portal.gesd32.org Grade Pacing G… · Web viewAs you read the last word in the sentence the teacher says, ... The Town Mouse and The Country Mouse. Preview summary: One cousin

1st Grade - Pacing Chart Unit 1, Week 1

DAY 1Reading 60 minutesII-R-2:HI-5 SWBAT blend syllables to form multi-syllable words, using r-controlled vowels sounds, digraphs and diphthongs. II-R-4: HI-11SWBAT describe characters from a literary selection.II-R-4: HI-12 SWBAT describe the setting from a literary selection.

Grammar – Standard English Conventions 60 minutesII-L-1-HI-2 SWBAT explain the difference between common and proper nouns in content.II –L-1-HI-4- SWBAT use simple present tense irregular verbs(have, has) and produce declarative simple sentences.II-L-1-HI-2 SWBAT: produce sentences using past tense.

Phonemic Awareness /Phonics

Decodable HFW Repeated Reading Parts of Speech Predictable Book SmartStart

Rhyme Chart

ABC Chart chantSit students close to poster or display chart on camera. Make sure all students are participating by making the sounds and names of the alphabet.Note; Switch to chant using Blends and Digraphs when appropriate. Add other chants; Short/long VowelsSpelling Patterns

Phonemic Awareness7B Read rhyme 2 times. One time for fun & then read and follow script.

Phonics 7C,D,E*introduce short /a/a*blend with short /a/a*build fluency-use teaching chart 7

Word Family Words;man, cat, hat, mat, ran, can

A Cap For Pam 7FReading First ProcedureExample; Teacher models reading text word for word on camera (Elmo). Teacher says,” Think, word” and as she uses her clicker to click for each word all students must read. As you read the last word in the sentence the teacher says, “Sentence” and students read the sentence together and fluently in one single voice. Teacher will follow same procedure for the entire story. *Preview with title andillustrations.*Model for every page:Students share with their partners. “What Did I Read?”Students respond; “I just read about _______.”

Introduce cards and chant.

updownjumpnot

*Class should be gathered close to poetry charts.

Out Goes the Rat by D. Bartalozzi

Out goes the rat,Out goes the cat,Out goes the lady with the big black hat.O-U-T spells out.Now begin to shout….. Repeat rhyme in loud voice, not screaming. At the end sayO-U-T spells out.Whisper now, don’t shout….. Repeat rhyme whispering.

[Place last 2 lines on separate paper to cover the ‘Now begin to shout’]Read - See procedure on Day 4

Parts of Speech

SWBAT: produce sentences using have and has.

Parts of speech: have, has

Model, then groups practice. (3 kids: A,B,C)A: I have a ___. B says to C: Oh, she/he has a __Teacher roams, raises word card, ‘has’ or ‘have’. Parts of speech: introduce sentence mats: model, ifneeded

GrammarCommon and Proper Nouns

Nouns are names of people like......Nouns are names of animals like.....Nouns are names of places like....Nouns are names of things, too...

Grade 1 Unit 1 Week 1 Pam and Sam WRITE UP A STORM!®© /GESD 2013-14


DAY 1Day 1 Oral English/Conversation and Vocabulary 60 minutes

II-LS-1: HI-3 SWABT sequence a series of events from read-aloud, presentations using transition words/phrases in complete sentences.II-LS-1: HI-2 SWABT differentiate between past, present progressive tenses.

Writing 60 minutesII-W-1: HI-1: SWBAT write a narrative or short story that includes a main idea, character, setting and a sequence of events. II-W-2: HI-1: SWBAT legibly write all upper and lower case letters and numerals attending to forma and spatial alignment. II-W-2: HI-5: SWBAT spell high frequency words.

Oral English PracticeRetell

Guided Conversations Storm Vocabulary Journal Prompt Letter Formation HFWs

Three little JavalinasBy Susan Lowell

Model retell rope using the story map to guide the

retelling rope.Partner practice while you

point to each part on your rope (students do not use rope yet).

Random call to share.

Partner A: What do you always do after dinner?

Partner B: I always _________.

Introduce the words(mouse, mice), visited gathered ate scampered

decided travel heard complained in the

countryside

Teacher journal, model tag alongs Student think time and partner talk, generating what they will write about -- who, did what? prompt: where? Journal writing, prompt:Tell about something special you can do.(or an interest you have)Celebration:

Letter Formationwith descriptive vocabulary.

Review according to on

demand.

HFW card chantRe-emphasize thatHFWs are to be read in a ‘flash’ or instantly --not sounded out. You can call these words: high frequency words, or ‘flash’ words, or ‘instant’ words, or‘zip’ words, or snapwords?

Compare a HFW and a decodable word. Give motions for ‘sound it out’ and reading by knowing the word -such as snapping your fingers or making a lightning bolt.

Review Review



DAY 2Reading 60 minutesII-R-4: HI-11SWBAT describe characters from a literary selection.II-R-4: HI-12 SWBAT describe the setting from a literary selection.

Grammar – Standard English Conventions 60 minutes II –L-1-HI-4- SWBAT use simple present tense irregular verbs ( to have) and produce declarative simple sentences


Decodable HFW Comprehension Routine

Parts of Speech Predictable Book

SmartStart

ABC chantSit students close to poster or display chart on camera. Make sure all students are participating by making the sounds and names of the alphabet.Note; Switch to chant using Blends and Digraphs when appropriate. Add other chants; Short/long VowelsSpelling PatternsPhonemic Awareness 7K*phoneme isolationPhonics 7K/L*blend with short /a/a*build words with short /a/a

Word Family Phonics; man, cat, hat, mat, ran, can

Decodable

Optional; Students can re-read the decodable on their own in a center and/or small group instruction.

Model Word Sort*Use the CSC chart with large circle *Put 2 word family words into the circle*Read and echo*Hold up next word*Ask students; Does this go inside or outside?*Tell your partner why/why not*Random call to share*Repeat process using other wordsUse past word family words also, so there will be other ways to sort. Some ideas;-beginning sound-word families-syllables-nouns/verbs

Do Chant using words. Get Ready Story; Can Pat Jump?*Preview/Predict*Set Purpose*Partners should read; Words to Know and Teacher asks students for any unknown words. *Teacher observes*Use Reading First Procedure(Refer to Day 1)Re-read; Partners do What Did I just read? I just read about ______.

GrammarCommon/Proper NounsRead Chant

Nouns are names of people like......Nouns are names of animals like.....Nouns are names of places like....Nouns are names of things, tooOptional: Sort given pictures with labels -these were given in past or make a list of nouns

GrammarSWBAT: produce sentences using have and has.

Parts of Speech Ask: Who has a ___? Those kids say,We have a __. Class says: They have a __ . Teacherraises word cards ‘have’ / ‘has’ as used.

GrammarRhyme Chart

Out Goes the Rat

1. Out Goes the Rat1. Chorally read. (Teacher’s voiceshould soften as soon as classget read or say from memory.)Check that all are participating.2. Find nouns with partner. Put upfingers to show how many youfind.3. Random Call to Share4. Teacher lists nouns in red.5. Which noun does not rhyme?(Cross out ‘lady’.)KEEP LIST FOR TOMORROW

Review common/proper nouns



DAY 2Day 2 Oral English/Conversation and Vocabulary 60 minutes

II-LS-1: HI-3 SWABT sequence a series of events from read-aloud, presentations using transition words/phrases in complete sentences.II-LS-1: HI-7 SWABT produce declarative sentences using past tense verbs.




Three Little Pigs

Model retelling rope, if needed.

Otherwise, monitor as partners use retell rope and story map to retell

The Three pigs.

Partner A: what should you never do in the playground?

Partner B: I should never____?

Quick vocabulary practice.

(mouse, mice), visited gathered ate scampered decided

travel heard complained in the

countryside

Word Wall Activity Sentence Please!

Oral partner sentences.

(Vocabulary in context)

Partner gives physical representations for any word. Other says word and says sentence. Partner repeats sentence. Random call students to share sentence. Class repeats.

Journal writing, prompt:

Tell about something you always have to do.

Celebration: _______________

Letter FormationPoint out similarities/differences in letters, especially letters needing to be more clearly written. Ex: What is different between ‘u’ and ‘v’?What is the same about ‘v’ and ‘w’?What is the same ‘r’ and ‘n’? different?What is the same: ‘a’ and ‘g’? different?

HFW card chant

Vanishing Letters

• Write 1 word.• Spell chorally.• Erase one letter atrandom.• Continue to choralspell whole word(even though not allletters are there).• Spell the word toyour partner.• Do quick on-demandon dry eraseto check for mastery-- show me boards.If needed, write theword and havestudents copy so thatthey end up with thecorrect word. Repeatthat word tomorrow

Review Review

DAY 3



Reading 60 minutesII-R-2:HI-5 SWBAT blend syllables to form multi-syllable words, using r-controlled vowels sounds, digraphs and diphthongs. II-R-4: HI-11SWBAT describe characters from a literary selection.II-R-4: HI-12 SWBAT describe the setting from a literary selection.

Grammar – Standard English Conventions 60 minutes

II-L-1-HI-8 SWBAT use simple past tense irregular verbs to have and produce declarative sentences

ABC chantSit students close to poster or display chart on camera. Make sure all students are participating by making the sounds and names of the alphabet.Note; Switch to chant using Blends and Digraphs when appropriate. Add other chants; Short/long VowelsSpelling Patterns

Phonemic Awareness 13E*phoneme blending

Phonics 13E*blend with short /a/a*build fluency-use teaching chart 7 (13F)


Students can re-read the decodable on their own in a center and/or small group instruction.

Model Word Sort

As soon as possible, add the Word Family Sing Along Word Chart with song for -at

Also, the chant in the new Interactive Notebook:

at, at, a-t, atat,at, at, bat, sat,cat

meow

Chant high frequency words.

Main selection; Pam and Sam 13G-25*Use Reading First ProcedureNote; You can divide story in half and continue tomorrow or teacher can read to finish.*What Did I Read? I just read about _____.*Model a think aloud with one page.*Think and Compare 27A

GrammarCommon/Proper NounsRead Chant

Nouns are names of people like......Nouns are names of animals like.....Nouns are names of places like....Nouns are names of things, tooOptional: Sort given pictures with labels -these were given in past or make a list of nouns

GrammarSWBAT: produce sentences using had.

Past Tense, hadGive student a book, then take it away. He/she hadthis book. Is there something you used to have, butyou don’t now? Oh, he had a toy, but.

Rhyme Chart

Out Goes the Rat

1. Out Goes the Rat1. Class reads. How well dothey do independently?Assist, if needed. Are allparticipating?2. Use noun list from yesterday.Can I trick you? Teacherpoints randomly and classreads words.3. Are these ‘proper’ nouns?Thumbs up/down. Observe.4. Are these ‘singular’?Observe.5. Use ‘s’ to make them plural inyour interactive notebook

Review common/proper nouns Review



DAY 3Day 3 Oral English/Conversation and Vocabulary 60 minutesIILS-1: HI-5 SWBAT respond to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thoughts.

Writing 60 minutesII-W-2: HI-1: SWBAT legibly write all upper and lower case letters and numerals attending to forma and spatial alignment. II-W-2: HI-5: SWBAT spell high frequency words.



Anthology: The Town Mouse and The Country Mouse.

Note: Use a picture book instead, if possible, and adapt lessons, OR read

from anthology and show illustrations from the picture book.

Build BackgroundShow a picture of countryside/farm use

CSC “T” chart to compare the countryside to the town of San Luis (the town, not the dessert) Ex. More trees—more building different for the mice in the two settings, and guide children to discuss those differences for “T” chart.

Partner A: What have you never done that you

will like to do?

Partner B: I have never _______.

Quick Vocabulary practice.

(mouse, mice), visited gathered ate scampered decided

travel heard complained in the

countryside


Oral partner sentences.

(Vocabulary in context)


Note: In other pacing charts, parts of Journal may be listed in other columns, but the procedure is done together.

On Demand assess: Student writes given letter 5 times; then circles the one he/she thinks is the best. Teacher collects/uses this to plan mini-lessons.

Write and Check

Teacher calls out a previous HFW and students write on dry erase using good letter formation in readable size.‘Show me.’ Boards are held at chest level to show teacher. Teacher observes and notes which words needreview, but does not comment. ‘Boards down’. Teacher writes the word and students correct, if needed.‘Show me.’ Teacher makes sure all words are correct.

Review Day 2 produce declarative sentences using past tense regular verbs. Review



DAY 4Reading 60 minutesII-R-2:HI-5 SWBAT blend syllables to form multi-syllable words, using r-controlled vowels sounds, digraphs and diphthongs.


SWBAT: II-L-1-HI-3 SWBAT change a singular noun into plural.


Decodable HFW Repeated Reading ComprehensionRoutine

Parts of Speech Rhyme Chart

ABC chant

Phonemic Awareness 27E*phoneme isolation

Phonics 27F*blend with short /a/a*identify inflectional ending -s

Fluency: Echo ReadUse Teaching Chart 9 27H


Students can re-read the decodable on their own in a center and/or small group instruction.

Chant all h.f.w words

Class should be gathered close to poetry charts.

What Have You Seen? By D. Bartolazzi

Have you seen my fat cat? It’s over by the tree.Have you seen my fancy hats? I see them one, two, three! Echo read several times with normal expression and speed. Break into chunks, if needed, but keep normal speed. Pronounce word endings. It is OK for class to memorize rather than read—they will get reading practice over time, especially in centers.Point to individual words for class to say. Listen for endings. Any unknown words?Point out:*a new meaning for ‘over’ = ‘across’* ‘by’ is like ‘my’

27I Optional: Text Feature; Photographs

Paired Selection; Our Best Days pgs. 28-33Use Reading First Procedure (Refer to Day 1 on decodable reader)Note; Questions in TE focus on detailsSkip TE question 5,6.Skip 33A

Parts of SpeechGlue ‘have, has, had’ into interactivenotebook. Partners say sentences.

Parts of speech: sentence mats

Rhyme ChartIdentify singular and plural nouns. Change singular nouns into plural

What Have You Seen? by D.BartolazziHave you seen my fat cat?It’s over by the tree.Have you seen my fancy hats?I see them one, two, three!Echo read several times with normal expression and speed. Break into chunks, if needed, but keep normalspeed. Pronounce word endings. It is OK for class to memorize rather than read -- they will get reading practice over time, especially in centers.2. Point to individual words for class tosay. Listen for endings. Any unknownwords?3. Assign one group to ask thequestions, and another to answer.Point out:•a new meaning for ‘over’ = ‘across’•’by’ is like ‘my’Point to singular nouns and change them to plural nouns.Cat/cats, tree/trees and write more examples with students help.



Review using simple present and past tense irregular verbs to have and produce declarative sentences. Review common/proper nouns

DAY 4

Day 4 Oral English/Conversation and Vocabulary 60 minutes

IILS-1: HI-5 SWBAT respond to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thoughts.



Guided Conversations

Storm Vocabulary Journal Prompt

Letter Formation HFWs

Anthology: The Town Mouse and The Country Mouse.

Preview summary:One cousin mouse lives in the countryside, and the other cousin lives in the town. This story is about what happens

when the cousins visit each other.

Read p 15. This story has two setting-two places where the story happens. Teacher reads first sentence. Model Visualization for CSC chart. T closes eyes and describes what he/she imagines from the first sentence. T sketches a picture on the CSC chart.

Partner A: What do your parents

let you do sometimes?

Partner B: Sometimes my

parents let me_____.

Quick vocabulary practice.

(mouse, mice), visited gathered ate scampered


countryside


Oral partner sentences. (Vocabulary in context)



Tell about something you never do.

Celebration: ____________

Review a cluster of weekly letters and previews weeks. Example: straight soldiers: l i t

Spelling Partner Challenge

Partners have one dry erase board and take turns beingthe ‘teacher’. Partner A says one of the words from thelist, and Partner B spells it on the board using good letterformation (without looking at the list).Partner A may give one hint:-The beginning needs to be different.-The vowel needs to be different.-One letter needs to be different.Partner B attempts to correct. If the word is still incorrect, Partner B must correct it and spell it out loud. To correct the word he/she may look at the list, or Partner A may spell it as Partner B writes.



Review Day 2 produce declarative sentences using past tense regular verbs.

DAY 5Reading 60 minutesII-R-2:HI-5 SWBAT blend syllables to form multi-syllable words, using r-controlled vowels sounds, digraphs and diphthongs.


II-L-1-HI-3 SWBAT change a singular noun into plural


Word Family Phonics

HFW Comprehension Routine

Parts of Speech

Predictable Book

Rhyme Chart

ABC Chart chant

Phonemic Awareness 35B*phoneme blending

Phonics 35B/C*blend with short/a/a

Fluency: Word AutomaticityUse Teaching Chart 9(from Day4) 35D

Check for Understanding

Word Families-at-an

Words; man, cat, hat, mat, ran, can

*Do this activity right before giving the word family test.*Students need their dry erase markers/white boards.*Teach writes the word ‘cat’ on the board.Change 1 letter—

matmanranrat

Observe each word, then write on the board. Kids correct each time, if needed. Recheck that word is now correct.

Note those having difficulty.

Chant all high frequency words.

Story; Our Best DaysRe-read; Tell that this is information, an article—not a story. (Teachers: the Text Structure=Sequence)Tell class that this article goes in order, one day after the other, the days go in sequence.

GrammarRepeated Reading: Read ChantOptional: Sort given pictures with labels or add more nouns to the list.

Parts of SpeechUse yesterday’s page in notebook.Teacher rolls die or uses spinner 1-6 for have/has#1 = I have, so partners create oral sentence. etc.Assess: write one sentence with ‘have’,one sentence with ‘has’ and one with ‘had’.

Rhyme Chart

Out Goes the Rat

1. What Have You Seen?Read several times with 2 groups to dothe parts of the rhyme.Assess1. Write 2 rhyming words.*2. Write 1 noun.3. Is your noun plural? Write yes or no.4. Does ‘single’ and ‘singular’ meanone ? Write yes or no.In Class Support for those havingdifficulty. This can be very brief, butongoing. Ex: Ask children to bend asingle finger; close a single eye. Find anoun in a group of words. etc*note: #1 above, rhyming words -- cat



Parts of speech: introduce sentence mats

and hats can be OK

Review using simple present and past tense irregular verbs to have and produce declarative sentences. Review common/proper nouns.

DAY 5Oral English/Conversation and Vocabulary 60 minutes

IILS-1: HI-5 SWBAT respond to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thoughts.






Anthology: The Town Mouse and The Country

Mouse.

Preview summary:One cousin mouse lives in the countryside, and the other cousin lives in the town. This story is about what happens when the cousins visit each other.

Read p 15. This story has two setting-two places where the story happens. Teacher reads first sentence. Model Visualization for CSC chart. T closes eyes and describes what he/she imagines from the first sentence. T sketches a picture on the CSC chart.

Partner A: What do your parents let you do

sometimes?

Partner B: Sometimes my parents let me_____.

Quick vocabulary practice.(mouse, mice), visited gathered ate scampered


countryside


Oral partner sentences. (Vocabulary in context)



What do your neighbors do?

Celebration: ________________________

Letter formation lesson and assess a

group of letters and numbers.

Assess: Dictate sentences:

Where is the man?Here is my little cat.

Spelling TestDo after Change-It

activity above.

Spelling Wordsman can ranhat cat mat

Review student booklets later to see needs, including use of‘?’. Note these in next week’s pacing chart. Begin a second collection of HFWs that need more practice.Call this:Tricky WordsChallenge WordsChampion WordsSecond Grade Wordsor ????

Chant the original cards onetime a day, and the harderwords 1-2 times a day.

Review Day 2 produce declarative sentences using past tense regular verbs. Review












Documents

portal.gesd32.org Grade Pacing G… · Web viewAs you read the last word in the sentence the teacher says, ... The Town Mouse and The Country Mouse. Preview summary: One cousin