|
Trimester 1 (September-December)
|
Phonics/Foundational Skills
|
| (1) |
1RF1 |
Demonstrate understanding of the organization and basic features of print. |
| (1) |
1RF1a |
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |
| (2) |
1RF2 |
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| (2) |
1RF2a |
Count, blend and segment single syllable words that include consonant blends. |
| (3) |
1RF2b |
Create new words by manipulating individual sounds (phonemes) in spoken one-syllable words. |
| (4) |
1RF2c |
Manipulate individual sounds (phonemes) in single -syllable spoken words. |
| (4) |
1RF3 |
Know and apply phonics and word analysis skills in decoding words. |
| (3) |
1RF3a |
Know the letter-sound correspondences for common blends and consonant digraphs (e.g., sh, ch, th). |
| (4) |
1RF3c |
Decode regularly spelled one-syllable words. |
| (2) |
1RF3g |
Read most common high-frequency words by sight. |
| (1) |
2RF3 |
Know and apply phonics and word analysis skills in decoding words. |
|
- What can we use to help us read words the right way on the page?
- Why is it important to know the difference between letters and words?
- How do punctuation marks help is when we read?
- How can I use what I know about letters and sounds to read new words?
- How do letters and sounds help me read and understand words?
- Can you read these words quickly without sounding them out?
|
Fundations
Unit 1-Unit 6
Letter-Keyword-Sound for consonants
Letter-Keyword-Sound for short vowels
Letter Formation for lower-case letters a-z
CVC Words-3
Sounds-Short Vowel
Segmenting - Blending - Reading - Spelling
Consonant Digraphs: wh, ch, sh, th, ck Spelling of ck at end of words
Bonus Letter / Floss Rule ff, ll, ss, and zz Glued/Welded Sound: all
Glued/Welded Sounds: am, an
|
Uppercase/ Lowercase
Consonant/Vowel
CVC word
Syllable
Segment/Blend
Digraph/Consonant Blend
|
STUDENTS WILL BE ABLE TO:
- Correctly form upper and lowercase letters
- Recognize letter-sound relationship of short vowels and consonants
- Setting up expectations for phonics work
- Identify initial, medial, ending sounds
- Produce initial, medial, ending sounds
|
Fundations Program
Fundations Online Resources
|
Fundations Unit Assessments
Teacher Observations
Benchmark Assessments
DIBELS
|
|
Trimester 1 (September-December)
|
Reading
|
| (3) |
1R1 |
Develop and answer questions about key ideas and details in a text. (RI & RL) |
| (3) |
1R2 |
Identify a main topic or idea in a text and retell important details. (RI & RL) |
| (3) |
1R3 |
Describe characters, settings, and major events in a story, or pieces of information in a text. (RI & RL) |
| (3) |
1R5 |
Identify a variety of genres and explain differences between literary texts and informational texts. (RI & RL) |
| (2) |
1R8 |
Identify specific information an author or illustrator gives that supports ideas in a text. (RI & RL) |
| (1) |
1R9 |
Make connections between self and text (texts and other people/ world). (RI & RL) |
| (2) |
1RF2 |
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| (2) |
1RF2a |
Count, blend and segment single syllable words that include consonant blends. |
| (3) |
1RF2b |
Create new words by manipulating individual sounds (phonemes) in spoken one-syllable words. |
| (4) |
1RF2c |
Manipulate individual sounds (phonemes) in single -syllable spoken words. |
| (4) |
1RF3 |
Know and apply phonics and word analysis skills in decoding words. |
| (3) |
1RF3a |
Know the letter-sound correspondences for common blends and consonant digraphs (e.g., sh, ch, th). |
| (4) |
1RF3c |
Decode regularly spelled one-syllable words. |
| (2) |
1RF3f |
Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked). |
|
- What is this text mostly about, and what are the important things I learned?
- Who are the characters, where does the story happen, and what importatn things happen in the story?
- What important people, places, or ideas did I learn about, and how are they connected?
- Can you tell if a book is a story or if it gives us real information, and how do you know?
- What did the author or illustrator show or tell to help you understand the story or facts?
- What does this story or book remind you of in your own life?
- Can you say all the sounds in the word and put them together to make the word?
- Can you tap out the sounds in words and blend them together?
- Can you change a sound in the word to make a new word?
- Can you find the base word and tell what the ending means?
- What is the main word you see, and what does the ending do to the word?
|
Into Reading Volume 1 & Volume 2
Module 1 - Nice to Meet You
Module 2 - My Family, My Community
Module 3 - Amazing Animals
Module 4 - Better Together
|
Generative Vocabulary: Words about feelings, inflection -ed and -ing, Suffixes -er, -est, Words about Places and Things, Words about Time and Position, Compound words
Vocabulary Strategy: Classify and Categorize, Antonyms, Synonyms, Context Clues
Reading:
Ideas and Support
Text Organization
Retell
Setting
Characters
Story Structure
Monitor and Clarify
Elements of Poetry
Ask and Answer Questions
Author's Purpose
Make Inferences
Topic and Central Idea
Summarize
Text Features
Make Connections
Content-Area Words
Create Mental Images
Point of View
Monitor and Clarify
Chronological Order
Evaluate
Theme
Speaking and Listening: Collaborative Conversations, Social Communication, Ask and Answer Questions, Give and Follow Intructions
|
- Story Structure
- Elements of Poetry
- Ask and Answer Questions
- Author's Purpose
- Modify and Clarify
- Make Inferences
- Topic and Central Idea
- Characters
- Response to Text
- Idea and Support
- Text Organization
- Retell
- Setting
- Summarize
- Text Features
- Make Connections
- Content-Area Words
- Create Mental Pictures
- Point of View
- Summarize
- Chronological Order
- Evaluate
- Synthesize
- Theme
|
HMH Online Resources
HMH Decodables
Into Reading Volume 1 & Volume 2
Module 1 - Nice to Meet You
Module 2 - My Family, My Community
Module 3 - Amazing Animals
Module 4 - Better Together
|
Into Reading Assessments
Weekly/Module Assessments
|
|
Trimester 1 (September-December)
|
Writing
|
| (2) |
1L1 |
See Grade Band PK-2 (Ongoing Skills) |
| (3) |
1W7 |
Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways. |
| (1) |
PK-2LAS1 |
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
|
|
- How can you find and show information to help answer a question?
- How can you use pictures or words to tell about something you did or saw?
- How can you use what you know or find out to answer a question?
- How can you remeber and show something that happened to you?
- Can you use the right words and word order to make your speaking and writing clear?
- Did you use complete sentences and the right words to share your ideas?
|
Into Reading Volume 1 & Volume 2
Module 1 - Nice to Meet You
Module 2 - My Family, My Community
Module 3 - Amazing Animals
Module 4 - Better Together
|
Writing: Oral Story, Descriptive Essay, Research Essay, Procedural Text
Grammar: Nouns - People and Animals, Nouns - Places and Things, Action Verbs, Adjectives - Size, Shape, Adjectives - Color and Number, Complete Sentences, Sentence Parts, Statements, Singular and Plural Nouns, Prepositions and Prepositional Phrases, Proper Nouns and Capitalization, Commands (that, these, those, this)
|
- Oral Story
- Nouns for People and Animals
- Action Verbs
- Descriptive Essay
- Complete Sentences
- Adjectives: Size, Shape and Articles
- Adjectives: Color and Number
- Research Essay
- Sentence Parts
- Statements
- Singular and Plural
- Procedural Text
- Prepositions and prepositional phrases
Review:
- Proper nouns and capitilization
- Possessive nouns
- Subject Pronouns
- Nouns: Places and Things
- Exclamations
- Commands
- Kinds of Sentences
|
HMH Online Resources
HMH Decodables
Into Reading Volume 1 & Volume 2
Module 1 - Nice to Meet You
Module 2 - My Family, My Community
Module 3 - Amazing Animals
Module 4 - Better Together
|
Daily Writes
Conferencing
|
|
Trimester 1 (September - December)
|
Speaking and Listening
|
| (2) |
1SL1 |
Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play). |
| (2) |
1SL1a |
Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. |
| (3) |
1SL1b |
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
| (3) |
1SL1c |
Ask questions to clear up any confusion about topics and texts under discussion. |
| (3) |
1SL1d |
Consider individual differences when communicating with others. |
| (1) |
1SL2 |
Develop and answer questions about key details in diverse texts and formats. |
| (2) |
1SL3 |
Develop and answer questions to clarify what the speaker says and identify a speaker’s point of view. |
| (2) |
1SL4 |
Describe familiar people, places, things, and events with relevant details expressing ideas clearly. |
| (3) |
1SL6 |
Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience. |
|
- How can I listen to others and share my ideas respectfully during a class discussion?
- What can I do to learn from others and take turns speaking during a classroom conversation? he
- Are you listening, taking turns, and talking about topic during our discussion?
- Can you listen to what someone says and then add your own idea or ask a question?
- Can you ask a question when something is confusion or you don't understand?
- How can you change the way you communicate to show respect for people's different needs, backgrounds, and preferences?
- How can you ask and answer questions to help you understand the important parts of stories, pictures, and other kinds of texts?
- How can you ask questions to help you understand what someone is saying and figure out how they feel or what they think?
- How can you use clear words and details to tell about people, places, thing, or events you know?
- How can you share your thoughts, feelings, and ideas clearly by using complete sentences when you speak or write?
|
Into Reading Volume 1 & Volume 2
Module 1 - Nice to Meet You
Module 2 - My Family, My Community
Module 3 - Amazing Animals
Module 4 - Better Together
|
Oral Language
- noisy, furry, hall, library, goodness, favorite
- search, introduce, ridiculous, calm, happened, accept
- approve, weird, copied, quivered, flutter, folds, swayed, grumbled
- toiled, belong, gifted, persists, smeared, sketch
- heart, gazed, dipped, gloom, decorated, canvas
- pointing, close, docked, unload, harbor
- propel, sinking, spring, hunts, stubby
- sheds, lenses, sharp, pupils, experts, swivel
- drills, jog, pace, field, twist, bend
- afford, professional, match, champions, spreading, opponent
- quarrel, penalty, jerred, stumbled, dusk
|
Collaborative Conversations
Social Communication
Ask and Answer Questions
Give and Follow Instructions
|
Into Reading/HMH
Fundations
|
Teacher Observation
Listen and respond to a story
Turn and Talk Conversation
Picture Prompt Retell
Listening Center
|
|
Trimester 2 (December-April)
|
Phonics/Fundational Skills
|
| (1) |
1L4c |
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). |
| (3) |
1RF2b |
Create new words by manipulating individual sounds (phonemes) in spoken one-syllable words. |
| (4) |
1RF2c |
Manipulate individual sounds (phonemes) in single -syllable spoken words. |
| (4) |
1RF3 |
Know and apply phonics and word analysis skills in decoding words. |
| (3) |
1RF3a |
Know the letter-sound correspondences for common blends and consonant digraphs (e.g., sh, ch, th). |
| (2) |
1RF3b |
Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams). |
| (4) |
1RF3c |
Decode regularly spelled one-syllable words. |
| (2) |
1RF3g |
Read most common high-frequency words by sight. |
|
- How do I blend sounds together to form a CVVC word or a CVCe word?
- How do I use vowel teams and chunks to decode a word?
- How can recognizing a root word help you understand the meaning of its different forms?
- How can you create new words by changing, adding, or taking away sounds in one-syllable spoken words?
- How can I change a word by adding, taking away, or changing a sound?
- How can I make a new word by changing one sound in a word I know?
- How can I use letter sounds from blends and digraphs to help me read new words?
- How can I tell when a word has a long vowle sound, and use it to help me read the word?
- How can I use what I know about sounds and letters to read one-syllable words?
- How can I remember and read words that I see a lot, even if I can't sound them out?
|
Fundations Program
Unit 7- Unit 10
Glued and Welded Sounds ang, ing, ong, ung, ank, ink, onk, unk
Consonant Blends and Digraph Blends Suffix -s Added To Words with 4 Sounds R-Controlled Vowel Sounds: ar, or, er, ir, ur
Closed Syllable vs Open Syllable Vowel Teams: ai, ay, ee, ea, ey, oi, oy
Segmenting & Blending up to 5 Sounds Suffix -s and -ed -ing to unchanging basewords
|
- uppercase/ lowercase
- consonant/ vowel
- long vowel/ short vowel
- syllable
- segment/ blend
- digraph/ consonant blend
- vowel team
- compound word
- contraction
|
Student will be able to:
- understand concept of a contraction
- recognize & read contractions
- read & segment compound words
- continue to build sight word knowledge
- notice blends, digraphs, and vowel teams in words
- decode words that follow a CVC and CVCe spelling pattern
- use word chunks (patterns) they know, to read and spell unknown words
- pay close attention to and apply common word endings: s, es, er, ed, ing
|
Fundations Program
Fundations Online Resources
|
Fundation Unit Assessments
Benchmark Assessments
Teacher Observations
Dibels
|
|
Trimester 2 (December-April)
|
Reading
|
| (3) |
1R1 |
Develop and answer questions about key ideas and details in a text. (RI & RL) |
| (3) |
1R2 |
Identify a main topic or idea in a text and retell important details. (RI & RL) |
| (3) |
1R3 |
Describe characters, settings, and major events in a story, or pieces of information in a text. (RI & RL) |
| (3) |
1R5 |
Identify a variety of genres and explain differences between literary texts and informational texts. (RI & RL) |
| (2) |
1R8 |
Identify specific information an author or illustrator gives that supports ideas in a text. (RI & RL) |
| (3) |
1RF4 |
Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension. |
| (2) |
1RF4a |
Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings. |
|
- How can I ask and answer questions to understand the most important parts of what I read?
- What is the text mostly about, and what important details help me understand it?
- Who are the people in the story, where does it happen, and what important things happen?
- What kind of story or book am I reading, and how is it different from books that teach me facts?
- How can I read approprately leveled texts and understand what they're about?
|
Into Reading Volume 3 & Volume 4
Module 5 - Now You See It, Now You Don't
Module 6 - Celebrate America
Module 7 - The Big Outdoors
Module 8 - Tell a Story
|
Generative Vocabulary:
Suffixes -er,-est, -y, -ful, -less, -ful,-ly
Inflection -s
Words about Actions
Words about Feelings and Beliefs
Words about Places and Things
Words about Actions and Directions
Reading:
Point of View
Gather Information
Synthesize
Topic and Central Idea
Characters
Theme
Connections
Elements of Drama
Inferences
Setting
Text Features
Create Mental Images
Digital Texts and Features
Content Area Words
Monitor and Clarify
Text Organization
Story Structure
Digital Tools
Make and Confirm Predictions
Ideas and Support
Elements of Poetry
Elements of Drama
Reference Sources
Evaluate
Point of View
Text Organization
|
- Text Features
- Make Inferences
- Story Structure
- Make and Confirm Predictions
- Make Connections
- Idea and Support
- Topic and Central Idea
- Theme
- Response to Text
- Elements of Poetry
- Elements of Drama
- Point of View
- Evaluate
- Text Organization
- Create Mental Images
- Response to Text
- Setting
- Monitor and Clarify
- Summarize
- Synthesize
- Content-Area Words
- Characters
- Elements of Drama
- Make Inferences
- Digital Tools
- Reference Sources
- Gather Information
- Digital Texts and Features
|
HMH Online Resources
HMH Decodables
Into Reading Volume 3 & 4
Module 5 - Now You See It, Now You Don't
Module 6 - Celebrate America
Module 7 - The Big Outdoors
Module 8 - Tell Me a Story
|
Fundations Unit Assessments
Teacher Observations
Benchmark Assessments
DIBELS
|
|
Trimester 2 (December-April)
|
Writing
|
| (2) |
1L1 |
See Grade Band PK-2 (Ongoing Skills) |
| (2) |
1W6 |
Develop questions and participate in shared research and explorations to answer questions and to build knowledge. |
| (3) |
1W7 |
Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways. |
| (1) |
PK-2LAS2 |
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
- While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages.
" |
| (1) |
PK-2LAS2e |
Recognize and name end punctuation. →Use end punctuation for sentences. |
| (1) |
PK-2LAS2f |
Capitalize the first letter of their name. → Capitalize the first word in a sentence and the pronoun I. → Capitalize dates and names of people. → Capitalize names, places, and holidays. |
|
- How can I ask questions and work with others to find answers and learn new things?
- How can I use what I know or find out to answer a question and show what I've learned?
- How can I use correct spelling, capital letters, and punctuation to help others understand my writing?
- How can I tell which punctuation mark ends a sentence, and what it means?
- When do I need to use capital letters in my writing?
|
Into Reading Volume 3 & Volume 4
Module 5 - Now You See It, Now You Don't
Module 6 - Celebrate America
Module 7 - The Big Outdoors
Module 8 - Tell a Story
|
Writing:
Imaginative Story
Focal Text
Opinion Essay
Grammar:
Future Tense
Future Using Will
Future Using Going To
Spelling
Subject Pronouns
Pronouns that Name One
Pronouns that Name More Than One
Questions
Using Subject Pronouns
Pronouns I and Me
Naming Yourself Last
Using the Pronouns I, Me, Them, and They
Compound Questions and Statements
Using the Pronouns I and Me
Possessive Pronouns
Using Mine, Yours, His, Hers, Their, Theirs
Names of Months, Days, and Holidays
Using Possessive Pronouns
Indefinite Pronouns
Indefinite Pronouns for Nouns not Named
Using Indefinite Pronouns
Future Tense
Contractions
Contractions with Not
Contractions with Pronouns
Prepositions and Prepositional Phrases
|
- Imaginitive Story
- Subjects and Verbs
- Singular and Plural Nouns
- Present-and-Past Tense Verbs
- The Verb Be
- Opinion Essay
- Questions
- Compound Questions and Statements
- Names of Months, Day and Holidays
- Poem
- Future Tense
- Subject Pronouns
- Pronound I and Me
- Personal Narrative
- Possessive Pronouns
- Indefinite Pronouns
- Contractions
Review:
- Sentence Parts
- Adjectives
- Commands
- Verbs and Time
- Spelling
- Questions
- Compound Questions and Statements
- Future Tense
- Prepositions and Prepositional Phrases
|
HMH/Into Reading Online Resources
Into Reading Volume 3 & Volume 4
Module 5 - Now You See It, Now You Don't
Module 6 - Celebrate America
Module 7 - The Big Outdoors
Module 8 - Tell a Story
|
Daily Writes
Conferencing
|
|
Trimester 2 (December-April)
|
Speaking and Listening
|
| (3) |
1SL1b |
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
| (3) |
1SL1c |
Ask questions to clear up any confusion about topics and texts under discussion. |
| (3) |
1SL1d |
Consider individual differences when communicating with others. |
| (2) |
1SL5 |
Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings. |
| (3) |
1SL6 |
Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience. |
|
- How can I listen to others and share my ideas respectfully during a class discussion?
- What can I do to learn from others and take turns speaking during a classroom conversation? he
- Are you listening, taking turns, and talking about topic during our discussion?
- Can you listen to what someone says and then add your own idea or ask a question?
- Can you ask a question when something is confusion or you don't understand?
- How can you change the way you communicate to show respect for people's different needs, backgrounds, and preferences?
- How can you ask and answer questions to help you understand the important parts of stories, pictures, and other kinds of texts?
- How can you ask questions to help you understand what someone is saying and figure out how they feel or what they think?
- How can you use clear words and details to tell about people, places, thing, or events you know?
- How can you share your thoughts, feelings, and ideas clearly by using complete sentences when you speak or write?
|
Into Reading Volume 3 and Volume 4
Module 5 - Now You See It, Now You Don't
Module 6 - Celebrate America
Module 7 - The Big Outdoors
Module 8 - Tell a Story
|
Oral Language:
- sweep, rolls, universe, tilts, revolve, gravity
- arrives, avoids, nears, blanket, hidden, bare
- shivering, starry, creatures, swooping, reaching
- forever, peace, emblem, true, brag
- vote, program, split, stand, onstage, audience
- famous, center, government, brittle, signed, papers
|
Collaborative Conversations
Social Communication
Ask and Answer Questions
Give and Follow Instructions
|
HMH/Into Reading Online Resources
Into Reading Volume 3 and Volume 4
Module 5 - Now You See It, Now You Don't
Module 6 - Celebrate America
Module 7 - The Big Outdoors
Module 8 - Tell a Story
|
Teacher Observation
Listen and respond to a story
Turn and Talk Conversation
Picture Proompt Retell
Listening Center
Oral Retell of a Story
|
|
Trimester 3 (April-June)
|
Phonics/Foundational Skills
|
| (4) |
1RF2c |
Manipulate individual sounds (phonemes) in single -syllable spoken words. |
| (4) |
1RF3 |
Know and apply phonics and word analysis skills in decoding words. |
| (2) |
1RF3b |
Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e conventions and common vowel teams). |
| (4) |
1RF3c |
Decode regularly spelled one-syllable words. |
| (1) |
1RF3d |
Determine the number of syllables in a printed word by using knowledge that every syllable must have a vowel sound. |
| (2) |
1RF3f |
Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked). |
| (3) |
1RF4 |
Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension. |
|
|
Fundations
Unit 11-14
Vowel-consonant-e in One-Syllable Words Long Vowel Sounds
Multi-syllabic Words-Compound Words Two Closed Syllables-Closed and v-e with Syllable Division
Multi-syllabic Words with Suffixes -ed -ing -s -es (closed syllables)
Multi-syllabic Words with Suffixes -ed -ing -s -es with Phrase & Sentence Reading.
|
Busy e
Multisyllabic
Suffix
Closed Syllable
Open Syllable
Compound Words
|
Students will be able to:
- Add –ed, -ing suffixes to unchanging basewords with closed syllables
- retell a story
- echo read
- spell, write and decode long vowel sounds for vowel-consonant -e
- Add–s, -es suffix to unchanging basewords with closed syllables
- use syllable division rules for closed syllables: compound words between two vowels
- follow a narrative story structure
- blend and read words with five sounds (+ suffix –s)
- Segment and spell words with five sounds (+ suffix –s)
- learn words with suffix –s used as action words vs. plurals
- learn the concept of closed syllable
|
Fundations Program
Fundations Online Resources
|
Fundations Unit Assessments
Teacher Observations
Benchmark Assessments
DIBELS
|
|
Trimester 3 (April-June)
|
Reading
|
| (3) |
1R1 |
Develop and answer questions about key ideas and details in a text. (RI & RL) |
| (3) |
1R2 |
Identify a main topic or idea in a text and retell important details. (RI & RL) |
| (3) |
1R3 |
Describe characters, settings, and major events in a story, or pieces of information in a text. (RI & RL) |
| (3) |
1R5 |
Identify a variety of genres and explain differences between literary texts and informational texts. (RI & RL) |
| (3) |
1RF4 |
Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension. |
| (2) |
1RF4a |
Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings. |
|
- How can I ask and answer questions to understand the most important parts of what I read?
- What is the text mostly about, and what important details help me understand it?
- Who are the people in the story, where does it happen, and what important things happen?
- What kind of story or book am I reading, and how is it different from books that teach me facts?
- How can I read approprately leveled texts and understand what they're about?
|
Into Reading Volume 5 and Volume 6
Module 9 - Grow, Plants, Grow!
Module 10 - Dare to Dream
Module 11 - Genre Study: Nonfiction
Module 12 - Genre Study: Literary Texts
|
Generative Vocabulary:
Words about Places and Things
Prefix-un
Prefix re-
Reading:
Elements of Poetry
Evaluate
Text Organization
Non-fiction Forms
Story Structure
Monitor and Clarify
Retell
Text Features
Ask and Answer Questions
Speaking and Listening
Topic and Central Idea
Retell
Setting
Present Information
Make Inferences
Theme
Mental Images
Make Connections
Characters
Narrative Non-Fiction
Author's Purpose
Synthesize Knowlegde
Text Organization
Informational Texts
Topic and Central Idea
Biography
Point of View
Folktale
Theme
Fantasy
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- Elements of Poetry
- Evaluate
- Text Organization
- Story Structure
- Monitor and Clarify
- Retell
- Text Features
- Ask and Answer Questions
- Chronological Order
- Response to Text
- Nonfiction forms
- Topic and Central Idea
- Retell
- Setting
- Make Inferences
- Theme
- Create Mental Images
- Make Connections
- Characters
- Present Information
- Author's Purpose
- Point of View
- Genre Characterization: Narrative Nonfiction
- Genre Characterization: Informational Text
- Genre Characterization: Biography
- Genre Characterization: Realistic Fiction
- Genre Characterization: Folktales
- Genre Characterization: Fantasy
- Synthesize Genre Knowledge
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HMH/Into Reading Online Resources
Into Reading Volume 5 and Volume 6
Module 9 - Grow, Plants, Grow!
Module 10 - Dare to Dream
Module 11 - Genre Study: Nonfiction
Module 12 - Genre Study: Literary Texts
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Into Reading Assessments
Weekly/Module Assessments
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Trimester 3 (April-June)
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Writing
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| (1) |
1W1 |
Write an opinion on a topic or personal experience; give two or more reasons to support that opinion. |
| (1) |
1W2 |
Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure. |
| (1) |
1W3 |
Write narratives which recount real or imagined experiences or events or a short sequence of events. |
| (1) |
1W4 |
Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, art work, or other). |
| (2) |
1W6 |
Develop questions and participate in shared research and explorations to answer questions and to build knowledge. |
| (3) |
1W7 |
Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways. |
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- How can I ask questions and work with others to find answers and learn new things?
- How can I use what I know or find out to answer a question and show what I've learned?
- How can I use correct spelling, capital letters, and punctuation to help others understand my writing?
- How can I tell which punctuation mark ends a sentence, and what it means?
- When do I need to use capital letters in my writing?
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Into Reading Volume 5 and Volume 6
Module 9 - Grow, Plants, Grow!
Module 10 - Dare to Dream
Module 11 - Genre Study: Nonfiction
Module 12 - Genre Study: Literary Texts
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Writing:
Opinion Letter
Opinion Essay
Descriptive Essay
Biographical Essay
Grammar:
Proper Nouns and Capitalization
Commands
Subjects and Verbs
Verbs and Time
Spelling
Questions
Compound Questions and Statements
Names of Holidays, Months, Days
Future Tense
Prepositions
Prepositional Phrases
Nouns
Possesive Pronouns
Action Verbs
Pronouns
Review Adjectives That Compare
Using Exclamations
Kinds of Sentences
Kinds of Compound Sentences
Pronouns I and Me
Complete Sentences
Statements
Exclamations
Kinds of Sentences
Singular and Plural Nouns
Sentence Parts
Adjectives
Adjectives and Articles
Adjectives that Compare
Adjectives with -er and -est
Using the Right Adjective
Adjectives for Taste and Smell
Adjectives for Sound and Texture
Verb-be
Adjectives for Senses
Adverbs
Adverbs for How and Where
Adverbs for When and How Much
Indefinite Pronouns
Contractions
Spelling words with short and long vowels, words with endings, irregular words
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- Descriptive Essay
- Exclamations
- Different Kind of Sentences
- Adjectives for the Senses
- Biographical Essay
- Adverbs
- Use Correct Spelling
- Opinion Letter
Review:
- Adjectives that Compare
- Pronouns I and Me
- the Verb Be
- Indefinite Pronouns
- Contractions
- Commands
- Subjects and Verbs
- Verbs and Time
- Spelling
- Questions
- Compound Questions and Statements
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HMH/Into Reading Online Resources
Into Reading Volume 5 and Volume 6
Module 9 - Grow, Plants, Grow!
Module 10 - Dare to Dream
Module 11 - Genre Study: Nonfiction
Module 12 - Genre Study: Literary Texts
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Daily Writes
Conferencing
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Trimester 3 (April-June)
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Speaking/Listening
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| (2) |
1SL1 |
Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play). |
| (2) |
1SL1a |
Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. |
| (3) |
1SL1b |
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
| (3) |
1SL1c |
Ask questions to clear up any confusion about topics and texts under discussion. |
| (3) |
1SL1d |
Consider individual differences when communicating with others. |
| (2) |
1SL3 |
Develop and answer questions to clarify what the speaker says and identify a speaker’s point of view. |
| (2) |
1SL4 |
Describe familiar people, places, things, and events with relevant details expressing ideas clearly. |
| (2) |
1SL5 |
Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings. |
| (3) |
1SL6 |
Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience. |
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- How can I listen to others and share my ideas respectfully during a class discussion?
- What can I do to learn from others and take turns speaking during a classroom conversation? he
- Are you listening, taking turns, and talking about topic during our discussion?
- Can you listen to what someone says and then add your own idea or ask a question?
- Can you ask a question when something is confusion or you don't understand?
- How can you change the way you communicate to show respect for people's different needs, backgrounds, and preferences?
- How can you ask and answer questions to help you understand the important parts of stories, pictures, and other kinds of texts?
- How can you ask questions to help you understand what someone is saying and figure out how they feel or what they think?
- How can you use clear words and details to tell about people, places, thing, or events you know?
- How can you share your thoughts, feelings, and ideas clearly by using complete sentences when you speak or write?
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Into Reading Volume 5 and Volume 6
Module 9 - Grow, Plants, Grow!
Module 10 - Dare to Dream
Module 11 - Genre Study: Nonfiction
Module 12 - Genre Study: Literary Texts
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Oral Language:
wave
shade
bear
sweet
whispers
cradle
dreary
discoveries
expected
delicate
corner
gear
float
whatever
feed
training
dancing
conducting
method
specimens
lab
spoiled
rid
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Collaborative Conversations
Social Communication
Ask and Answer Questions
Give and Follow Instructions
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HMH/Into Reading Online Resources
Into Reading Volume 5 and Volume 6
Module 9 - Grow, Plants, Grow!
Module 10 - Dare to Dream
Module 11 - Genre Study: Nonfiction
Module 12 - Genre Study: Literary Texts
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Teacher Observation
Listen and respond to a story
Turn and Talk Conversation
Picture Proompt Retell
Listening Center
Oral Retell of a Story
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