1st Grade MA ELA Outline T1 AY 2020-2021



1-2
Reading Foundational
Skills-RF
Language-L
RF.K.1 Demonstrate
understanding of the
organization and basic
features of print.
c. Understand that
words are separated by
spaces in print.
 RF.K.2 Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
b. Count, pronounce,
blend, and segment
syllables in spoken
words.
 RF.K.3 Know and
apply grade-level
phonics and word
analysis skills in
decoding words. c.
Read common highfrequency words by
sight (e.g., the, of, to,
you, she, my, is, are,
do, does).
 L.K.1 Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking; retain and
further develop
language skills learned
previously.
a. Demonstrate the
ability to produce and
expand complete
sentences using
frequently occurring
nouns, pronouns,
adjectives, verbs,
question words, and
prepositions; name and
use in context numbers
0–100.
 L.K.2 Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and
spelling when writing.
b. Capitalize the first
word in a sentence and
the pronoun I.
Reading Literature-RL
Week
RL.K.1 With prompting
and support, ask and
answer questions
about key details in a
text.
RL.K.2 With prompting
and support, retell
familiar stories,
including key details.
RL.K.3 With prompting
and support, identify
characters, settings,
and major events in a
story.

Speaking and
Listening-SL
Writing-W

W.K.3 Use a
combination of
drawing, dictating, and
writing to narrate a
single event or
experience, or several
loosely linked events or
experiences; sequence
the narrative
appropriately and
provide a reaction to
what it describes.
a. For poems, use
rhyming words to
create structure.

SL.K.1 Participate in
collaborative
conversations with
diverse partners about
kindergarten topics
and texts with peers
and adults in small
and larger groups.
a. Follow agreed-upon
rules for discussions
(e.g., listening to others
and taking turns
speaking about the
topics and texts under
discussion).
b. Continue a
conversation through
multiple exchanges.
 SL.K.6 Speak
audibly and express
thoughts, feelings,
and ideas clearly.
For example, pairs
of students make
audio recordings
of poems
Week
3
Reading Comprehension
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.1. Ask and answer questions
about key details in a text.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4. a. Read grade-level text with
purpose and understanding.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Phonics and
Spelling
Language
(Grammar)
Writing
Lesson 3: Phonics
and Spelling
MA Standards:
RF.21.. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
b. Orally produce
single-syllable words
by blending sounds
(phonemes),
including consonant
blends.
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1a. Produce and
expand simple and
compound
sentences.
Lessons 5-6: Writing
MA Standards:
W.1.7. Participate in shared
research and writing projects (e.g.,
explore a number of how-to books
on a given topic and use them to
write a sequence of instructions).
Essential Skill:
L.1.1
 Write complete
sentences
L.1.5b. Define words by category
and by one or more key attributes
(e.g., a duck is a bird that swims;
a tiger is a large cat with stripes).
L.1.5c. Identify real-life
connections between words and
their use (e.g., note places at
home that are cozy).
Essential Skill:
RF.1.2b: Know the
sound symbol
correspondence of all
short
and long vowel
sounds.
SL.1.1a. Follow agreed-upon rules
for discussions (e.g., listening to
others with care, speaking one at a
time about the topics and texts under
discussion).
SL.1.1b. Build on others’ talk in
conversations by responding to the
comments of others through multiple
exchanges.
SL.1.1c. Ask questions to clear up
any confusion about the topics and
texts under discussion.
Identify vowels/vowel
sounds within single
syllable
words (ex. cvc words)
Monthly Reading Strategy:
Activation
Essential Question:
RF.1.2b: How are
words made up of
sounds?
Anchor Text:
Essential Skill:
Objective:
RF.1.2b: I can
demonstrate our
understanding of
spoken words,
syllables, and
sounds.
Objective: I can
write simple complete
sentences.
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model complete
and simple
sentence (all
types exclamatory,
imperative etc.).
Essential Skill:
W.1.7:
 Write simple sentences
 Identify sequence in how t6o
guide
Objectives:
W.1.7: can participate in shared
research and writing projects.
Essential Question:
W.1.7: How can I contribute to a
shared research project?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Teach/show sequence in a “how
Assessments
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
Summative
RL.1.1
 Identify meaning and details
within a text
 Ask questions about meaning and
details with a next
 Answer questions about meanings
and details within a text (who,
what, why, when, where)
Objective:
RL.1.1: I can ask and answer
questions to help me understand a
text.
Essential Question:
RL.1.1: How can asking and
answering questions help me
understand the text?
Key Strategies:
RL.1.1:
 Think aloud model: questioning
 Think aloud model: Teacher talks
about comprehension as the story
is read aloud; Say aloud what you
are thinking and questions you
have pertaining to the text – ask
students what they are thinking;
Does that make sense?
 Have students ask questions about
the story using the pictures.
 When listening to a grade level
appropriate complex text,
students will ask and answer
questions about key details.
Students will be able to ask and
answer questions in a clear and
focused sentence.
 Teachers will clarify student
questions and answers for
understanding.
Lesson on Letters
and Sounds m, s, h,
t use TE Volume 1:
pages T4-5
Phonics song: Our
House page 16
Reach in Phonics
Text Reference:
Phonics:1.1-1.4
High Frequency
Words:
find
has
have
his
mother
too
Reach in Phonics
Text Reference:
High Frequency
Words:1.10
Decodable book:
Family Time
to” guide
 Teach how to write a sentence
 Teach writing using transitional
words first, second, third, etc.
 Demonstrate writing a
concluding sentence
4
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.2. Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4. a. Read grade-level text with
purpose and understanding.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.1a. Follow agreed-upon rules
for discussions (e.g., listening to
others with care, speaking one at a
time about the topics and texts under
discussion).
SL.1.1b. Build on others’ talk in
conversations by responding to the
comments of others through multiple
exchanges.
SL.1.1c. Ask questions to clear up
any confusion about the topics and
texts under discussion.
Monthly Reading Strategy:
Activation
Anchor Text:
Essential Skill:
RL.1.2
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
b. Orally produce
single-syllable words
by blending sounds
(phonemes),
including consonant
blends.
Essential Skill:
RF.1.2b: Know the
sound symbol
correspondence of all
short
and long vowel
sounds.
Identify vowels/vowel
sounds within single
syllable
words (ex. cvc words)
Objective:
RF.2b: I can
demonstrate our
understanding of
spoken words,
syllables, and
sounds.
Essential Question:
RF.1.2b: How are
words made up of
sounds?
Lesson on Letters
and Sounds f, n, l,
p, c use TE Volume
1: pages T22-23
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1a. Produce and
expand simple and
compound
sentences.
Lessons 5-6: Writing
MA Standards:
W.1.7. Participate in shared
research and writing projects (e.g.,
explore a number of how-to books
on a given topic and use them to
write a sequence of instructions).
Essential Skill:
L.1.1
 Write complete
sentences
L.1.5b. Define words by category
and by one or more key attributes
(e.g., a duck is a bird that swims;
a tiger is a large cat with stripes).
L.1.5c. Identify real-life
connections between words and
their use (e.g., note places at
home that are cozy).
Objective: I can
write simple complete
sentences.
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model complete
and simple
sentence (all
types exclamatory,
imperative etc.).
Essential Skill:
W.1.7:
 Write simple sentences
 Identify sequence in how t6o
guide
Objectives:
W.1.7: I can participate in shared
research and writing projects.
Essential Question:
W.1.7: How can I contribute to a
shared research project?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Teach/show sequence in a “how
to” guide
 Teach how to write a sentence
 Teach writing using transitional
words first, second, third, etc.
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
Summative
 Identify meaning and details
within a story
 Retell story, including key points,
details and ideas
Objective:
RL.1.2: I can retell a story using key
details.
Essential Question:
RL.1.2:
 Why is using key details from the
story important in retelling the
story?
5
Key Strategies:
RL.1.2:
 Think aloud model: rereading
 Teach a student how to retell,
beginning with the characters and
sequence of events.
 Have students retell the story
using the pictures.
 Begin with oral retelling
 Students will retell the story while
demonstrating an understanding
of key details.
 Students will be able to identify
the central message or lesson of
the story.
 Students will be able to retell a
story in sequential order.
 Students will be able to identify
the problem and solution of the
story.
 Students will be able to determine
importance based on key details
in the text.
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.2. Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
 Demonstrate writing a
concluding sentence
Phonics song: Tap,
Tap page18
Reach in Phonics
Text Reference:
Phonics:1.12-1.16
High Frequency
Words:
do
then
what
with
you
your
Reach in Phonics
Text Reference:
High Frequency
Words:1.23
Decodable book:
Things We Do
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1b. Demonstrate
understanding that a
question is a type of
sentence.
Lessons 5-6: Writing
MA Standards:
W.1.8. With guidance and
support from adults, recall
information from experiences or
gather information from provided
sources to answer a question.
Classwork
Vocabulary
Assessment
Formative
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4. a. Read grade-level text with
purpose and understanding.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.2. Ask and answer questions
about key details in a text read aloud
or information presented orally or
through other media.
Monthly Reading Strategy:
Activation
Anchor Text:
Essential Skill:
RL.1.2
 Identify meaning and details
within a story
 Retell story, including key points,
details and ideas
Objective:
RL.1.2: I can retell a story using key
details to explain the message or
lesson.
Essential Question:
RL.1.2:
 How can I retell the text and
express the central message or
lesson?
Key Strategies:
syllables, and sounds
(phonemes).
b. Orally produce
single-syllable words
by blending sounds
(phonemes),
including consonant
blends.
Essential Skill:
RF.1.2b: Know the
sound symbol
correspondence of all
short
and long vowel
sounds.
Identify vowels/vowel
sounds within single
syllable
words (ex. cvc words)
Objective:
RF.1.2b: I can
demonstrate our
understanding of
spoken words,
syllables, and
sounds.
Essential Question:
RF.1.2b: How are
words made up of
sounds?
Lesson on Letters
and Sounds g, d, v,
r use TE Volume 1:
pages T44-45
Phonics song: Dan
Can Help page 20
Reach in Phonics
Text Reference:
Essential Skill:
L.1.1
 Write complete
sentences
Objective: I can
write simple complete
sentences.
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model complete
and simple
sentence (all
types exclamatory,
imperative etc.).
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Essential Skill:
W.1.8:
 Retell/recall key details
 Describe personal experiences
 Locate information within text
Objectives:
W.1.8: I can recall information
from experiences to answer
questions.
Essential Question:
W.1.8: How can I gather
information to answer a question?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Teach how to use sources to
answer a question
 Teach how to locate information
in a text
 Teach how to retell/recall key
details
 Teach how to retell/recall
personal experiences succinctly
 Show and describe different
sources (books, digital, print)
Mini Summative
Summative
6
RL.1.2:
 Think aloud model: rereading
 Teach a student how to retell,
beginning with the characters and
sequence of events.
 Have students retell the story
using the pictures.
 Begin with oral retelling
 Students will retell the story while
demonstrating an understanding
of key details.
 Students will be able to identify
the central message or lesson of
the story.
 Students will be able to retell a
story in sequential order.
 Students will be able to identify
the problem and solution of the
story.
 Students will be able to determine
importance based on key details in
the text.
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.6. Identify who is telling the
story at various points in a text.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4. a. Read grade-level text with
purpose and understanding.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Phonics:1.22-1.25
High Frequency
Words:
get
help
of
put
we
work
Reach in Phonics
Text Reference:
High Frequency
Words:1.34
Decodable book:
Who Helps Dad?
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
b. Orally produce
single-syllable words
by blending sounds
(phonemes),
including consonant
blends.
Essential Skill:
RF.1.2b: Know the
sound symbol
correspondence of all
short
and long vowel
sounds.
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1c Use singular
and plural nouns
with matching verbs
in sentences.
Essential Skill:
L.1.1
 Use singular
nouns
 Use plural nouns
 Match singular
and plural nouns
to verbs
Objective: I can
match plural and
singular nouns with
verbs in sentences.
Essential Question:
Lessons 5-6: Writing
MA Standards:
W.1.3. Write narratives in prose
or poem form that recount two or
more appropriately sequenced
events or experiences, include
some details about what
happened or was experienced, use
temporal words to signal order
where appropriate, and provide
some sense of closure.
W.1.10. Write routinely for a
range of tasks, purposes, and
audiences.
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Summative
SL.1.2. Ask and answer questions
about key details in a text read aloud
or information presented orally or
through other media.
Identify vowels/vowel
sounds within single
syllable
words (ex. cvc words)
Monthly Reading Strategy:
Activation
Objective:
RF.1.2b: I can
demonstrate our
understanding of
spoken words,
syllables, and
sounds.
Anchor Text:
Essential Skill:
RL.1.6
 Recognize when the narrator is
telling the story.
 Identify the characters in the story
 Identify who is telling the story at
various points
Essential Question:
RF.1.2b: How are
words made up of
sounds?
Objective:
RL.1.6: I can identify who is telling
the story at various points in the text.
Lesson on Words
with Short o use TE
Volume 1: pages
T52-53
Essential Question:
RL.1.6:
 Why is it important to know who is
telling the story?
Phonics song: Dan
and Mop page 21
Key Strategies:
RL.1.6:
 Use prompting and question
stems
 Read aloud model: change
speaking voice for each character
when reading dialogue
 Students identify the points at
which different characters are
 telling the story in a first grade
appropriate complex text.
 Students will be able to identify a
narrator.
 Students will be able to identify a
character.
Reach in Phonics
Text Reference:
Phonics:1.33
High Frequency
Words:
get
help
of
put
we
work
Reach in Phonics
Text Reference:
High Frequency
Words:1.34
L.1.1:
 Why is grammar
important when
speaking or
writing?
Essential Skill:
W.1.3:
 Retell/recall key details
 Describe personal experiences
 Locate information within text
Key Strategies:
 Model matching
plural and singular
nouns with verbs
in sentences.
Objectives:
W.1.3: I can write and include
details to express an event in
order.
Essential Question:
W.1.3: How can I include to
express an event in order?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Define narrative
 Model and provide examples of
narrative text
 Identify major events in a
narrative
 Define/demonstrate
sequencing events
 Define/demonstrate details
 Define/demonstrate transition
(temporal) words
 Define/demonstrate closure
Decodable book:
Who Helps Dad?
7
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.7. Use illustrations and details
in a story to describe its characters,
setting, or events.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4. a. Read grade-level text with
purpose and understanding.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.3. Ask and answer questions
about what a speaker says in order to
gather additional information or
clarify something that is not
understood.
Monthly Reading Strategy:
Activation
Anchor Text:
Essential Skill:
RL.1.7
 Recognize story characters,
storytelling, and story events
 Use illustration and details to
identify characters, setting and
events
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
sounds in single
syllable words.
Essential Question:
RF.1.2c: How are
words made up of
sounds?
Lesson on Final -s
use TE Volume 1:
pages T57
Phonics song: Dan
and Mop page 21
Reach in Phonics
Text Reference:
Phonics:1.36
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1c Use singular
and plural nouns
with matching verbs
in sentences.
Essential Skill:
L.1.1
 Use singular
nouns
 Use plural nouns
 Match singular
and plural nouns
to verbs
Lessons 5-6: Writing
MA Standards:
W.1.3. Write narratives in prose
or poem form that recount two or
more appropriately sequenced
events or experiences, include
some details about what
happened or was experienced, use
temporal words to signal order
where appropriate, and provide
some sense of closure.
W.1.10. Write routinely for a
range of tasks, purposes, and
audiences.
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
Objective: I can
match plural and
singular nouns with
verbs in sentences.
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Essential Skill:
W.1.3:
 Retell/recall key details
 Describe personal experiences
 Locate information within text
Key Strategies:
 Model matching
plural and singular
nouns with verbs
in sentences.
Classwork
Objectives:
W.1.3: I can write and include
details to express an event in
order.
Essential Question:
W.1.3: How can I include to
express an event in order?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
Summative
Objective:
RL.1.7: I can use illustrations to tell
me about the story and story
elements.
Essential Question:
RL.1.7:
 What can illustrations tell me
about the story?
 What can illustration tell me about
the story elements?
Key Strategies:
RL.1.7:
 Ask students to look through the
book and pictures and describe
the story (characters, setting,
events) based on the illustrations
 Use prompting and question
stems
 Teacher models using illustrations
to understand the character,
identify the setting and key
events.
 Teacher models matching the
illustrations with the details to
show how they support each
other.
 Student uses illustrations to
understand the character, identify
the setting and key events.
 Student matches the illustrations
with the details to show how they
support each other.
High Frequency
Words:
get
help
of
put
we
work
 Sentence Fluency
 Conventions
Key Strategies:
 Define narrative
 Model and provide examples of
narrative text
 Identify major events in a
narrative
 Define/demonstrate
sequencing events
 Define/demonstrate details
 Define/demonstrate transition
(temporal) words
 Define/demonstrate closure
Reach in Phonics
Text Reference:
High Frequency
Words:1.34
Decodable book:
Week 8 Half Term Break Oct 18th -22nd
9
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.3. Describe characters,
settings, and major events in a story,
using key details.
RL.1.10. With prompting and
support, read and comprehend
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1d Use verbs in
sentences to convey
a sense of past,
present, and future.
Essential Skill:
Lessons 5-6: Writing
MA Standards:
W.1.3. Write narratives in prose
or poem form that recount two or
more appropriately sequenced
events or experiences, include
some details about what
happened or was experienced, use
temporal words to signal order
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4.b. Read grade-level text orally
with accuracy, appropriate rate, and
expression.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.4. Describe people, places,
things, and events with relevant
details, expressing ideas and feelings
clearly and using appropriate
vocabulary.
Monthly Reading Strategy:
Activation
Anchor Text:
Essential Skill:
RL.1.3
 Define character, setting, major
events, and key details
 Identify characters, settings, major
events using key details
Objective:
RL.1.3: I can identify and describe
story elements.
Essential Question:
RL.1.3:
 How do readers identify and
describe story elements?
Key Strategies:
RL.1.3:
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
sounds in single
syllable words.
Essential Question:
RF.1.2c: How are
words made up of
sounds?
Lesson on Letters
and Sounds b, w, j,
z use TE Volume 1:
pages T62-63
Phonics song: My
Mother’s Job page 22
Reach in Phonics
Text Reference:
Phonics:1.37-1.40
High Frequency
Words:
day
from
good
she
us
very
L.1.1
 Understand the
use of verbs
Objective: I can
write sentences using
past, present and
future verbs,
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model using past,
present, and
future verbs.
where appropriate, and provide
some sense of closure.
W.1.10. Write routinely for a
range of tasks, purposes, and
audiences.
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
L.1.6. Use words and phrases
acquired through conversations,
activities in the grade 1
curriculum, reading and being
read to, and responding to texts,
including using frequently
occurring conjunctions (e.g.,
because) to signal simple
relationships.
Essential Skill:
W.1.3:
 Retell/recall key details
 Describe personal experiences
 Locate information within text
Objectives:
W.1.3: I can write and include
details to express an event in
order.
Essential Question:
W.1.3: How can I include to
express an event in order?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
Summative
10
 Think aloud model: Teacher talks
about comprehension as the story
is read aloud; Say aloud what you
are thinking and questions you
have pertaining to the text – ask
students what they are thinking
 Post-It note read along- students
make notes throughout the
reading to remind themselves of
points they want to share or
remember
 After listening to a first grade
appropriate complex text, the
student will be able to identify the
characters, setting, and major
events in the story using key
details.
 Students will be able to identify
how the characters are feeling or
behaving throughout the story
using key details.
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.4. Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4.b. Read grade-level text orally
with accuracy, appropriate rate, and
expression.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Reach in Phonics
Text Reference:
High Frequency
Words:1.46
 Conventions
Key Strategies:
 Define narrative
 Model and provide examples of
narrative text
 Identify major events in a
narrative
 Define/demonstrate
sequencing events
 Define/demonstrate details
 Define/demonstrate transition
(temporal) words
 Define/demonstrate closure
Decodable book: A
Busy Day
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1d Use verbs in
sentences to convey
a sense of past,
present, and future.
Essential Skill:
L.1.1
 Understand the
use of verbs
Objective: I can
write sentences using
past, present and
future verbs,
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Lessons 5-6: Writing
MA Standards:
W.1.3. Write narratives in prose
or poem form that recount two or
more appropriately sequenced
events or experiences, include
some details about what
happened or was experienced, use
temporal words to signal order
where appropriate, and provide
some sense of closure.
W.1.10. Write routinely for a
range of tasks, purposes, and
audiences.
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Summative
SL.1.4. Describe people, places,
things, and events with relevant
details, expressing ideas and feelings
clearly and using appropriate
vocabulary.
Monthly Reading Strategy:
Visualization
Anchor Text:
Essential Skill:
RL.1.4
 Identify words and phrases in
stories
 Identify various senses
 Identify feelings
Objective:
RL.1.4: I can identify words and
phrases in stories that show feelings
or senses with my teacher’s
assistance.
Essential Question:
RL.1.4:
 How does word choice impact the
overall meaning of a text?
 How does the author’s choice of
words show feelings or the senses?
Key Strategies:
RL.1.4:
 Think aloud model: Teacher talks
about feeling words and how the
story makes him/her feel as
the story is read aloud; Say aloud
what you are thinking and feeling,
ask students what they are
thinking and feeling.
 Stop occasionally during reading
to share think aloud orally
 Students will identify words and
phrases within a first grade
sounds in single
syllable words.
Essential Question:
RF.1.2c: How are
words made up of
sounds?
Lesson on Words
with Short e use TE
Volume 1: pages
T70-71
Phonics song: Our
Hen page 23
Reach in Phonics
Text Reference:
Phonics:1.45
High Frequency
Words:
day
from
good
she
us
very
Reach in Phonics
Text Reference:
High Frequency
Words:1.46
Decodable book:
Red, the Hen
Key Strategies:
 Model using past,
present, and
future verbs.
L.1.6. Use words and phrases
acquired through conversations,
activities in the grade 1
curriculum, reading and being
read to, and responding to texts,
including using frequently
occurring conjunctions (e.g.,
because) to signal simple
relationships.
Essential Skill:
W.1.3:
 Retell/recall key details
 Describe personal experiences
 Locate information within text
Objectives:
W.1.3: I can write and include
details to express an event in
order.
Essential Question:
W.1.3: How can I include to
express an event in order?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Define narrative
 Model and provide examples of
narrative text
 Identify major events in a
narrative
 Define/demonstrate
sequencing events
 Define/demonstrate details
 Define/demonstrate transition
(temporal) words
11
appropriate complex text that
appeal to the senses and suggest
the feelings experienced by the
character.
 Students will be able to identify
the difference between a word,
phrase, and sentence.
 Students will understand the
difference between a story.
 Students will be able to
understand feelings that are
exhibited in a story.
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.4. Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4.b. Read grade-level text orally
with accuracy, appropriate rate, and
expression.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.4. Describe people, places,
things, and events with relevant
details, expressing ideas and feelings
clearly and using appropriate
vocabulary.
Monthly Reading Strategy:
Visualization
 Define/demonstrate closure
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
sounds in single
syllable words.
Essential Question:
RF.1.2c: How are
words made up of
sounds?
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1d Use verbs in
sentences to convey
a sense of past,
present, and future.
Essential Skill:
L.1.1
 Understand the
use of verbs
Objective: I can
write sentences using
past, present and
future verbs,
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model using past,
present, and
future verbs.
Lessons 5-6: Writing
MA Standards:
W.1.3. Write narratives in prose
or poem form that recount two or
more appropriately sequenced
events or experiences, include
some details about what
happened or was experienced, use
temporal words to signal order
where appropriate, and provide
some sense of closure.
W.1.10. Write routinely for a
range of tasks, purposes, and
audiences.
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
L.1.6. Use words and phrases
acquired through conversations,
activities in the grade 1
curriculum, reading and being
read to, and responding to texts,
including using frequently
occurring conjunctions (e.g.,
because) to signal simple
relationships.
Summative
Anchor Text:
Essential Skill:
RL.1.4
 Identify words and phrases in
stories
 Identify various senses
 Identify feelings
Objective:
RL.1.4: I can identify words and
phrases in stories that show feelings
or senses with my teacher’s
assistance.
Essential Question:
RL.1.4:
 How does word choice impact the
overall meaning of a text?
 How does the author’s choice of
words show feelings or the senses?
Key Strategies:
RL.1.4:
 Think aloud model: Teacher talks
about feeling words and how the
story makes him/her feel as
the story is read aloud; Say aloud
what you are thinking and feeling,
ask students what they are
thinking and feeling.
 Stop occasionally during reading
to share think aloud orally
 Students will identify words and
phrases within a first grade
appropriate complex text that
appeal to the senses and suggest
the feelings experienced by the
character.
 Students will be able to identify
the difference between a word,
phrase, and sentence.
 Students will understand the
difference between a story.
Lesson on Letters
and Sounds y, qu, x,
k use TE Volume 2:
pages T86-87
Phonics song: Help
with Work page 24
Reach in Phonics
Text Reference:
Phonics:2.1-2.4
High Frequency
Words:
for
grow
keep
look
or
when
Reach in Phonics
Text Reference:
High Frequency
Words:2.11
Decodable book:
Help with Work
Essential Skill:
W.1.3:
 Retell/recall key details
 Describe personal experiences
 Locate information within text
Objectives:
W.1.3: I can write and include
details to express an event in
order.
Essential Question:
W.1.3: How can I include to
express an event in order?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Define narrative
 Model and provide examples of
narrative text
 Identify major events in a
narrative
 Define/demonstrate
sequencing events
 Define/demonstrate details
 Define/demonstrate transition
(temporal) words
 Define/demonstrate closure
12
 Students will be able to
understand feelings that are
exhibited in a story.
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.5. Identify characteristics of
common types of stories, including
folktales and fairy tales.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4.c. Use context to confirm or
self-correct word recognition and
understanding, rereading as
necessary.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.5. Add drawings or other visual
displays to descriptions when
appropriate to clarify ideas, thoughts,
and feelings.
SL.1.6. Produce complete sentences
when appropriate to task and
situation.
Monthly Reading Strategy:
Visualization
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
sounds in single
syllable words.
Essential Question:
RF.1.2c: How are
words made up of
sounds?
Lesson on Words
with Short u use TE
Volume 2: pages
T94-95
Anchor Text:
Phonics song: Grow
a Yam page 25
Essential Skill:
RL.1.5
Reach in Phonics
Text Reference:
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1e. Use common,
proper, and
possessive nouns.
Essential Skill:
L.1.1
 Understand proper
nouns
 Understand
possessive nouns
Lessons 5-6: Writing
MA Standards:
W.1.5. With guidance and
support from adults, focus on a
topic, respond to questions and
suggestions from peers, and add
details to strengthen writing as
needed.
b. Demonstrate the ability to
choose and use appropriate
vocabulary (as described in
Language Standards 4–6 up to
and including grade 1).
Objective: I can use
proper and
possessive nouns.
W.1.10. Write routinely for a
range of tasks, purposes, and
audiences.
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Key Strategies:
 Model using proper
and possessive
nouns.
L.1.6. Use words and phrases
acquired through conversations,
activities in the grade 1
curriculum, reading and being
read to, and responding to texts,
including using frequently
occurring conjunctions (e.g.,
because) to signal simple
relationships.
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
Summative
Essential Skill:
W.1.5:
 Edit sentences and include
details
 Work with peers and teacher
 Organize the writing so that it
moves logically
 Define folktale and fairy tales
Phonics:2.10
Objective:
RL.1.5: I can identify elements of
folktale and fairy tales
High Frequency
Words:
for
grow
keep
look
or
when
Essential Question:
RL.1.5:
 How do readers approach different
text types?
13
Key Strategies:
RL.1.5:
 Use prompting and question
stems
 Students will understand the
structure of a narrative text
 Students will be able to identify a
text’s genre
Reach in Phonics
Text Reference:
High Frequency
Words:2.11
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.5. Identify characteristics of
common types of stories, including
folktales and fairy tales.
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
Objectives:
W.1.5: I can write and include
details to express an event in
order.
Essential Question:
W.1.5: How can I include to
express an event in order?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Decodable book: A
Yam in a Cup
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1e. Use common,
proper, and
possessive nouns.
Essential Skill:
L.1.1
 Understand proper
nouns
Key Strategies:
 Define the term “topic”
 Teach students how to respond
to questions and suggestions
from peers
 Teach students how to give
helpful, constructive
suggestions
 Define the term “details”
 Teach students how to add
details
 Teach students how to use a
graphic organizer
 Swap papers with a partner,
focus on editing
Lessons 5-6: Writing
MA Standards:
W.1.6. With guidance and
support from adults, use a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4.c. Use context to confirm or
self-correct word recognition and
understanding, rereading as
necessary.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.5. Add drawings or other visual
displays to descriptions when
appropriate to clarify ideas, thoughts,
and feelings.
SL.1.6. Produce complete sentences
when appropriate to task and
situation.
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
sounds in single
syllable words.
Essential Question:
RF.2c: How are
words made up of
sounds?
Anchor Text:
Lesson on Double
Final Consonants
use TE Volume 2:
pages T104-105
Phonics song: Buzz
and Hiss page 26
Essential Skill:
RL.1.5
 Define folktale and fairy tales
Reach in Phonics
Text Reference:
Phonics:2.13
Objective:
RL.1.5: I can identify elements of
folktale and fairy tales
High Frequency
Words:
body
how
out
start
they
use
Monthly Reading Strategy:
Visualization
Essential Question:
RL.1.5:
 How do readers approach different
text types?
Key Strategies:
RL.1.5:
 Use prompting and question
Reach in Phonics
Text Reference:
 Understand
possessive nouns
L.1.2c. Capitalize the names of
months and people.
Objective: I can use
proper and
possessive nouns.
Essential Skill:
W.1.6:
 Understand how to use a
computer
 Know how to use the computer
toolbar
 Work collaborate with a
partner
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model using proper
and possessive
nouns.
Objectives:
W.1.6: I can write and include
details to express an event in
order.
Essential Question:
W.1.6: How can technology be
used as a tool to write, publish,
and/or collaborate?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Have students use a computer
keyboarding program.
 Teach students publishing
tools (e.g. Word, PowerPoint
etc.).
 Teach students how to use the
toolbar, printer, mouse etc.
 Provide a list of safe sites for
students
 Teach students to work
collaboratively.
Writing Project
Mini Summative
Summative
14
stems
 Students will understand the
structure of a narrative text
 Students will be able to identify a
text’s genre
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.9. Compare and contrast the
adventures and experiences of
characters in stories.
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4.c. Use context to confirm or
self-correct word recognition and
understanding, rereading as
necessary.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.5. Add drawings or other visual
displays to descriptions when
appropriate to clarify ideas, thoughts,
and feelings.
SL.1.6. Produce complete sentences
when appropriate to task and
situation.
Monthly Reading Strategy:
Visualization
Anchor Text:
High Frequency
Words:2.17
Decodable book:
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
sounds in single
syllable words.
Essential Question:
RF.1.2c: How are
words made up of
sounds?
Lesson on Blend
VC, CVC, VCC, and
CVCC Words use TE
Volume 2: pages
T108-109
Phonics song: Buzz
and Hiss page 26
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1f. Use personal,
possessive, and
indefinite pronouns.
Essential Skill:
L.1.1
 Understand and
use personal
pronouns
 Understand and
use possessive
pronouns
Objective: I can use
person pronouns.
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model using
personal
pronouns.
Lessons 5-6: Writing
MA Standards:
W.1.6. With guidance and
support from adults, use a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Essential Skill:
W.1.6:
 Understand how to use a
computer
 Know how to use the computer
toolbar
 Work collaborate with a
partner
Objectives:
W.1.6: I can write and include
details to express an event in
order.
Essential Question:
W.1.6: How can technology be
used as a tool to write, publish,
and/or collaborate?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
Classwork
Vocabulary
Assessment
Formative
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
Summative
Essential Skill:
RL.1.9
 Identify the characters in a story
 Understand comparison
(similarities)
 Understand contrast (differences)
 Understand what an adventure is
 Compare and contrast details from
stories about the experiences of
the characters
Objective:
RL.1.9: I can compare and contrast
characters in stories.
Essential Question:
RL.1.9:
 How can you compare and
contrast characters in stories?
15
Key Strategies:
RL.1.9:
 Use prompting and question
stems
 Students will be able to identify
the characters in a story.
 Students will understand a
character’s traits based on what
the character says, how the
character acts, and what the
character looks like.
 Students will be able to identify
how characters are similar
 Students will be able to identify
how characters are different.
 Students will be able to identify
adventures or experiences a
character has.
Lesson 1-2: Reading
Comprehension
MA Standards:
RL.1.9. Compare and contrast the
adventures and experiences of
characters in stories.
 Conventions
Reach in Phonics
Text Reference:
Phonics:2.15
Key Strategies:
 Have students use a computer
keyboarding program.
 Teach students publishing
tools (e.g. Word, PowerPoint
etc.).
 Teach students how to use the
toolbar, printer, mouse etc.
 Provide a list of safe sites for
students
 Teach students to work
collaboratively.
High Frequency
Words:
body
how
out
start
they
use
Reach in Phonics
Text Reference:
High Frequency
Words:2.17
Decodable book:
The Sun is Up
Lesson 3: Phonics
and Spelling
MA Standards:
RF.1.2. Demonstrate
understanding of
spoken words,
Lessons 4:
Language (Grammar)
MA Standards:
L.1.1f. Use personal,
possessive, and
indefinite pronouns.
Lessons 5-6: Writing
MA Standards:
W.1.6. With guidance and
support from adults, use a variety
of digital tools to produce and
publish writing, including in
collaboration with peers.
Classwork
Vocabulary
Assessment
Formative
RL.1.10. With prompting and
support, read and comprehend
literary texts representing a variety of
genres, cultures, and perspectives
and exhibiting complexity
appropriate for at least grade 1.
RF.1.4.c. Use context to confirm or
self-correct word recognition and
understanding, rereading as
necessary.
L.1.2a. Print legibly all upper- and
lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
SL.1.5. Add drawings or other visual
displays to descriptions when
appropriate to clarify ideas, thoughts,
and feelings.
SL.1.6. Produce complete sentences
when appropriate to task and
situation.
Monthly Reading Strategy:
Visualization
Anchor Text:
Essential Skill:
RL.1.9
 Identify the characters in a story
 Understand comparison
(similarities)
 Understand contrast (differences)
 Understand what an adventure is
 Compare and contrast details from
stories about the experiences of
the characters
Objective:
syllables, and sounds
(phonemes).
c. Isolate and
pronounce initial,
medial vowel, and
final sounds
(phonemes) in
spoken single
syllable words.
Essential Skill:
RF.1.2c: Isolate and
blend phonemes in
single syllable words.
Objective:
RF.1.2c: I can isolate
initial
sounds in single
syllable words.
Essential Question:
RF.1.2c: How are
words made up of
sounds?
Lesson on Blend
VC, CVC, VCC, and
CVCC Words use TE
Volume 2: pages
T108-109
Phonics song: Buzz
and Hiss page 26
Reach in Phonics
Text Reference:
Phonics:2.15
High Frequency
Words:
body
how
out
start
Essential Skill:
L.1.1
 Understand and
use personal
pronouns
 Understand and
use possessive
pronouns
Objective: I can use
possessive pronouns.
Essential Question:
L.1.1:
 Why is grammar
important when
speaking or
writing?
Key Strategies:
 Model using
possessive
pronouns.
L.1.2a. Print legibly all upperand lowercase letters.
L.1.2b. Use end punctuation for
sentences.
L.1.2c. Capitalize the names of
months and people.
Essential Skill:
W.1.6:
 Understand how to use a
computer
 Know how to use the computer
toolbar
 Work collaborate with a
partner
Objectives:
W.1.6: I can write and include
details to express an event in
order.
Essential Question:
W.1.6: How can technology be
used as a tool to write, publish,
and/or collaborate?
Use 6 + 1 writing traits
 Ideas
 Organization
 Voice
 Word Choice
 Sentence Fluency
 Conventions
Key Strategies:
 Have students use a computer
keyboarding program.
 Teach students publishing
tools (e.g. Word, PowerPoint
etc.).
 Teach students how to use the
toolbar, printer, mouse etc.
 Provide a list of safe sites for
students
Performance
Task:
Formative (Peer
Assessment/Exit
Slip)
Writing Project
Mini Summative
Summative
RL.1.9: I can compare and contrast
characters in stories.
they
use
Essential Question:
RL.1.9:
 How can you compare and
contrast characters in stories?
Reach in Phonics
Text Reference:
High Frequency
Words:2.17
Key Strategies:
RL.1.9:
 Use prompting and question
stems
 Students will be able to identify
the characters in a story.
 Students will understand a
character’s traits based on what
the character says, how the
character acts, and what the
character looks like.
 Students will be able to identify
how characters are similar
 Students will be able to identify
how characters are different.
 Students will be able to identify
adventures or experiences a
character has.
Decodable book:
The Sun is Up
 Teach students to work
collaboratively.