Reading– Grade 1 English
Unit of Study: Reading is Comprehending
CURRICULUM OVERVIEW
Third Grading Period
Enduring Understandings (Big Ideas)
Unit Rationale
Comprehension is the ultimate goal of reading.
Students need to be taught to use the active comprehension processes that skilled
readers use.
Essential Questions
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Guiding Questions
Why do we play with sounds? (2B,2Ci, 2D,2F)
How do I use letters to learn to read? (3Ai,3Aii,3Aiv,3Av,3Avi,3Cii, 3Civ,3D,3E)
How do I learn to read? (1E,3G,3H)
What do good readers do? (3H, 4B,4C,5A,9B,11A,13A,14A,14B,14D,Figure
19A,B,C,D,E,F)
How do I learn new words? (6B, 6C,6D)
How do I tell a story? (9A, Figure 19 E)
How do I choose a “just right” book? (12A)
How do I write letters? (21A)
How do I spell words? (22A, 22Bi,22Bii, 22C)
What rules do we follow during a discussion? (27A)
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How can I use a Venn diagram to compare and contrast?
How do suffixes change the meaning of words?
What does it mean to read with expression?
How can I identify the main idea and supporting details of a selection?
How can using context help me to classify and categorize words?
Why do authors write books?
What clues help me figure out how characters feel?
How can I use evidence to draw conclusions?
How can I use word parts to determine the meaning of compound words?
TEKS Standards
TEKS Specificity - Intended Outcome
***The specific TEKS taught each week are listed in the section titled “The Teaching
Plan”.***
Reading/Beginning Reading Skills
Print Awareness: Students understand how English is written and printed.(ELPS 4B)
1E read texts by moving from top to bottom of the page and tracking words from left to
right with return sweep
Phonological Awareness: Students display phonological awareness.
2B distinguish between long and short vowel sounds in spoken one syllable words
2Crecognize the change in a spoken word when a specified phoneme is added,
changed, or removed
2D blend spoken phonemes to form one and two syllable words
2F segment spoken one syllable words of three to five phonemes into individual
phonemes
Phonics:
3Aii decode words in context and in isolation by applying common letter-sound
correspondences including single letters(vowels), (ELPS 4A)
3Aiv decode words in context and in isolation by applying common letter-sound
correspondences including consonant digraphs
3Av vowel digraphs
3Avi vowel dipthongs including oy, oi, ou, and ow
3Cii use common syllabication patterns to decode words, including: open syllable (CV)
3Civ use common syllabication patterns to decode words, including vowel-consonantsilent “e” words (VCe)
SAISD © 2010-11 – Third Grading Period
” I CAN” statements highlighted in yellow should be displayed for students.
1D tell about the parts of a sentence
1E understand that print moves from left-to-right and top-to-bottom
2B listen for short and long vowels
2C tell how spoken words change when sounds are added or removed
2D blend sounds to make words
2F say a word and separate it into sounds
3A(ii), 3Aiv, 3Av, 3Avi, 3Cii decode words
3B read decodable books
3C(i), 3D, 22A, 22B(i), 22B(ii), 22B(iii), 22C spell words
3C(iv) use syllable patterns to decode words
3E, 22D read and spell words with endings
3Fuse base words to read compound words
3G read contractions
4B ask questions
3H read high-frequency words
English Reading - Grade 1
Page 1 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
3D decode words with common spelling patterns (e.g., -ink, -onk, -ick)
3E read base words with inflectional endings
3F use knowledge of the meaning of base words to identify and read common
compound words
3G identify and read contractions
3H identify and read at least 100 high-frequency words from a commonly used list
4B ask relevant questions, seek clarification, and locate facts and details about stories
and other texts
4C establish purpose for reading selected texts and monitor comprehension
Reading/Fluency: Students read grade-level text with fluency and comprehension.
5A read aloud grade-level appropriate text with fluency(ELPS 4A, 4B, 4H)
Reading/Vocabulary Development: Students understand new vocabulary and use it
when reading and writing. (ELPS 1A, ELPS 1C, ELPS 2C,ELPS 3B, ELA CCRS
Reading B1, B2, B3)
6B determine the meaning of compound words using the knowledge of their individual
components
6C determine what words mean from how they are used in a sentence, either heard or
read; (ELPS 1E, 2I, 3B, 3F, 3G, 4C)
6D identify and sort words into conceptual categories
Figure 19 D predict what will happen next in a story, make inferences
4C, Figure 19A set a purpose for reading
5A read with fluency
6B, 6C figure out the meaning of a word by using clues
6D sort words into categories
Figure 19 F make a text to self connection
9A , Figure 19 E retell a story
9B describe characters
11A understand how authors use sensory words to create pictures for readers
12A read books that are just right for me
13A tell about the author’s purpose
14A, 14B identify the main idea and details
21A write in my best handwriting
27A listen to speakers
Figure 19C use reading strategies when comprehension breaks down
Reading/Comprehension of Literary Text/: Students analyze, make inferences and
draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their
understanding. (ELPS 2G, ELPS 2H, ELA CCRS Reading C2, C4)
Fiction: Students understand, make inferences, draw conclusions about the structure
and elements of fiction and provide evidence from text to support their understanding.
(ELA CCRS Reading A3, A4, A7, A10, A11)
9A describe the plot (problem and solution) and retell a story's beginning, middle, and
end with attention to the sequence of events; (ELPS 1E, 4F)
9B describe characters in a story and the reasons for their actions and feelings
11A Sensory Language: Students understand, make inferences and draw
conclusions about how an author’s sensory language creates imagery in literary text
and provide evidence from text to support their understanding. (ELA CCRS Reading
A6, A10)
Reading/Comprehension of Text/Independent Reading (ELPS 4H)
12AStudents read independently for sustained periods of time and produce evidence
of their reading.
Reading/Comprehension of Informational Text/Culture and History
13A Identify the topic and author’s purpose in writing about the text.
Reading/Comprehension of Informational Text/Expository Text (ELPS 4G, ELPS
4I)
14A restate the main idea, heard or read (ELPS 1E, 4F)
14B identify important facts or details in text, heard or read
SAISD © 2010-11 – Third Grading Period
English Reading - Grade 1
Page 2 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Oral and Written Conventions: Students understand the function of and use the
conventions of academic language when speaking and writing. Students continue to
apply earlier standards with greater complexity.
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation:
Students write legibly and use appropriate capitalization and punctuation conventions
in their compositions.
21A form upper- and lower-case letters legibly in text, using the basic conventions of
print (left-to-right and top-to-bottom progression), including spacing between words
and sentences
Oral and Written Conventions/Spelling: Students spell correctly. (ELPS 5A, ELPS
5C,ELA CCRS Writing A5)
22A use phonological knowledge to match sounds to letters to construct known words
22B(ii) use letter-sound patterns to spell consonant-vowel-consonant-silent e words
(CVCe)
22B(iii) spell one syllable words with consonant blends
22C spell high frequency words from a commonly used list
22D spell base words with inflectional endings
Listening and Speaking:
Listening: Students use comprehension skills to listen attentively to others in formal
and informal settings. Students continue to apply earlier standards with greater
complexity. (ELPS 2D, ELPS 2G, ELPS 3C, ELPS 3E, ELA CCRS Listening A3, B1,
B2, B3)
27A listen attentively to speakers and ask relevant questions to clarify information
(ELPS 2G, 2I)
Figure 19A establish purposes for reading and listening to various texts(ELPS 4J)
Figure 19C monitor and adjust comprehension (ELPS 4K)
Figure 19D make inferences about text and use textual evidence to support
understanding (ELPS 4D, 4J)
Figure 19E retell or act out important events in stories in logical order
Figure 19F (ELPS 3D, 4G) make connections to own experiences to ides in other
texts and to the larger community
Evidence of Learning (Summative Assessment)
 80% of students will score 80% or above on the weekly assessments (vocabulary, phonics/decoding, and comprehension).
 80% of students will score 80% or above on the weekly spelling tests.
SAISD © 2010-11 – Third Grading Period
English Reading - Grade 1
Page 3 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 1
Guiding Questions
 How can I blend and read words with i_e?
 How can I use a Venn diagram to compare and
contrast?
 How can I blend and read words with digraphs
(kn, wr, gn, mb)?
 How do suffixes –er and –est change the
meaning of words?
Essential Pre-requisite Skills
Kindergarten
 Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right (1F)
 Orally generate rhymes in response to spoken words(2C)
 Blend spoken onsets and rimes to form simple words (2F)
 Identify upper and lower case letters(1B)
 Use knowledge of letter-sound relationships to decode regular words in text and independent of content (3B)
 Identify and read aloud at least 25 high-frequency words from a commonly used list (3D)
 Retell a main event from a story read aloud (8A)
Houghton Mifflin Harcourt Texas Journeys Unit 3
Paired Selections: “Animal Groups” pp.T432-T442, “Animal Picnic” pp.T464-T465
Decodable Story: The Nice Vet pp. T452- T455
Comprehension Focus: Compare and Contrast, Monitor/Clarify
Wednesday
Tuesday
Monday
Read Aloud
10 min.
The Dancing
Wolves
T414-T415
 Model fluency
 Listening
Comprehension
Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T412-T413
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T418-T420
 High Frequency Words T416-T417
 Read Mike’s Bike T421
 Opening Routines T424-T425
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T428- T429
 Read Decodable Reader The Nest T427
 Fluency T427
 Comprehension T430-T431
 Read Together Animal Groups T432-T442
 Opening Routines T446 –T447
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T448 –T449
 High Frequency Words T451
 Fluency T450
 Read Decodable Story The Nice Vet T451 –T455
 Deepen Comprehension T456 –T457
SAISD © 2010-11 – Third Grading Period
Small Group
Vocabulary Reader
T490- T491
or another text on the
students’ reading level
Small Group
Differentiate
Comprehension
T492-T493
or another text on the
students’ reading level
Small Group
Leveled Reader
T496-T499
or another text on the
students’ reading level
English Reading - Grade 1
Other Students
T410-T411
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T410-T411
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T410-T411
HMH Ready-Made Work
Stations
must
be
supplemented
with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T444
Handwriting
McDougal, Littell
Handwriting Connections
Pp. 106- 107
Alphabetize Words
T458
Page 4 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
Friday
Read Aloud of
your choice
Read Aloud of
your choice
 Opening Routines T460 –T461
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T462
 Read Decodable Reader Kite Time T463
 Read Together Animal Picnic T464 – T465
 Making Connections T465
 Vocabulary Strategies T466- T467
 Opening Routines T470 – T471
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Assessment: Weekly Tests (25 minutes) T478-T479
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T496-T499
or another text on the
students’ reading level
Small Group
Options for Reteaching
T502-T503
or another text on the
students’ reading level
Other Students
T410-T411
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T410-T411
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
McDougal, Littell
Handwriting Connections
Pp. 108 -109
Posttest
T474
Week 1
High Frequency
Words
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bird
fly
those
both
long
walk
eyes
or
Spelling Words
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time
bike
stripe
like
white
mice
kite
drive
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary
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sensitive
threatened
alert
scale
directions
swivel
English Reading - Grade 1
Selection Vocabulary
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amphibians
body
breathe
feathers
group
hair
mammals
reptiles
tadpoles
tails
Academic Language
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alike
compare
contrast
different
Page 5 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 2
Guiding Questions
Essential Pre-requisite Skills
 How can I blend and read words with o_e and u_e?
 What does it mean to read with expression?
 How can I identify the main idea and supporting
details of a selection?
 What is a biography?
 How does a suffix change a word’s meaning?
Kindergarten
 Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right
(1F)
 Identify upper and lower case letters(1B)
 Use knowledge of letter-sound relationships to decode regular words in text and independent of content (3B)
 Identify and read aloud at least 25 high-frequency words from a commonly used list (3D)
 Retell a main event from a story read aloud (8A)
 Make inferences based on the cover, title, illustrations, and plot (RC-1D)
Houghton Mifflin Harcourt Texas Journeys Unit 4
Paired Selections: “Let’s Go to the Moon! ” pp. T32- T44, “Mae Jemison” pp. T66 – T67
Decodable Story: June’s Pictures pp. T54 – T57
Comprehension Focus: Main Idea and Details, Question
Wednesday
Tuesday
Monday
Read Aloud
10 min.
One Giant Leap
T14-T15
 Model fluency
 Listening
Comprehension
Read Aloud of your
choice
Read Aloud of your
choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T12-T13
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T18-T20
 High Frequency Words T16-T17
 Read Go, Jones! T21
 Opening Routines T24-T25,26
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T28- T29
 Read Decodable Reader So Much Fun T27
 Fluency T27
 Comprehension T30-T31
 Read Together Let’s Go to the Moon! T32-T44
 Opening Routines T48-T49
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T50-T51
 High Frequency Words T53
 Fluency T52
 Read Decodable Story June’s Pictures T54-T57
 Deepen Comprehension T58-T59
SAISD © 2010-11 – Third Grading Period
Small Group
Vocabulary Reader
T88-T89
or another text on the
students’ reading level
Small Group
Differentiate
Comprehension
T90-T91
or another text on the
students’ reading level
Small Group
Leveled Reader
T94-T97
or another text on the
students’ reading level
English Reading - Grade 1
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T46
Handwriting
Review letter formation
based on the needs of
your class.
Segment Sounds
T60
Page 6 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
Friday
Read Aloud of your
choice
Read Aloud of your
choice
 Opening Routines T62-T63
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T64
 Read Decodable Reader My Mule, Duke T65
 Read Together Mae Jemison T66- T67
 Making Connections T67
 Vocabulary Strategies T68-T69
 Opening Routines T72-T73
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Assessment: Weekly Tests (25 minutes) T80-T81
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T94-T97
or another text on the
students’ reading level
Small Group
Options for Reteaching
T100-T101
or another text on the
students’ reading level
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of
your class.
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Posttest
T76
Week 2
High Frequency
Words
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
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around
bring
show
because
carry
think
before
light
Spelling Words
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so
hole
joke
bone
go
no
poke
chose
home
rope
stove
wrote
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary
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
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atmosphere
surface
miniature
vast
landscape
decision
English Reading - Grade 1
Selection Vocabulary
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
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
crater
footprints
gravity
lunar
rocket
rover
Academic Language
 topic
 main idea
 supporting detail
Page 7 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 3
Guiding Questions
Essential Pre-requisite Skills
 How can I blend and read words with e, e_e, ee, and ea?
 How can I compare and contrast objects?
 Why do readers pay attention to punctuation marks when
reading aloud?
 How are story characters and story parts the same and
different?
 How can using context help me to classify and categorize
words?
Kindergarten
 Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to
right (1F)
 Identify upper and lower case letters(1B)
 Use knowledge of letter-sound relationships to decode regular words in text and independent of content (3B)
 Identify and read aloud at least 25 high-frequency words from a commonly used list (3D)
 Identify and sort pictures of objects into conceptual categories (5C)
 Use titles and illustrations to make predictions about text (10D)
Houghton Mifflin Harcourt Texas Journeys Unit 4
Paired Selections: “The Big Trip” pp.T134 – T146, “Lewis and Clark’s Big Trip” pp. T168 – T169
Decodable Story: Plunk, Plunk pp. T 156 – T159
Comprehension Focus: Compare and Contrast, Visualize
Wednesday
Tuesday
Monday
Read Aloud
10 min.
The Rainy Trip
T116 – T117
 Model fluency
 Listening
Comprehension
Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T114-T115
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T120-T122
 High Frequency Words T118-T119
 Read At the BeachT123
Small Group
Vocabulary Reader
T190-T191
 Opening Routines T126-T127, 128
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T130- T131
 Read Decodable Reader Who Will Teach Us? T129
 Fluency T129
 Comprehension T132-T133
 Read Together The Big Tree T134-T146
 Opening Routines T150-T151
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T152-T153
 High Frequency Words T155
 Fluency T154
 Read Decodable Story Plunk, Plunk T155 – T159
 Deepen Comprehension T160-T161
Small Group
Differentiate
Comprehension
T192-T193
SAISD © 2010-11 – Third Grading Period
or another text on the
students’ reading level
or another text on the
students’ reading level
Small Group
Leveled Reader
T196-T199
or another text on the
students’ reading level
English Reading - Grade 1
Other Students
T112-T113
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T112-T113
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T112-T113
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T148
Handwriting
Review letter formation
based on the needs of
your class.
Segment Sounds
T162
Page 8 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
Friday
Read Aloud of
your choice
Read Aloud of
your choice
 Opening Routines T164-T165
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T166
 Read Decodable Reader The King’s Song T167
 Read Together Lewis and Clark’s Big Trip T168-T169
 Making Connections T169
 Vocabulary Strategies T170-T171
 Opening Routines T174-T175
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Assessment: Weekly Tests (25 minutes) T182-T183
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T196-T199
or another text on the
students’ reading level
Small Group
Options for Reteaching
T202-T203
or another text on the
students’ reading level
Other Students
T112-T113
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of
your class.
Other Students
T112-T113
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Posttest
T178
Week 3
High Frequency
Words








about
by
car
could
don’t
maybe
sure
there
Spelling Words












me
be
read
feet
tree
keep
eat
mean
sea
these
street
please
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary






shelter
delighted
complain
pleaded
lonely
horizon
English Reading - Grade 1
Selection Vocabulary










desert
engine
exclaimed
island
jumpy
parachute
stubborn
travel
troubles
tunnel
Academic Language
 compare
 contrast
Page 9 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 4
Guiding Questions






Essential Pre-requisite Skills
How can I respond to a story read aloud?
How can I read, blend, and build words with ai, ay?
Why do authors write books?
How do I read contractions with ‘ll and ‘d endings?
How can I read with expression?
How can I use context to figure out the meaning of multiple meaning words?
Kindergarten
 Use knowledge of letter-sound relationships to decode regular words in text
and independent of content (3B)
 Identify and read aloud at least 25 high-frequency words from a commonly
used list (3D)
 Identify and sort pictures into conceptual categories (5C)
 Identify elements of a story including setting, character, and key events (6A)
Houghton Mifflin Harcourt Texas Journeys Unit 4
Paired Selections: “Where Does Food Come From?” pp.T236-T248, “Jack and the Beanstalk” pp.T270-T271
Decodable Story: What Will We Do? T258-T261
Comprehension Focus: Author’s Purpose, Visualize
Wednesday
Tuesday
Monday
Read Aloud
10 min.
The Three Wishes
T218-T219
 Model fluency
 Listening
Comprehension
Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T216-T217
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T222-T224
 High Frequency Words T220-T221
 Read Rex Trains Dex T225
Small Group
Vocabulary Reader
T292-T293
 Opening Routines T228-T229
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T232-T233
 Read Decodable Reader Sweet Treats T231
 Fluency T231
 Comprehension T234-T235
 Read Together Where Does Food Come From? T236- T248
 Opening Routines T252-T253
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T254-T255
 High Frequency Words T257
 Fluency T256
 Read Decodable Story What Will We Do? T257- T261
 Deepen Comprehension T262-T263
Small Group
Differentiate
Comprehension
T294-T295
SAISD © 2010-11 – Third Grading Period
or another text on the
students’ reading
level
or another text on the
students’ reading
level
Small Group
Leveled Reader
T298-T301
or another text on the
students’ reading
level
English Reading - Grade 1
Other Students
T214-T215
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T214-T215
HMH Ready-Made Work
Stations
must
be
supplemented
with
additional activities to
meet the needs of your
class.
Other Students
T214-T215
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T250
Handwriting
Review letter formation
based on the needs of
your class.
Word Families
T264
Page 10 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
Friday
Read Aloud of
your choice
Read Aloud of
your choice
 Opening Routines T266-T267
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T268
 Read Decodable Reader Let’s Eat T269
 Read Together Jack and the Beanstalk T270-T271
 Making Connections T271
 Vocabulary Strategies T272-T273
 Opening Routines T276-T277
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Assessment: Weekly Tests (25 minutes) T284-T285
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T298-T301
or another text on the
students’ reading
level
Small Group
Options for
Reteaching
T304-T305
or another text on the
students’ reading
level
Other Students
T214-T215
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T214-T215
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of
your class.
Posttest
T280
Week 4
High Frequency
Words








first
food
ground
right
sometimes
these
under
your
Spelling












play
grain
sail
mail
may
rain
way
day
stay
pain
paint
spray
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary






eagerly
scampered
slippery
spotted
disappointed
fancy
English Reading - Grade 1
Selection Vocabulary




chocolate
favorite
paddles
vegetables
Academic Language
 author
 author’s purpose
Page 11 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 5
Guiding Questions








What clues help me figure out how characters feel?
How do I blend and read words with oa, ow?
Why should I read with expression?
How can I draw conclusions based on text details?
How can I explain the evidence used to draw conclusions?
How can I blend and read contractions with ‘ve and ‘re endings?
What is informational text?
How can I use context to identify and understand synonyms?
Essential Pre-requisite Skills
Kindergarten
 Use knowledge of letter-sound relationships to decode regular words in text and
independent of content (3B)
 Recognize that new words are created when letters are changed, added, or deleted
(3C)
 Identify and read aloud at least 25 high-frequency words from a commonly used list
(3D)
 Ask and respond to questions read aloud (4B)
Houghton Mifflin Harcourt Texas Journeys Unit 4
Paired Selections: “Tomás Rivera” pp.T338-T346, “Life Then and Now” pp. T368-T369
Decodable Story: Fun with Gram pp. T356-T359
Comprehension Focus: Conclusions, Monitor/Clarify
Wednesday
Tuesday
Monday
Read Aloud
10 min.
Christina’s Work
T320 –T321

Model fluency

Listening
Comprehension
Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T318-T319
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T324-T326
 High Frequency Words T322-T323
 Read It Was Snow FunT327
Small Group
Vocabulary Reader
T390-T391
 Opening Routines T330-T331
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T334-T335
 Read Decodable Reader Boat RidesT333
 Fluency T333
 Comprehension T336-T337
 Read Together Tomás Rivera T338-T346
 Opening Routines T350-T351
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T352-T353
 High Frequency Words T355
 Fluency T354
 Read Decodable Story Fun with Gram T355- T359
 Deepen Comprehension T360-T361
Small Group
Differentiate
Comprehension
T392-T393
SAISD © 2010-11 – Third Grading Period
English Reading - Grade 1
or another text on the
students’ reading level
or another text on the
students’ reading level
Small Group
Leveled Reader
T396-T399
or another text on the
students’ reading level
Other Students
T316-T317
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T316-T317
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T316-T317
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T348
Handwriting
Review letter formation
based on the needs of
your class.
Segment Sounds
T362
Page 12 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
 Opening Routines T364-T365
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T366
 Read Decodable Reader Rex Knows T367
 Read Together Life Then and Now T368-T369
 Making Connections T369
 Vocabulary Strategies T370-T371
 Opening Routines T374-T375
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Friday
Read Aloud of
your choice
Read Aloud of
your choice
Assessment: Weekly Tests (25 minutes) T382-T383
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T396-T399
or another text on the
students’ reading level
Small Group
Options for Reteaching
T402-T403
or another text on the
students’ reading level
Other Students
T316-T317
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T316-T317
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of
your class.
Posttest
T378
Week 5
High Frequency
Words








done
great
laugh
paper
soon
talk
were
work
Spelling Words












show
row
grow
low
blow
snow
boat
coat
road
toad
flown
toast
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary






author
permission
signature
exactly
incomplete
welcomed
English Reading - Grade 1
Selection Vocabulary








Tomás Rivera
Texas
born
library
people
stories
family
teacher
Academic Language
 conclusion
Page 13 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 6
Guiding Questions






Essential Pre-requisite Skills
What makes a story funny?
How can I combine and segment syllables in compound words?
How can I blend and read compound words?
How can I use word parts to determine the meaning of compound words?
How can I identify cause and effect relationships in texts?
How do I blend and read words with ea?
Kindergarten
 Blend spoken onsets and rimes to form simple words (2F)
 Identify upper and lower case letters(1B)
 Use knowledge of letter-sound relationships to decode regular words in text and
independent of content (3B)
 Identify and read aloud at least 25 high-frequency words from a commonly used list (3D)
 Retell or act out important events in stories (RC-E)
Houghton Mifflin Harcourt Texas Journeys Unit 4
Paired Selections: “Little Rabbit’s Tale” pp.T436-T446, “Silly Poems” pp.T468-T469
Decodable Story: A Springtime Rain pp. T456-T459
Comprehension Focus: Cause and Effect, Infer/Predict
Wednesday
Tuesday
Monday
Read Aloud
10 min.
Chicken Little
T418-T419
 Model fluency
 Listening
Comprehension
Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T416-T417
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T422-T424
 High Frequency Words T420-T421
 Read Bedtime for Ray T425
Small Group
Vocabulary Reader
T494-T495
or another text on the
students’ reading
level
 Opening Routines T428-T429
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T432-T433
 Read Decodable Reader Pancake Ran T431
 Fluency T431
 Comprehension T434-T435
 Read Together Little Rabbit’s Tale T436-T44
 Opening Routines T450-T451
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T452-T453
 High Frequency Words T455
 Fluency T454
 Read Decodable Story A Springtime Rain T455-T459
 Deepen Comprehension T460-T461
Small Group
Differentiate
Comprehension
T-496- T497
SAISD © 2010-11 – Third Grading Period
or another text on the
students’ reading
level
Small Group
Leveled Reader
T500 –T503
or another text on the
students’ reading
level
English Reading - Grade 1
Other Students
T414-T415
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T414-T415
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T414-T415
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T448
Handwriting
Review letter formation
based on the needs of
your class.
Segment Sounds
T462
Page 14 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
Read Aloud of
your choice
 Opening Routines T464-T465
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T466
 Read Decodable Reader Rosebud T467
 Read Together Silly Poems T468 –T469
 Making Connections T469
 Vocabulary Strategies T470-T471
Friday
 Opening Routines T474-T475
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Read Aloud of
your choice
Assessment: Weekly Tests (25 minutes) T482-T483
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T500 –T503
or another text on the
students’ reading
level
Small Group
Options for
Reteaching
T506 –T507
or another text on the
students’ reading
level
Other Students
T414-T415
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T414-T415
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of
your class.
Posttest
T478
Week 6
High Frequency
Words








door
more
mother
old
try
use
want
wash
Spelling











bedtime
sunset
bathtub
flagpole
backpack
playpen
raincoat
inside
himself
rowboat
homemade
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary







meadow
calf
wade
rippled
flooded
swarm
English Reading - Grade 1
Selection Vocabulary








apple
Beaver
Goose
happily ever after
oh
says
sky
told
Academic Language
 effect
 cause
Page 15 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 7
Guiding Questions
Essential Pre-requisite Skills
 What do characters do when there is a problem?
 How do I blend and read words with ar?
 How can I improve my fluency by paying attention to natural
pauses?
 What are the parts of a story?
 How can I use a story map to tell the parts of a story?
 How can I make inferences and predictions about story details?
 How can the prefix re- determine the meaning of words?
Kindergarten
 Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom
and left to right (1F)
 Use knowledge of letter-sound relationships to decode regular words in text and independent of
content (3B)
 Recognize that new words are created when letters are changed, added, or deleted (3C)
 Identify and read aloud at least 25 high-frequency words from a commonly used list (3D)
 Make inference based on the cover, title, illustrations, and plot (RC-D)
Houghton Mifflin Harcourt Texas Journeys Unit 5
Paired Selections: “The Tree” from Poppleton Forever pp.T32-T42, “It Comes From Trees” pp.T64-T65
Decodable Story: At the Shore pp. T52-T55
Comprehension Focus: Story Structure, Analyze/Evaluate
Wednesday
Tuesday
Monday
Read Aloud
10 min.
Grandpa’s Tree
T14-T15
 Model fluency
 Listening
Comprehension
Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T12-T13
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T18-T20
 High Frequency Words T16-T17
 Read Mark Shark T21
Small Group
Vocabulary Reader
T86-T87
or another text on the
students’ reading
level
 Opening Routines T24-T25, T26
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T28-T29
 Read Decodable Reader Clark’s Part T27
 Fluency T27
 Comprehension T30-T31
 Read Together The Tree T32-T42
 Opening Routines T46-T47
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T48-T49
 High Frequency Words T51
 Fluency T50
 Read Decodable Story At the Shore T51-T55
 Deepen Comprehension T56-T57
Small Group
Differentiate
Comprehension
T-88- T89
SAISD © 2010-11 – Third Grading Period
English Reading - Grade 1
or another text on the
students’ reading
level
Small Group
Leveled Reader
T92 –T95
or another text on the
students’ reading
level
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T44
Handwriting
Review letter formation
based on the needs of
your class.
Segment Sounds
T58
Page 16 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
 Opening Routines T60-T61
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T62
 Read Decodable Reader More Fun for Jake T63
 Read Together It Comes from Trees T64-T65
 Making Connections T65
 Vocabulary Strategies T66-T67
Read Aloud of
your choice
Friday
 Opening Routines T70-T71
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Read Aloud of
your choice
Assessment: Weekly Tests (25 minutes) T78-T79
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T92-T95
or another text on the
students’ reading
level
Small Group
Options for
Reteaching
T98-T99
or another text on the
students’ reading level
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of
your class.
Other Students
T10-T11
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Posttest
T74
Week 7
High Frequency Words








better
night
pretty
saw
thought
told
turned
window
SAISD © 2010-11 – Third Grading Period
Spelling












far
arm
yard
art
jar
bar
barn
bark
card
yarn
smart
chart
Oral Vocabulary






whispered
clues
detectives
clever
poked
sneaky
English Reading - Grade 1
Selection Vocabulary








awful
delivery
drooped
lemonade
llama
pleased
staked
stroked
Academic Language
 characters
 setting
 plot
Page 17 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 8
Guiding Questions
Essential Pre-requisite Skills
 How do I separate words into syllables?
 How can I blend and read words with er, ir, ur?
 How can I draw conclusions from text details and support conclusions with text
evidence?
 How can I improve my accuracy when I read connected text?
 What is a fairy tale?
 How can I use dictionary entry words to find the meanings of words?
Kindergarten
 Blend spoken onsets and rimes to form simple words (2F)
 Identify upper and lower case letters(1B)
 Use knowledge of letter-sound relationships to decode regular words in text and
independent of content (3B)
 Identify and read aloud at least 25 high-frequency words from a commonly used list
(3D)
 Make inferences based on the cover, title, illustrations, and plot (RC-D)
Houghton Mifflin Harcourt Texas Journeys Unit 5
Paired Selections: “Amazing Animals” pp.T132-T142, “The Ugly Duckling” pp.T164-T165
Decodable Story: Fox and Crow pp. T151-T155
Comprehension Focus: Conclusions, Visualize
Wednesday
Tuesday
Monday
Read Aloud
10 min.
How Bat Learned
How to Fly
T114-T115
 Model fluency
 Listening
Comprehension
Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.
 Opening Routines T112-T113
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonics/Spelling T118-T120
 High Frequency Words T116-T117
 Read See the Birds T121
Small Group
Vocabulary Reader
T186 –T187
or another text on the
students’ reading
level
 Opening Routines T124-T125
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Develop Background/High Frequency Words T128-T129
 Read Decodable Reader A Bath for Mert T127
 Fluency T127
 Comprehension T130-T131
 Read Together Amazing Animals T132-T142
 Opening Routines T146-T147
 Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T148-T149
 High Frequency Words T151
 Fluency T150
 Read Decodable Story Fox and Crow T151-T155
 Deepen Comprehension T156-T157
Small Group
Differentiate
Comprehension
T188 – T189
SAISD © 2010-11 – Third Grading Period
English Reading - Grade 1
or another text on the
students’ reading
level
Small Group
Leveled Reader
T192 –T195
or another text on the
students’ reading
level
Other Students
T110-T111
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T110-T111
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T110-T111
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T144
Handwriting
Review letter formation
based on the needs of
your class.
Alphabetize Words
T158
Page 18 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Thursday
Read Aloud of
your choice
 Opening Routines T160-T161
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
 Phonemic Awareness/Phonics T162
 Read Decodable Reader Meet Gert T163
 Read Together The Ugly Duckling T164-T165
 Making Connections T165
 Vocabulary Strategies T166-T167
Friday
 Opening Routines T170-T171
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Read Aloud of
your choice
Assessment: Weekly Tests (25 minutes) T178 –T179
 Vocabulary
 Phonics/Decoding
 Comprehension
Small Group
Leveled Reader
T192 –T195
or another text on the
students’ reading
level
Small Group
Options for
Reteaching
T198 – T199
or another text on the
students’ reading level
Other Students
T110-T111
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T110-T111
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of
your class.
Posttest
T174
Week 8
High Frequency
Words








baby
begins
eight
follow
learning
until
years
young
Spelling












her
fern
girl
sir
stir
bird
fur
hurt
turn
third
curl
first
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary






roamed
sparkling
misty
promised
receive
slender
English Reading - Grade 1
Selection Vocabulary







amazing
camel
color
dolphin
polar bear
porcupine
toes
Academic Language
 conclusion
Page 19 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Reading – Grade 1
Unit of Study: Reading is Comprehending
CURRICULUM GUIDE
Third Grading Period – Week 9
Guiding Questions





What causes events in a story to happen?
How can I blend, read, and build words with oo?
What are cause and effect relationships?
What is poetry?
How can I use context to classify and categorize words?
Essential Pre-requisite Skills
Kindergarten
 Blend spoken onsets and rimes to form simple words (2F)
 Identify upper and lower case letters(1B)
 Use knowledge of letter-sound relationships to decode regular words in text and
independent of content (3B)
 Identify and read aloud at least 25 high-frequency words from a commonly used list (3D)
 Make inferences based on the cover, title, illustrations, and plot (RC-D)
Houghton Mifflin Harcourt Texas Journeys Unit 5
Paired Selections: “Whistle for Willie” pp.T232-T244, “Pet Poems” pp.T266-T267
Decodable Story: Good Homes pp. T253-T257
Comprehension Focus: Cause and Effect, Monitor/Clarify
Read Aloud
10 min.
Monday

How Bat Learned
How to Fly
T114-T115
 Model fluency
 Listening
Comprehension



Wednesday
Tuesday

Read Aloud of
your choice
Read Aloud of
your choice
Small Group Instruction/
Work Stations
40 min.
Whole Group
30 min.











Opening Routines T212-T213
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Phonics/Spelling T218-T220
High Frequency Words T216-T217
Read Look at This! T221
Small Group
Vocabulary Reader
T288 –T289
or another text on the
students’ reading
level
Opening Routines T224-T225
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Develop Background/High Frequency Words T228-T229
Read Decodable Reader Two Good Cooks T227
Fluency T227
Comprehension T230-T231
Read Together Whistle for Willie T232-T244
Opening Routines T248-T249
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Phonemic Awareness/Phonics T250-T251
High Frequency Words T253
Fluency T252
Read Decodable Story Good Homes T253 –T257
Deepen Comprehension T258 –T259
Small Group
Differentiate
Comprehension
T290 – T291
SAISD © 2010-11 – Third Grading Period
or another text on the
students’ reading
level
Small Group
Leveled Reader
T294 –T297
or another text on the
students’ reading
level
English Reading - Grade 1
Other Students
T210-T211
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T210-T211
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Other Students
T210-T211
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Spelling/Handwriting
10 min.
Introduce Words
Word Sort
T246
Handwriting
Review letter formation
based on the needs of your
class.
Segment Sounds
T260
Page 20 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Friday
Thursday

Read Aloud of
your choice
Read Aloud of
your choice






Opening Routines T262 –T263
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Phonemic Awareness/Phonics T264
Read Decodable Reader Big Problems T265
Read Together Pet Poems T266 –T267
Making Connections T267
Vocabulary Strategies T268 –T269
Opening Routines T272 –T273
Phonemic Awareness, High Frequency Words, Vocabulary
Boost
Assessment: Weekly Tests (25 minutes) T280 –T281

Vocabulary

Phonics/Decoding

Comprehension
Small Group
Leveled Reader
T294 –T297
or another text on the
students’ reading
level
Small Group
Options for
Reteaching
T300 – T301
or another text on the
students’ reading level
Other Students
T210-T211
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Handwriting
Review letter formation
based on the needs of your
class.
Other Students
T210-T211
HMH Ready-Made Work
Stations must be
supplemented with
additional activities to
meet the needs of your
class.
Posttest
T276
Week 9
High Frequency Words








again
along
began
boy
father
house
nothing
together
Spelling












look
book
good
hook
brook
took
foot
shook
wood
hood
crook
hoof
SAISD © 2010-11 – Third Grading Period
Oral Vocabulary






behave
sizzling
translated
accent
gooey
siesta
Selection Vocabulary








English Reading - Grade 1
carton
empty
errand
grocery
happened
pocket
shadow
whirled
Academic Language
 cause
 effect
Page 21 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Resources
Textbook & Supplemental Materials:
 Texas Journeys– Unit 4 and 5
 Focus Wall (Display new poster each week)
 Leveled Readers
 Vocabulary Readers
 Vocabulary in Context Cards
 Sound/Spelling Cards
 Graphic Organizers
 Ready-Made Work Stations (Comprehension
and Fluency, Word Study, Think and Write)
Teacher Toolkit:
 Spelling
o Spelling Chants
o Games/Activities to Practice Weekly Spelling
Words
 Differentiation
o Interventions for Struggling Readers and Writers
o Dr. Virginia Rojas Strategies
o Kagan’s Cooperative Learning Strategies
 Work Stations
o Activities
o Posters & Icons
o Accountability forms
 Literature Response Activities
 Word Wall Games
 Literature Response Activities
 Every Student Response Cards
 Comprehension
o Websites to teaching comprehension
o Five finger retelling poster
o Graphic organizers
 Running Records
o How to take running records.
Evidence of Learning (Summative Assessment)
Differentiation
What do you do for students who need more
support?
Houghton Mifflin Harcourt Texas Journeys
 Weekly Leveled Readers (struggling)
 Ready-Made Work Stations (Get Started
activity)
 Student eBook- Read and listen to this week’s
selections and skill lessons
 Audio Book – Listen to books or selections
online or on audio CD
 Vocabulary in Context Cards – Struggling
Readers Activity
 Differentiate Phonics and Fluency – Small
Group Option tab
 Options for Reteaching Phonics, Vocabulary,
Comprehension Skill – Small Group Options
What do you do for students who master the
learning quickly?
Houghton Mifflin Harcourt Texas Journeys
 Weekly Leveled Readers (advanced)
 Ready-Made Work Stations (Challenge activity)
 Vocabulary in Context Cards – Advanced
Readers Activity
SAISD © 2010-11 – Third Grading Period
TAKS
Third Grade: TAKS Released Test
Source: TEA Website – April 2006
Reading
http://ritter.tea.state.tx.us/student.assessment/resources
/release/taks/2006/gr3taks.pdf
 Context Clues: In paragraph __ of this story, what
does the word___mean? (Obj. 1:, 3.4B)
 Main Idea: This article is mostly about___. (Obj. 1,
3.13A)
 Why does the character feel ____? (Obj.2)
 What happens after____? (Obj. 3)
See the Teacher Toolkit for additional TAKS stems.
(SAISD and Margaret Kilgo).
Week 1:
Monitor/Clarify
Reread to find out why ____ is important.
Week 2:
Main Idea
What is the main idea of this newspaper article? The main
idea of the section called ____ is _____.
Question
What happened when ___ did ___?
Why did ____ go to ____?
Why is ____ important?
English Reading - Grade 1
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Texas College and Career Readiness Standards for
English/Language Arts (CCRS):
Reading:
 Use effective reading strategies to determine a written
works’ purpose and intended audience (A1)
 Use text features and graphics to form an overview of
informational texts and to determine where to locate
information (A2)
 Draw and support complex inferences from text to
summarize, draw conclusions, and distinguish facts
from simple assertions and opinions (A4)
 Identify new words and concepts acquired through
study of their relationships to other words and
concepts. (B1)
Speaking:
 Participate actively and effectively in one-on-one oral
communication situations (B1)
 Participate actively and effectively in group discussions
(B2)
Listening:
 Listen actively and effectively in group discussions (B3)
Page 22 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 3:
Visualize
Which words in this story made you feel like you could
almost smell, hear, see___?
Week 4:
Author’s Purpose
What was the topic of this article?
The author wrote this article to___.
Week 5:
Conclusions
You can tell from the story that ___.
Which sentence in the story shows you that____?
From this article the reader can tell that_____.
Monitor/Clarify
What did you think about ____ at the beginning of the story?
What did you think about ____ at the end of the story?
Did you change your mind about (a character) as you read
the complete story?
Week 6:
Cause and Effect
What happened when ____?
You can tell from the story that_____.
Week 7:
Story Structure
What happened at the beginning of the story?
What happened at the end of the story?
Retell three important events in the order that the events
happened.
Analyze/Evaluate
You can tell from the story that ____.
Which sentence in the story shows you that____?
Week 8:
Conclusions
You can tell from the story that____.
Which sentence in the story shows you that ____?
Visualize
Which words in the story made you feel like you could almost
smell, hear, see ____?
Week 9:
Monitor/Clarify
What did you think about ____ at the beginning of the story?
What did you think about ___ at the end of the story?
Did you change your mind about ___ as you read the
complete story?
SAISD © 2010-11 – Third Grading Period
English Reading - Grade 1
Page 23 of 23
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.