LAKE TAHOE UNIFIED SCHOOL DISTRICT
Houghton Mifflin/Common Core Basal Alignment
Grade: 1
Theme 6: Animal Adventures
Week #1:
The Sleeping Pig
☒Literary Text
☐Informational Text
Source: Houghton Mifflin
Academic (Tier 2) Vocabulary:
(General academic words used across all
disciplines)
• whole
• main events
• key details
• sequence
• text
• effect
• retell
Theme Concept: Real and imaginary animals have all kinds of adventures.
Focus Standards (CCCS)
Reading for Literature
Speaking and Listening
Writing
1.3Write narratives in which they
recount two or more appropriately
sequenced events, including some
appropriately sequenced events,
include some details regarding what
happened, use temporal words to signal
events order, and provide some sense
of closure.
Language
1.1. Ask and answer questions about
key details in a text.
RL.: Reading for Literature
RF.: Reading Foundational Skills
W.: Writing
SL.: Speaking and Listening
Concept(s) for Frontloading:
(Building Background Knowledge)
Illustration walk identifying the characters and the setting. This is also an opportunity to preview the step-aside
vocabulary.
Selection-based Vocabulary (Step-asides/words in context):
(Content specific, domain-specific words taught DURING reading)
celebrate, howl, watermelon patch, huge, shout, tune, sulking
Response to Literature Prompt/ Expressive Task:
(Refer to RtL teaching sequence handout)
CCSS ELA Standards for this
Selection
Key:
If you were Celina, what would you do in this situation? Why would you do it?
What would be the effect of your action?
Additional Writing Prompt:
☒Narrative ☐Opinion/Argumentative ☐Informative/Explanatory
Retell the story by recounting 3 sequential events using 3 temporal
words (first, next, last).
LAKE TAHOE UNIFIED SCHOOL DISTRICT
Houghton Mifflin/Common Core Basal Alignment
Grade: 1
Theme 6: Animal Adventures
Week #2:
Eek! There’s a Mouse in the House!
☒Literary Text
☐Informational Text
Theme Concept: Real and imaginary animals have all kinds of adventures.
Focus Standards (CCCS)
Reading for Literature
Speaking and Listening
Writing
1.1. Write opinion pieces in which they
introduce the topic or name the book
they are writing about, state an opinion,
supply a reason for the opinion, and
provide some sense of closure.
Language
1.1. Ask and answer questions about
key details in a text.
CCSS ELA Standards for this
Selection
Key:
RL.: Reading for Literature
RF.: Reading Foundational Skills
W.: Writing
SL.: Speaking and Listening
Source: Houghton Mifflin
Academic (Tier 2) Vocabulary:
(General academic words used across all
disciplines)
• opinion
• main events
• key details • sequence
• closure
• expression of
surprise
Concept(s) for Frontloading:
(Building Background Knowledge)
While doing the illustration walk, identify the expressions of surprise (surprise words, eg: mercy) and discuss a time when
the students were surprised.
Selection-based Vocabulary (Step-asides/words in context):
(Content specific, domain-specific words taught DURING reading)
barn, dancing, marched, knocked over, scamp, shoo, tangled, stable, “get rid of,” squeezed through
Response to Literature Prompt/ Expressive Task:
(Refer to RtL teaching sequence handout)
(Orally or in writing: refer to RtL teaching sequence handout)
Where you surprised by the ending? Why or why not? How would you have
changed the ending?
Additional Writing Prompt:
☐Narrative ☒Opinion/Argumentative ☐Informative/Explanatory
Who is your favorite character in the story? Why?
(Teachers: reference the Expository/ Informative spiral notebook p. 45-56)
LAKE TAHOE UNIFIED SCHOOL DISTRICT
Houghton Mifflin/Common Core Basal Alignment
Grade: 1
Theme 6: Animal Adventures
Week #3:
The Red-Eyed Tree Frog
☒Literary Text
☐Informational Text
Theme Concept: Real and imaginary animals have all kinds of adventures.
Focus Standards (CCCS)
Reading for Literature
Speaking and Listening
Writing
1.2. Write informative/explanatory
texts in which they name a topic, supply
some facts about the topic, and provide
some sense of closure.
Language
1.1. Ask and answer questions about
key details in a text.
CCSS ELA Standards for this
Selection
Key:
RL.: Reading for Literature
RF.: Reading Foundational Skills
W.: Writing
SL.: Speaking and Listening
Source: Houghton Mifflin
Academic (Tier 2) Vocabulary:
(General academic words used across all
disciplines)
• nocturnal
• details
• reasons
• text
Concept(s) for Frontloading:
(Building Background Knowledge)
Show a picture of the red-eyed tree frog and the rain forest and discuss it.
Selection-based Vocabulary (Step-asides/words in context):
(Content specific, domain-specific words taught DURING reading)
macaw, toucan, iguana, katydid, poisonous, slips, slithers, boa, flicks
Response to Literature Prompt/ Expressive Task:
(Refer to RtL teaching sequence handout)
(Orally or in writing: refer to RtL teaching sequence handout)
Would you like to visit the rain forest? Why or why not? Give three reasons from
the text.
Additional Writing Prompt:
☐Narrative ☒Opinion/Argumentative ☐Informative/Explanatory
Using details from the text, describe a red-eyed tree frog.
(Teachers: reference the Expository/ Informative spiral notebook p. 349-362)