Roselle Schools - Washington Elementary School

Integrated Language Arts Curriculum Guide Grade 1
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
READING - THEME 1 The student will be able to: Use strategies to develop understanding while reading and listening. - Set a purpose before reading and listening.	3.2 3.4 3.10	Build background by engaging interest and activating prior knowledge related to theme. Discuss theme. Preview key vocabulary.	Beginning Inventory Reading Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory	Big Books: I Am Six What Do You Like?	R. I S-9
Use their knowledge of text to construct meaning. - Classify/categorize.	3.4	Preview and predict outcome by asking questions about the title and cover illustrations of big book. Use Teaching Chart 2 to categorize animals. Practice Book pp.5-6 Practice classifying. Use Teaching Chart 10, 15. Practice Book pp. 19, 30	Portfolio Assessment	Teaching Chart 2 Teaching Chart 10, 15	R. IV S-9
Use knowledge of letter/sound features to construct meaning. - Use initial consonant sounds to read and write new words ("m", "s", "r", "l", "d", "p", "f", "k" and "w").	3.4	Use Teaching Charts 4 & 5. Isolate "m" and "s" words. Practice Book pp. 8-9. Use Teaching Chart 8 to identify and isolate initial consonant "r." Practice book p. 16. Use Teaching Chart 9 to identify and" isolate initial consonants "l" and "d." Practice Book pp. 17-18.	Can students use consonant sounds to identify words that begin with "m", "r", "l", "d", "p", "f", "k" and "w.	Readables: My Master and Me Who is Ready? We are Singing Let’s Move Fix it, Fox Kangaroo in the Kitchen
WRITING - THEME 1 The student will be able to: Use knowledge of letter/sound features to construct meaning. - Use initial consonant sounds to read and write new words ("m", "s", "r", "l", "d", "p", "f", "k" and "w"). (Continued.)	3.4	Use Teaching Chart 13 to identify initial consonants "p" and "f." Practice Book p. 28. Use Teaching Chart 14 to identify initial consonants "k" and "w." Practice Book p. 29. Special Education: - Cooperative learning, reduce tasks.	Beginning Inventory Reading Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory Special Education: - Use visual aids (magazines, cut-outs), flash cards.	Fix it, Fox Teaching Charts 4, 8, 9, 13, 14 Special Education: - Tape recorder.
Use knowledge of print to achieve purpose in writing. - Write a birthday card. - Write preferences. - Label faces.	3.3	(T. 58.) Student write words to complete a birthday card. Practice Book p. 10. Students write in their journal about what they’ve learned to do since their last birthday. (T. 96.) Students practice writing what they like to do. Practice Book p. 21. Students write in a journal about something they like doing in school. (T. 136.) Students practice labeling parts of a face. Make a list of some things that hands can do. Special Education: - Brainstorming.	Authentic assessment Authentic assessment Special Education: - Teacher made tests.	Special Education -Graphic organizers, word processors, peer tutor scribe, tape recorder, provide models.	W. II S-9
WRITING - THEME 1 The student will be able to: Learn conventions of grammar. - Use words for me. - Capitalize "I." - Create naming books. - Practice using nouns.	3.3	(T. 59.) Students complete sentences with the word "I." Practice Book p. 11. (T. 97.) Students practice words that name people. Practice Book p. 22 (T. 137.) Practice writing naming words for things. Practice Book p. 33. Special Education: - Brainstorming, use magazine pictures.	Beginning Inventory Reading Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory Special Education: - Teacher made tests.	Special Education: - Peer tutor scribe, tape recorder, graphic organizers.	S-9
Spell selected words with initial consonants "m", "s", "r", "l", "d", "p", "f", "k", "w."	3.3	(T. 61.) Students practice spelling words with initial "m" and "s." Spelling Source p. 8. (T. 99.) Students practice writing words that begin with "r", "l" and "d." Spelling Source p. 9. (T. 139.) Students practice writing words with initial "p", "f", "k" and "w." Spelling Source p. 10. Special Education: - Reduce number of tasks if necessary, make word box.		Special Education: - Peer tutor scribe, word processor.
WRITING - THEME 1 The student will be able to: Increase his/her vocabulary.	3.5	(T. 60.) Students practice writing number words. Practice Book p. 12. (T. 98.) Students practice writing family words. Practice Book p. 23. (T. 138.) Students practice writing sense words. Practice Book p. 34. Special Education: - Make word box.	Beginning Inventory Reading Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory	Special Education: - Charts to model number words, peer tutor scribe, word processor.	S-9
LISTENING/SPEAKING/VIEWING THEME 1 Engage in listening, speaking and writing activities to enhance reading skills.	3.1 3.2 3.4	(T. 60.) Students learn finger play about being six. (T. 98.) Students play charades and activity is described in a complete sentence. (T. 138.) Use nursery rhymes to help students discover rhyming words.
READING - THEME 2 The student will be able to: Use strategies to develop understanding while reading and listening. - Set a purpose before reading and listening. - Read and write high frequency words.	3.4	Build background by engaging interest and activating prior knowledge related to theme and literature selection. Discuss theme. Preview key vocabulary use Teaching Charts 19, 23 and 29 to review high frequency words. Use Practice Book pp. 43, 51-52, 62 to practice high frequency words. Preview and predict outcome by asking questions about title and big book illustrations. Special Education: - Co-op learning, peer tutor, chart or card file, tape record stories.	Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory Portfolio Assessment Informal: Can students read and write high frequency words?	Big Books: I Need a Friend My Friends The Chick and the Duckling Teaching Charts 19, 23, 29 Readables: By the Tree Night Animal	R.I S-9 R.III S-9
Make inferences within and beyond text to construct meanings. - Make predictions about events in the story.	3.4	Use Teaching Chart 18, 26, 32 to practice making predictions. Practice Book pp. 41-42, 55, 66.		Teaching Charts 18, 26 32	R. III S-9
Use knowledge of text structure to construct meaning. - Recognize and discuss characters.	3.4	Students write about Duckling’s character in Practice Book p. 67.			R. III
READING - THEME 2 The student will be able to: Use knowledge of print and book concepts to achieve their purpose in reading and writing		Use sentence strips to reconstruct the story, match words and sentences to reinforce vocabulary.	Informal: Using sentence strips can students retell the story? Can they recognize and read high frequency words? Do they understand the meaning of key words in the story?	Special Education: - Graphic organizers, word box for vocabulary, velcro chart.	R. I S-9
Use knowledge of letter sound features to construct meaning. - Use initial and final consonants to reading and writing new words.	3.4	Use Teaching Chart 20 and Practice Book p. 44 to identify words that begin with "b" and end with "x." Use Teaching Chart 21 and Practice Book p. 45 to identify words that begin with "n" and "g." Use Teaching Charts 24 and 53 to read and write words that begin with "c" and "j." Use Teaching Chart 30 and Practice Book pp. 63-64 to review initial consonants. Use Teaching Chart 31 and Practice Book p. 65 to practice identifying final consonants.	Informal: Do students understand that they can use what they know about consonant sounds at the beginning and end of words to decode them?	Readables: One Bee Got on the Bus Nanny Goat’s Nap Jump Right In Yes, I Can Eight Fiends In All Teaching Charts 20, 21, 24, 30, 31
WRITING - THEME 2 The student will be able to: Use knowledge of print and book concepts to achieve purpose in reading and writing. - Learn about adjectives.	3.3	Students practice using describing words. Practice Book p. 46. Students practice writing their addresses and phone numbers. Practice Book p. 57. (T. 254.) Students write a thank you card to a friend who has taught them something and address the envelope. (T. 292.) Students practice describing story characters. Practice Book p. 68 Students write and draw about a self selected animal character. Special Education: - Computer drawing/writing, taping.	Authentic assessment Authentic assessment Special Education: - Teacher made test, modify per child.		W. II S-9
Learn conventions of English grammar. - Use adjectives. - Capitalize proper nouns. - Add "s" to a noun.	3.3	(T. 215.) Students write describing words to complete sentences. Practice Book p. 47. (T. 255.) Students practice writing proper nouns to complete a sentence. Practice Book p. 58. (T. 293.) Students practice making nouns plural by adding "s." Practice Book p. 69.			S-9
WRITING - THEME 2 The student will be able to: Use knowledge of print and book concepts to achieve purpose in writing. - Learn color words. - Learn words to describe friends. - Learn words for baby animals.	3.3	(T. 216.) Students practice writing color words in context sentences. Practice Book p. 48. (T. 256.) Students practice writing vocabulary words about friends in context. Practice Book p. 59. (T. 294.) Students practice writing words for baby animals in context. Practice Book p. 68.			S-9
Spell words with beginning sounds "b", "n", "g", "c", "j", "h", "t" and ending sounds "t", "d", "l" and "m."	3.3	(T. 217.) Students practice writing the letters "b", "n", "g." Spelling Source p. 12. (T. 295.) Students practice writing spelling words with final consonants "t", "d", "l" and "m." Spelling Source p. 14.
LISTENING/SPEAKING/VIEWING THEME 2 The student will be able to: Engage in listening, speaking and writing activities to enhance reading skills.	3.1 3.2	(T. 203, 245, 283.) Students meet in small reader response groups to discuss Big Books and answer questions. (T. 216.) Students work in pairs to practice asking and answering questions in complete sentences. (T. 256.) Students work in pairs to create make-believe phone conversations. (T. 294.) Class plays "Simon Soup" beginning with one step directions and moving to three step directions.		Big Books as listed in Reading section.	R. I S-9 R. III S-9 S-9 R. IV S-9
READING - THEME 3 The student will be able to: Develop reading strategies.	3.2 3.4	Take a picture walk to make predictions about the story; Listen to the story to check if class predictions were correct. Class draws or writes favorite part of story. After initial reading by teacher, the class can chime in on repeated phrases.	Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory Portfolio Assessment		R. I R. II S-9
Learn high frequency words.	3.4	Using word cards, have Students choose card that matches the teacher’s description. Special Education: - Dictate/scribe, story board, peer tutor.
Learn word families with phonograms "at", "ap", "ad", and "an."	3.4	Using word cards, have students say the word and raise their hands if they hear the "at" (or "ap", "ad", "an") sound as in cat. Create a word ladder with "at" (or "ap", "ad", "an") words. Students climb to the top by starting at the bottom and reading each word.		Teaching Charts 40-42, 48 Practice Book pp. 88-90, 100
Read non-fiction about animals.	3.4	Classify animals by special characteristics (day/night creatures). make a chart comparing the special traits of night animals. Special Education: - Peer tutor.			R.IV S-9
READING - THEME 3 The student will be able to: Introduce and discuss animal theme.		Students think about what they want to learn in the animals everywhere theme.	Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory	Practice Book p. 73 Special Education: - Enlarge/limit field.
Explore print.	3.4	Rebuild the story with sentence strips. Use cut up sentence strips to match words and sentences. Use word cards to review key words and high frequency words. Reread the story from sentence strips.			R.II S-9
Introduce initial consonants "qu", "y", "v" and "z."	3.4 3.4.16	Find words in the story that begin with "qu", "y", "v" and "z." Brainstorm a list of "qu", "y", "v" and "z" words. Use Teaching Chart 36 to review "qu" words. Special Education: - Graphic organizer.		Practice book pp. 50, 101. Teaching Chart 36
Identify initial and final consonant sounds.		Use a story text to find words that begin with the initial consonant sounds "b", "d", "f", "h", "j" and end with initial consonant sounds "t" and "m." Use Teaching Chart 37 to identify words with those beginning and ending sounds. Special Education: - Copy chart, enlarge.		Readable: Let’s Go Marching Teaching Chart 37 Practice Book p. 81
READING - THEME 3 The student will be able to: Define setting in a story.	3.4	Explain that setting is where a story takes place. Use words and picture clues from story to determine where it takes place. Special Education: - Story board, cooperative learning.		Practice Book p. 103	R.I S-9
WRITING - THEME 3 Introduce telling, asking and exclaiming sentences.	3.3	Write one of each kind of sentence on the board and identify them. Look through the story text for other examples. Have students work in pairs to write one of each kind of sentence. Special Education: - Dictate/scribe, tape, computer.		Practice Book p. 104
Use capital letters and end marks.	3.3	Using story text, ask students to determine how each sentence begins. Draw attention to end marks. Write sentences on chart paper. Have students circle period, question mark and exclamation point. Special Education: - Enlarge, cooperative learning.		Practice Book p. 105	S-9
WRITING - THEME 3 The student will be able to: Use the writing process to write about an animal.	3.3	Prewriting: Brainstorm a list of animals and how they move. Choose one animal to write and draw about it. Special Education: - Graphic organizer, story map.
	3.3	Drafting: Use Teaching Chart 50 as an example of animal sentences. Have students draw and write about an animal. Special Education: - Story board, peer tutor, computer, dictate to tape.		Teaching Chart 50	W.I S-9
	3.3	Revising: Discuss ways that sentences could be improved. Ask "Does my sentence make sense? Is anything missing? How can I make it better?" Special Education: - Peer tutor.		Grade 1 Guide to Student Portfolio & Classroom Assessment Writing Assessment Guide	W.I S-9
		Publish: Read orally and display in classroom. Special Education: - Computer, tape.
LISTENING/SPEAKING/VIEWING THEME 3 The student will be able to: Use size and shape words to describe pictures.	3.1 3.3	Have students generate sentences using size and shape words. Special Education: - Dictate/scribe, tape, peer tutor, computer.		Practice Book p. 106	W. II S-9
Learn short "a" words from "an" and "am" families.	3.3	Write "pen" and "ham" on the board. Using spelling words man, fan, ham, ran, jam and can, have Students write each spelling word on the board under the word that ends with the same sound. Special Education: - Enlarge, tape words emphasizing sound.		Spelling Source pp. 19-20
READING - THEME 4 The student will be able to: Learn about different environments, their inhabitants and the connections among them.	3.1 3.4	Read to discover more about the world that animals, plants and people share. Write and speak to describe different environments. Think, study and research to learn more about different environments.	Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory Portfolio Assessment
Identify the main idea of a story.	3.4 3.5	Explain that main idea is what a story is all about. Explain that good readers find the main idea and details by using the words and pictures together. Use the story text to locate main idea and details. Use Teaching Chart 51 to have class locate main idea and supporting details.		Teaching Chart 51 Practice Book pp. 113-114 Special Education: - Tape recorder, designated reader, computer for printing, buggy system, verbal responses, read title of story illicit ideas from student on what they think the story is about.	R.II S-9
READING - THEME 4 The student will be able to: Identify word families "ot", "op", and "og."	3.4	Use the words hop and hot to introduce "op" and "ot" words. Make a list. Use "ot" and "op" word cards and have students determine whether the word rhymes with pot or shop. Have students in a circle. Say the word "pot." Toss bean bag to a child who will provide a rhyming word for "pot." Child tosses the bean bag to another student.		Teaching Chart 53, 57 Practice Book p. 116, 125 Special Education: - Word box.
To introduce digraph "sh" and "wh."	3.4	Isolate a "sh" word from text. Underline "sh." Have students give words that begin or end with "sh." Use picture cards with "sh" and "wh" words and have students name the objects.		Teaching Chart 54, 58 Practice Book p. 117, 126
Identify compound words.	3.4	Write "everyone" on the board. Draw a line to divide it. Point out the two smaller words. Write more compound words on the board. Ask students to identify the two words in the word. Remind students they can use smaller words as clues to decode. Special Education: - Cut out pictures with "sh" and "wh."		Practice Book p. 127, 144 Special Education: - Word box, repeat words.
READING - THEME 4 The student will be able to: Excise phonograms "un", "ut" and "ug."	3.4	Write the word "sun." Cover the "s." Ask students to stand if they hear a word that ends like "sun." Make a list of "un" words. Use Teaching Chart 62 to isolate "un" words.		Teaching Chart 62 Spelling Source 27, 28 Practice Book p. 137
Introduce blends "cr", "br", "gr", "dr", "sk", "sp", "st" and "sl."	3.4	Use picture cards to have students identify blends with "r" and "s." Make a list of "r" and "s" blends. Make word ladders and read from bottom to top. Read Teaching Chart 63. Circle "r" and "s" blends. Special Education: - Cut out magazine pictures with words that begin with blends, reduce number of blends to work at one time, see and say.		Practice Book p. 138 Teaching Chart 63
Introduce contraction "it’s."	3.3	Explain that "it’s" is a shortened way to say it is. Ask what letter has been left out. Working in pairs students practice writing "it’s" and "it is" sentences.		Practice Book p. 130	W. I
Know short "o" words with "og."	3.3	Read "The dog got lost in the fog." Ask which two words have the same ending sound. Do the same with "The hog sat next to the log." "Can you jog in a bog?"		Spelling Source 25-26
WRITING - THEME 4 The student will be able to: Use see and saw.	3.3	Explain that see tells something that is happening now. Saw tells us something that already happened. Have students write three sentences with see then change it to saw.	Special Education: - Model, tape the sentences.	Practice book p. 143
Write about a favorite place.	3.3	Prewriting: Brainstorm about your favorite place. List them.		Teaching Chart 65	W.I S-9
		Drafting: Use Teaching Chart 65 to model writing about a favorite place including sensory detail. Use the graphic organizer on page 147 in the Practice Book to record. Have Students draw and write about their favorite place.		Practice Book p. 147	W.I S-9
		Revise: Do I need a capital letter? Can I add description words? Are the words spelled correctly? Publish: Make a class anthology of favorite places. Special Education: - Use modeling.		Practice Book p. 148 Grade 1 Guide to Student Portfolio & Classroom Assessment Writing Guide Assessment	W.I S-9
READING - THEME 5 The student will be able to: Use conceptual knowledge and personal experience to construct meaning.	3.4	Ask students to pretend they are an animal. How would they act? Remind them to use "imagination" as theme title suggests.	Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory Portfolio Assessment		R. I S-9
Use knowledge of text structure construct meaning.	3.4	Look through book and discuss illustrations. Ask "What do you think is happening in this story?"
Use strategies to develop understanding while reading and listening. - Compare and contrast character.	3.4	Use a Venn diagram to illustrate how two animals can be compared.	Practice Book p. 5	Teaching Chart 67 Big Books: Pretend You’re a Cat	R. III S-9
Use knowledge of literary genre to construct meaning while reading and listening. - Distinguish realistic stories and events from fantasy.	3.4	Students ask themselves, "Can this happen in real life?" Use pages in text to determine what is real and make believe in the text. Make a chart.	Practice Book p. 27	Eek!, There’s a Mouse in the House Teaching Chart 77 Special Education: - Story maps.	R. III R. IV S-9
READING - THEME 5 The student will be able to: Increase the repertoire of words utilized in reading and writing. - Learn high frequency words.	3.4	Discuss meaning of key words in each story. Students retell the story. Students rebuild the story using sentence strips. Match word card with a word in a sentence strip. Play concentration.	Practice Book p. 6, 15-16, 28, 38.	Readables: Looking For Angus Squirrels Where is the Queen? Freddy Frog’s Note Teaching Charts 68, 72, 78, 82 Special Education: - Story maps, velcro board, story boards.	R. II S-9
Use knowledge of letter-sound features to construct meaning. - Learn phonograms "ig", "im", "ick", "ish", "en", "ed" and "et." - Learn consonant blends with "l."	3.4	(T.E. 52-53.) Point out the word dig, remove the "d". Students do a jig when they hear words that rhyme with dig. Repeat the procedure with the word swim. Students work in small groups to make a list of words that rhyme with dig and swim. Use readable, Three Little Pigs and One Big Pig to frame and read aloud "ig" and "im" words. (T.E. 54-55.) Isolate the word chick on page 15 of Pretend You’re a Cat. Cover up "ch." Have students read "ick." Find another "ick" phonogram on page 15 (pick).	Practice Book pp. 7-8 Informal Assessment: Can students identify words with "ig" and "im?" Can they think up words with other short vowel phonograms? Practice Book p. 9 Informal Assessment: Can students hear, read, write words with "ick" and "ish."	Readable: Three Little Pigs and One Big Pig Teaching Charts 69, 70 Readable: How the Chick Tricked the Fox
READING - THEME 5 The student will be able to: Use knowledge of letter-sound features to construct meaning. - Learn phonograms "ig", "im", "ick", "ish", "en", "ed" and "et." - Learn consonant blends with "l." (Continued.)	3.4	Students raise their hands when they hear words that end with "ick" and "ish." Locate short "i" words in readable, How the Chick Tricked the Fox. (T.E. 88-89.) Use It Looked Like Spilt Milk to locate sentence: "It was just a cloud in the sky." Frame the word cloud. Read the word and frame "cl." Make a list of "cl" words. Repeat the procedure for "fl", "gl", "sl" and "pl" words. Use Teaching Chart 73 to locate "l" blends and circle them.	Informal Assessment: Can students identify and suggest words that begin with an "l" blend? Can they combine "l" blends with phonograms to make words? Practice Book p. 17	Special Education: - Word slide, word box. Big Book: It Looked Like Spilt Milk Readable: Blast Off Teaching Chart 73 Special Education: - Word slide to frame words, word box, story chart.
		(T.E. 90-91.) Use Spilt Milk to search for words with these blends and diagraphs "sp", "tr", "cr", "fl", "gr", "sk", and "cl." List the words on a chart. Read aloud readable, My Shadow. Use Teaching Chart 74 to have volunteers find, circle and read aloud words containing blends and diagraphs.	Informal Assessment: Can students find words that begin with consonant blends and diagraphs in Spilt Milk? Can they think of other words that contain blends or diagraphs? Practice Book p. 18	Big Book: It Looked Like Spilt Milk Readable: My Shadow Teaching Chart 74
READING - THEME 5 The student will be able to: Use knowledge of letter-sound features to construct meaning. - Learn phonograms "ig", "im", "ick", "ish", "en", "ed" and "et." - Learn consonant blends with "l." (Continued.)	3.4	(T.E. 130-131.) Turn to page 56 in Eek! There’s a Mouse in the House and locate the sentence, "Send in the hen from the barn." Read aloud "hen", remove the "h." Use word cards to find other "en" words. Read aloud Ben’s New Trick. Have students locate and circle "en" words. (T.E. 170-171.) On page 78 of George Shrinks have students find the words "Please make your bed." Isolate and say "bed." Listen for "ed" sound. Have Students name other "ed" words and add to list. Read aloud The Family Tree. Use Teaching Chart 83 to have students locate and circle words with "et" and "ed." Say a rhyming word for each circled word.	Informal Assessment: Can students read and write words with "en" and other short vowel phonograms? Practice Book p. 29 Informal Assessment: Can students read and write down words with "ed" and "et." Practice Book pp. 39-40	Big Book: Eek! There’s a Mouse in the House Special Education: - Word box. Readable: Ben’s New Trick Teaching Chart 79 Big Book: George Shrinks Readable: The Family Tree Teaching Chart 83 Special Education: - Story board, word box, flash cards for words.
WRITING - THEME 5 The student will be able to: Write rhymes.	3.3	(T.E. 56-57.) Turn to page 20 in Pretend. Locate rhyming words. Make a list. Find other rhyming words in the story. Each child makes a list.	Practice Book p. 10 Informal Assessment: Can each student write a list of rhyming words?	Big Book: Pretend You’re a Cat	S-9
Write similes.	3.3	Use Spilt Milk to draw attention to similes using cloud formations. Draw a "c" on paper. Have child work with a partner to draw something using the "c." Write a sentence describing the picture using the words, "It looked like...	Practice Book p. 21 Informal Assessment: Can the student write a simile from the picture?	Big Book: It Looked Like Spilt Milk	W.I W.II S-9
Write about real and make believe events.	3.3	(T.E. 136.) Working in cooperative groups, have students make a list of make believe events. Special Education: - Model format.		Big Book: Eek! There’s a Mouse in the House	S-9
Write a list.		(T.E. 176.) Use George Shrinks to make a list of George’s chores. Have students add their own ideas to the list.	Practice Book p. 44	Big Book: George Shrinks Special Education: - Cooperative learning.	S-9
WRITING - THEME 5 The student will be able to: Replace nouns with pronouns.	3.3	(T.E. 57.) Locate pronouns in Pretend You’re a Cat. Explain that pronouns refer to people or things. Write you, he and she on the board. Ask volunteers to make sentences and underline pronouns. (T.E. 95.) Write "Sometimes it looked split milk." Point out that "it" takes the place of cloud. Students look through story to find other sentences with "it." Special Education: - Cooperative learning.	Practice Book p. 11 Practice Book p. 22	Big Book: Pretend You’re a Cat Big Book: It Looked Like Spilt Milk Special Education: - Word box.	W. I S-9 R.V
Use an exclamation mark.	3.3	(T.E. 137.) Examine title of Eek! There’s a Mouse in the House and explain that "!" means that one reads with excitement. Write the words "wow", "oops" and "yikes" on the board. Students write a sentence for each one.	Practice Book p. 34 Informal Assessment: Are students using the exclamatory words and mark correctly?	Big Book: Eek! There’s a Mouse in the House	W.I S-9W
Practice writing letter greetings and closings.	3.3	(T.E. 177.) Turn to page 77 in George Shrinks. Point out greeting: Dear George. Turn to page 100, point out closing: Love, Mom and Dad. Have Students use greeting and closing to write a letter to a classmate. Special Education: - Model letter form.	Practice Book p. 45 Informal Assessment: Can the student use greetings and closings correctly in a sentence?	Big Book: George Shrink Special Education: - Word box.	W.I W.II S-9
WRITING - THEME 5 The student will be able to: Spell short "i" words.	3.3	(T.E. 59.) Introduce short "i" list. Student writes each word in a sentence and circles the spelling word. Read them to a partner.	Spelling source pp. 31-32	Spelling list in T.E. p. 59
Spell words with "st" and "sh" endings.		(T.E. 97.) Introduce list with "sh" and "st" endings. Underline endings. Copy sentences from T.E. 97 on the board. Have students fill in the correct word.	Spelling Source pp. 33-34	Spelling list in T.E. p. 97 Special Education: - Word box.
Spell short "e" words.	3.3	(T.E. 139.) Write "Ten men followed the hen to the pen" and "I dropped the peg on my leg" on the board. Find spelling words in them. Write a spelling word on a card and draw a picture of it on back. Student holds up picture and asks partner to say and spell the word. (T.E. 179.) Write on board "My pet has a red bed. We feel our wet bed. My pet did not get wet." Students copy sentences and circle "ed" and "et" phonograms.	Spelling Source pp. 35-36 Spelling Source pp. 37-38	Spelling list in T.E. p. 139 Spelling list in T.E. p. 179 Special Education: - Word box.
LISTENING/SPEAKING/VIEWING THEME 5 The student will be able to: Engage in listening, speaking, and viewing activities to enhance reading skills.	3.1 3.3	(T.E. 45, 85, 125, 167.) Students discuss questions in response to literature. (T.E. 58.) Students write a riddle about an animal and read to class. (T.E. 85.) Students discuss different kinds of clouds. (T.E. 138.) Students tell and add on story. (T.E. 178.) Students tell a story about an event from their lives. Special Education: - Use sequencing.		Big Books: Pretend You’re a Cat It Looked Like Spilt Milk Eek! There’s a Mouse in the House George Shrink Special Education: - Use story map or tree.	R. I R. II S-9
READING - THEME 6 The student will be able to: Integrate and apply a variety of cueing systems to construct meaning.	3.4	Build background by engaging interest and activating prior knowledge about weather. Discuss theme. Preview key vocabulary. Preview and predict outcome by asking questions about the title and cover. Special Education: - Cooperative learning, peer tutor, guided questions, story map, flash card vocabulary.	Reading & L.A. Skills Assessment Reading Process Assessment Informal Assessment Opportunities Informal Reading Inventory Informal Phonics Inventory Informal Assessment: Can students read high frequency words and use them to write?	Big Books: What Will the Weather Be Like Today? The Wind and the Sun Rain Talk When Summer Comes	R. I R. II S-9
Use higher order thinking and strategies to construct meaning.	3.4				R.II S-9
Identify cause and effect.		(T.E. 248-249, 286-287.) Use Teaching Chart 90 and 99 to identify cause and effect.	Practice Book pp. 55-56 Informal Assessment: Can students write sentences that express cause and effect relationship?	Teaching Chart 90, 99	R.III S-9
Draw conclusions.		(T.E. 322-323.) Read Teaching Chart 101 and 109 and ask students what conclusions they can draw. Special Education: - Peer tutor.	Informal Assessment: Do students use story clues to explain the conclusions they form? Practice Book p. 78, 93 Special Education: - Velcro board, tape oral responses, sentence strips, word or sentence screen slide.	Teaching Chart 101, 109	R.II R.III S-9
READING - THEME 6 The student will be able to: Develop phonemic awareness through the study of long and short vowel sounds and "r" controlled vowels.	3.4	(T.E. 252-253.) Teaching Chart 92 is used to identify short and long "o." (T.E. 284-285.) Teaching Chart 97 is used to locate long and short "a." (T.E. 372-373.) Teaching Chart 108 is used to identify short and long "e." (T.E. 326-327.) Teaching Chart is used to identify short and long "a." Students do Practice Book p. 59 to choose words with "or." Special Education: - Word cards to use as flash cards. Students do Practice Book p. 68 to practice reading and writing words with "or." Use Teaching Chart 98 to isolate "ar" words. Students complete Take Home Book to practice reading and writing words on pp. 81-82, 91-92 in Practice Book. Special Education: - Peer tutor, cooperative learning, computer drills.	Practice Book pp. 58, 80, 90, 97. Informal Assessment: Can students identify words with short and long "o", "a", "e’ and "i." Can they write short and long "o", "a", "e" and "i" words correctly. Special Education: - Tape words, computer drills.	Readables: Grandpa, Grandma and the Tractor Six Fine Fish Red and I Visit the Vet Pancakes Teaching Chart 98 Special Education: - Copy chart.
WRITING - THEME 6 The student will be able to: Use knowledge of story and sentence structure to achieve purposes when writing.	3.3	Students practice reading and writing words that describe the weather in Practice Book p. 61. Students complete sentences by writing words that compare in Practice Book p. 73. Students write words to complete a poem in Practice Book p. 84. Students practice completing lists in Practice Book p. 96. Special Education: - Tape record/scribe, model format, word slide.	Informal Assessment Do Answers in Practice Book make sense? Special Education: - Guided questions.		W. I S-9
Explore parts of a sentence. - Nouns. - Verbs. - Adjectives.	3.3	Students practice writing naming and telling parts of sentences in Practice Book p. 62. Special Education: - Model of name, chart of sentence structure. Students practice adding "er" and "est" to words in Practice Book p. 74. Students add "s" to an action word if it tells about one person, animal or thing in Practice Book p. 85. Special Education: - Peer tutor.			S-9
WRITING - THEME 6 The student will be able to: Explore parts of a sentence. - Nouns. - Verbs. - Adjectives. (Continued.)	3.3	Students practice using "is", "are", "was", and "were" in Practice Book p. 97. Special Education: - Break down concepts.			S-9
Increase his/her vocabulary of weather-related words.	3.3	Students practice writing the names of days and months in Practice Book p. 63. Special Education: - Model chart, computer. Students label pictures with words for outdoor clothing in Practice Book p. 75. Students practice using words for weather sounds in context in Practice Book p. 86. Students practice using first, next and last in Practice Book p. 98. Special Education: - Peer tutor, co-op groups, velcro boards.			W.I W.II S-9
WRITING - THEME 6 The student will be able to: Demonstrate the ability to spell long "o", "a", "e", and "ch" and "ck" words.	3.3	Students practice spelling with the long "o" sound on pp. 41-42 of Spelling Source. Students practice spelling words with the long "a" sound. Spelling Source pp. 43-44. Students practice spelling words with "ch" and "ck." Spelling Source pp. 45-46. Students practice spelling words with the long "e" sound. Special Education: - Write in sand or shaving cream, computer author program, flash cards.	Spelling pre-tests and post-tests located in back of the T.E. beginning on R17.	Spelling list in T.E. p. 259 Spelling list in T.E. p. 293 Spelling list in T.E. p. 333 Spelling list in T.E. p. 381
LISTENING/SPEAKING/VIEWING THEME 6 Engage in listening and speaking and viewing activities to enhance reading skills.	3.1	(T.E. 245, 281, 321,368.) Students discuss weather and activities in reader response group. Students practice giving a weather report. Special Education: - Video tape. Students look at a weather map. Special Education: - Co-op group.		Big Books as listed in the Reading section.	R. IV S-9
READING - THEME 7 The student will be able to: Integrate and apply a variety of cueing systems to construct meaning.	3.	Build background for literature by activating prior knowledge. Discuss theme. Preview key vocabulary, do Practice Book p. 3 Preview and predict outcome by asking questions about the title and cover illustrations Special Education: - Co-op learning, peer tutor, tape stories, vocabulary flash cards, story boards.		Big Books: Moon Rope Baby Rattlesnake Stone Soup Lasy Lion	R. IV S-9
Use personal experience, prior knowledge and higher order thinking skills and strategies to construct meaning.	3.4				R.I S-9
Make inferences about character traits.	3.4	Use Teaching Charts 113 and 120 to read words that describe characters. Students will complete a Take Home Book on pp. 5-6 of Practice Book to insure understanding of character traits. Students decide which character each set of sentences describe on p. 21 of Practice Book.	Informal: Can children think of words to describe main characters in the Big Books? Can children retell the important evens of Stone Soup and Lazy Lion in logical sequence?	Teaching Chart 113, 120 Big Books: Stone Soup Lazy Lion
READING - THEME 7 The student will be able to: Retell stories in logical sequence.	3.4	(T.E. 127.) Use Teaching Charts 124 and 132 to organize sentences about Stone Soup and Lazy Lion in order. Students practice recognizing story sequence on pp. 29 and 41 of Practice Book. Special Education: - Velcro boards, story boards or sequence maps.		Big Books: Stone Soup Lazy Lion Teaching Charts 124, 132 Teaching Chart 115	R. IV S-9
Develop phonemic awareness through the study of long and short vowel sounds and "r" controlled vowels.	3.4	(T.E. 56-57.) Use Teaching Chart 115 to isolate long and short "u" words. Students practice reading and writing long and short "u" words, Practice Book p. 8. Students read and write words with matching vowel patterns on p. 19 of Practice Book. Students choose and write words with "r" controlled vowels to complete sentences. Students read and write short and long "a" words while completing Take Home Book on pp. 31-32 of Practice Book. Practice short and long "i" on p. 40 of Practice Book. Special Education: - Flash cards, word box, dictate, computer writing, tape response.	Informal Assessment: Can students use letter/sound association to hear, read and write words with short and long "u", "a" and "i." Special Education: - Section and limit activity.	Readables: Who’s in the Jungle The Three Silly Cowboys A Great Sized Day Pick Up Nick
WRITING - THEME 7 The student will be able to: Use knowledge of story and sentence structure to achieve purpose when writing.	3.3	(T.E. 60.) Students practice making their own book covers in Practice Book p. 11 (T.E. 98.) Students practice adding details to sentences to create a story setting on p. 24 in Practice Book. Special Education: - Model and word box. (T.E. 132.) Students write words to complete how-to steps on p. 33 in Practice Book. Special Education: - Model. (T.E. 174.) Students practice writing words that describe characters in Practice Book p. 46. Special Education: - Word box.	Informal Assessment: Do answers in the Practice Book make sense? Special Education: - Ask student to explain answers.		W. I S-9
Become familiar with the following aspects of grammar: - writing titles. - contractions with "not." - past and present tense. - adding "es" to naming words.	3.3	(T.E. 61.) Students practice writing titles on p. 12 in Practice Book. (T.E. 99.) Students practice forming contractions with "not" on p. 25 in Practice Book. Special Education: - Model, peer tutor.	Informal Assessment: Are student responses on Practice Book page appropriate? Do they show an understanding of the concept and task?		W. I S-9
WRITING - THEME 7 The student will be able to: Become familiar with the following aspects of grammar: - writing titles. - contractions with "not." - past and present tense. - adding "es" to naming words. (Continued.)	3.3	(T.E. 133.) Students practice writing verbs in the past and present tense on p. 34 in Practice Book. (T.E 175.) Students practice adding "es" to naming words Special Education: - Computer drills.			W. II S-9
Use knowledge of word meaning critically select words as they speak and as they construct and revise written text. - Develop vocabulary using synonyms, antonyms, words for cooking and words for animal homes.	3.3	(T.E. 62.) Students practice writing synonyms on p. 13 in Practice Book. (T.E. 100.) Students practice writing antonyms on p. 26 in Practice Book. (T.E. 134.) Students practice reading and writing words for cooking on p. 35 in Practice Book. (T.E. 176.) Students use the names of animal homes in context sentences on p. 48 in Practice Book. Special Education: - Scribe, computer, oral response.	Informal Assessment: Are student responses on Practice Book pages appropriate? Do they show an understanding of the concept and task?		W. II S-9
WRITING - THEME 7 The student will be able to: Demonstrate the ability to spell long "u", "i", "a" spelled as "ay" and "ai" and long "i" spelled as "y" words.	3.3	Students practice spelling fords with long "u" in Spelling Source pp. 51-52. Students practice spelling long "i" words in Spelling Source pp. 53-54. Students practice spelling words with long "a" spelled "ai" and "ay" in Spelling Source p. 55-56. Students practice spelling words with long "i" spelled "y" in Spelling Source pp. 57-58. Special Education: - Word box, flash cards, velcro board.	Spelling pre-tests and post-tests located in the back of the T.E. beginning on R17. Special Education: - Limit test size.	Spelling list in T.E. p. 63 Spelling list in T.E. p. 101 Spelling list in T.E. p. 135 Spelling list in T.E. p. 177
LISTENING/SPEAKING/VIEWING THEME 7 Use knowledge of word meaning to critically select words as they speak.	3.1	(T.E. 48, 89, 124, 165.) Students form response groups to discuss each Big Book as it is read.		Big Books as listed in the Reading section.	R. I R. II S-9
Use knowledge of story and sentence structure to achieve purposes when listening and speaking.	3.2	(T.E. 100.) Children tell an add-on story base on Baby Rattlesnake. (T.E. 134.) Invite small groups of students to act out Stone Soup with simple props and costumes.
LISTENING/SPEAKING/VIEWING THEME 7 The student will be able to: Use knowledge of story and sentence structure to achieve purposes when listening and speaking. (Continued.)	3.2	Have each student choose an event from his/her life for a story topic. Have each one take turns telling his/her story. Special Education: - Tape stories, tape personal story.			S-9
READING - THEME 8 The student will be able to: Integrate and apply a variety of cueing systems to construct meaning.	3.4	Build background by activating prior knowledge about theme. Preview key vocabulary. Preview and predict outcome by asking questions about the title and cover illustration.	Theme 8 Observation Checklist from Grade 1 Guide to Student Portfolio and Classroom Assessment Theme 7-8 Skills Assessment Test Phonics Inventory Level A	Big Books: <