed, or ing. (pg 374) 7
WEEK 8 Suggestions: Mini Lessons LS 16 Recognizing and Using ai, ay, oa, ee, ea, ow Vowel Combinations (pg 131) 2.3 EOa iii (CCSS: R.F. 1.3e) LS 20 Learning about Word Structure: r with a Vowel (pg 273) 2.3 EOa.ix 3 way sort sheets (pg 133) Make, write, and read ar and or words (pg 275) Where Go the Boats and The Months of the Year Use more complex vowel combination words that begin with consonant clusters (pg 134) Old Mother Hubbard or The Queen of Hearts *Have children read a new passage that contains some words with vowel digraphs *Take a running record to see how well they are reading vowel digraphs (pg 134) *Notice whether the children can quickly read ar and or words when reading. (pg 276) LS 21 Recognizing Consonants with Two Sounds (pg 277) 1.3 EOa iii (CCSS: R.F.1.2c) Concentration using words that begin with c or g (pg 279) Repeat the lesson with twosyllable words that have a vowel and r, such as corner, farmer. (pg 276) Repeat the lesson with words that have er, -ir, and ur (pg 276) Alice, Where Are You Going? or One, Two, How Do You Do? *Notice whether children read words with the two sounds that c and g make (pg 280) Teach the lesson focusing on the two sounds of c and g when they are in other positions within words: stick, bicycle (an example of both c sounds) (pg 280) and Grade 2 8
WEEK 9: Suggestion: Mini Lesson WSA 11 Adding and Removing Letters to Make Words (pg 455) 2.3 EOa.ii (CCSS: RF.1.3b) Using a four- box sheet have students add or remove letters to make new words (pg 457) A Tiny Seed or What Do You See? Repeat this lesson and include changing beginning and ending sounds and adding letters to the beginning and end of words. (pg 458) *Notice whether children can make a new word by adding or removing letters. (pg 458) WSA 12- Changing First and Last Word Parts (459) 2.3 EOa viii WSA 13- Putting Words Together (463) 2.4 EOd.iii Using a lined four-box sheet have students change the first or last part to make a new word. (pg 461) Build and write compound words on a list sheet (pg 465) Baby Rhinoceros or The Gingerbread Man Going to the Fair or I Had a Little Rooster Ask children to make as many compound words as they can from the same first word. *Using a four column chart have children change the first parts or end parts to make another word. (pg 462) *Using a list of compound words have students respond orally or in writing what the word probably means. (pg 466) Revised 6/16/13 9