Erika Silva
First Grade Language Arts and Reading
Dates
Time
Title
Aug. 24Aug. 28
5 days
Lo que más
me gusta
Summary
TEKS
Resources/
Textbook pgs.
128.12
 Read poem “Lo que más me gusta” to
 Lectura, Guia del maestro con
1A,
E,F;
activate prior knowledge.
multimedia Grado 1 volumen
3A, E(i);
uno by Scott Foresman
 Read the Big Book: Mariza en la escuela,
4A;
5;
6A;
and teach students book awareness,
 Poem “Lo que más me gusta”
8; 22A,C;
demonstrate and teach how to make
by Yanitzia Canetti p.23
29
predictions, reread to develop fluency, and
 Mariza en la escuela by Robert
teach about the main idea.
and Estella Menchaca p.25-27
 Read “La travesura de mi mascota” to
 Short story “La travesura de mi
develop listening comprehension and
mascota” p.40
practice making predictions.
 Phonics Workbook for vowels
 The students learn about the vowels a, e, i,
p.1-10
o, and u by using the rhymes poster #1 and
 High-frequency Words p.31
phonic songs.
 Poster board with rhymes#1
 The students will learn about open
and phonics songs
syllables with m and p.
 Tablero de fonetica 1- game to
 The students will learn the high frequency
practice syllables pa, pe, pi ,po,
words for the week by using a letter game,
and pu
word matching, forming sentences, and
 Teacher workbook: practice
reading the ¡Ya sé leer! Booklet “Yo quiero
worksheets on vowels
un osito.”
p.3,4,6,10; making predictions
 Students learn how to hold a pencil, the
p.5; high-frequency words
paper position, and practice making
practice p.7-8; following
strokes.
directions p.9; position words
 Develop students’ oral language by
p.11; open syllables with m
learning words for colors by taking a
p.12; open syllables with p
survey and then writing about their favorite
p.14, and ¡Ya sé leer! Bookletcolors.
“Yo quiero un osito” p.15-18,
 Develop students’ oral language by
 Phonics Reader to practice
Erika Silva
Aug. 31Sept.2
First Grade Language Arts and Reading
3 days
¡Lo puedo
hacer!
categorizing objects, using words for
colors, talking about their favorite sports,
and describing people using the ¡Ya sé
leer! Booklet “Yo quiero un osito.”
 Teach students nouns- “Naming Words”of toys and pictures.
 The students will draw themselves and the
sports they like to do and label the
drawings using the nouns they have
learned.
 Activate prior knowledge by reading poem
“Todo el año.”
 Recall and retell Mariza en la escuela and
teach about concepts of print, the title,
capital letters, lowercase letters, periods,
cause and effect, and tell about the authors.
 Using the Independent Reading Book, Veo,
Veo teach students how to preview,
predict, and identify purpose of reading the
story. Reread this story to develop fluency.
 The students will learn about open
syllables with s, n, l, and d as they connect
sound to the letter using the rhymes poster
#2, phonics songs, and phonics practice
activities.
 Establish routine to pronounce words letter
by letter, such as s-o-p-a, m-e-s-a, and s-ub-i-r.
 Learn high-frequency words by reading the
¡Ya sé leer! Booklet “Yo lo quiero.”
vowels and the open syllables
with m and p: El día de papá
by Linda Mor
 Books for class library:
Salta y brinca by Ellen Walsh
¿Quién vive debajo de mi
cama? by Margarita R.Moguel
 Independent Reading Book:
Día de gotas by Judy Nelson
128.12
1A,B,D,
E, F;
2A,C, D;
3B, C,
E(i); 4A,
B; 5; 6A;
8; 9A;
21A, B(i),
C; 22A,
C; 29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
uno by Scott Foresman
 Poem “Todo el año” by Juan
Yanguas p.65
 Mariza en la escuela by Robert
and Estella Menchaca p.25-27
 Poster board with rhymes #2
and phonics songs
 Phonics Workbook p.11-15
 High-Frequency Words p.69
 Tablero de fonetica 2- to
practice “l”
 Teacher workbook: classifying
objects p.23; open syllables
with n p.24; high-frequency
words practice p.25-26;
matching p.27; open syllables
with l p.28; drawing lines
between words to practice
Erika Silva
First Grade Language Arts and Reading
Sept 3
1 day
Review
Sept 4
1 day
Assessment
 Develop handwriting- Nn in lined paper.
 Develop oral language by learning words
for shapes and sizes, identifying shapes and
sizes, introduce verbs with an action word
bank, and describe pictures using the ¡Ya
sé leer! Booklet “Yo lo quiero.”
 Write about shapes and sizes, what we can
do verbs, create pictures with shapes. and
label the individual shapes.
 The teacher models making sentences with 128.12
colors (week 1), shapes (week 2), and sizes 1; 3A, B;
22A,C
(week 2).
 Review capital letters and periods.
 Review main idea and cause and effect in
Mariza en la escuela.
 Review High-Frequency Words and
phonics from these two weeks by rereading
the Phonics Readers of week 1 and this
week.
 Reading Comprehension Test- students
write two to three sentences about what
Mariza en la escuela is about- tell them that
they can write anything that they remember
or liked about the book.
 Spelling Test – includes high-frequency
words and phonics
 Writing Project: Students create a poster
128.12
1; 2C;
3A,B;
22A, C
spacing p.29; open syllables
with d p.30; action verbs p.31;
pairing rhyming words p.32;
Ya sé leer! Booklet- “Yo lo
quiero” p.33-36
 Evaluation of phonemic
awareness p.91
 Independent Reading Book:
Veo, Veo by Christina Rakow
 Mariza en la escuela p.25-27
 P. 46 for main idea and p.84
for cause and effect regarding
Mariza en la escuela
 High-frequency words p.31, 69
 Phonics Reader Week 1 to
practice vowels, open syllables
with m and p: El día de papá
by Linda Mor
 Phonics Reader Week 2 to
practice open syllables with s,
n, l, d, and rhyming words:
Pasa la bola by Julia Reyna
 Mariza en la escuela – but only
display cover so students can
see it while writing
 High-frequency words and
phonics of week 1 and week 2
Erika Silva
First Grade Language Arts and Reading
by drawing four shapes with different
colors and of different sizes. They must
write a sentence under each shape with the
name of the shape, its color, and size. This
will be taken up as a grade and displayed in
the classroom bulletin board.
Sept. 7
Sept. 8Sept.11
Labor Day Holiday
4 days
Mi familia
 Activate prior knowledge by reading
poem “Nada Mejor” about family
members.
 Use Muchos Papás to first review book
awareness about the title, authors,
illustrator, preview, and predict. The
students will learn how to identify the
main idea and classify different groups of
dads.
 Using the Independent Reading Book of
the week, Mi familia, students will
identify different parts of the book and
create predictions.
 Read short stories to develop listening
comprehension as students think of
appropriate of titles for the selections,
provide options if necessary.
 Learn about open syllables with t,b,f, ch,
with phonics songs and rhymes poster #3,
the Phonics Reader, and phonics practice
activities.
 Students will identify t, b, f, and ch when
the alphabet CD is played, in their Phonics
128.12
1; 2B, C,
E(i); 3A;
4A; 5;
6A,D; 8;
12; 21A,
B(i), C;
22A, C;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
uno by Scott Foresman
 Poem “Nada mejor” by Jose
Miguel Lopez p.103
 Muchos papas by Shelley
Rotner and Sheila Kelley
p.104-108
 Poster of rhymes #3 and
phonics songs
 ABC chart or CD with
alphabet
 Short stories p.116,120,122
 Phonics workbook p.17-20
 High-Frequency Words p.113
 Tablero de fonetica 1 to
practice fa, fe, fi, fo and fu
 Teacher workbook: open
syllables with t identification
p.39-40; identifying main idea
p.41; open syllable with b p.42;
identify pairs of rhyming
Erika Silva
Sept. 14Sept. 16
First Grade Language Arts and Reading
3 days
Gente
especial
Reader, and other practice activities.
 For high-frequency words play game
“Create It” where students create
sentences using different cards with
words. Play word search where the teacher
says a sentence and students name the
high-frequency word used. Read the ¡Ya
se leer! Booklet: “¡Gracias Tati!
 Develop handwriting of Vv.
 Learn about number words by counting
dads in the Big Book, matching numbers,
and reading ¡Ya se leer! Booklet:
“¡Gracias Tati!
 Write about families based on what they
see in Muchos Papas and learn about
nouns using Naming Words. Learn how
they are used for naming people and
things.
 Activate prior knowledge by reading
poem “Mamá.”
 Recall and retell Muchos papás p.104-108,
recognize print, words, letters, teach fact
and fantasy, review the author’s purpose.
and learn about her.
 Read Independent Reader, ¿También te
gusta?, and allow students to preview,
predict, set the purpose of the story.
Reread story to develop fluency.
 Read short paragraphs and sentences to
teach students about facts and fantasy.
words p.45; identify opposites
p.47; open syllables with ch
p.48; identifying nouns p.49;
alphabet order p.50; ¡Ya se
leer! Booklet: “¡Gracias Tati!
p.51-54
 Phonics Reader to practice
open syllables with t, b, f, ch,
and the alphabet: De la A a la
Z by Ana Seguí
 Independent Reading Book: Mi
familia by Sally Terkel
128.12
1; 2C; 3B;
4A; 5; 8;
9A; 10;
12;
20A(iii);
22A, C;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
uno by Scott Foresman
 Poema “Mamá” by Julian
Antonio Jimenez p.147
 Muchos papás by Shelley
Rotner and Sheila Kelley
p.104-108
 Fact and fantasy paragraphs
p.160 and sentences p.166
 Poster with rhymes #4 and
phonics songs
Erika Silva
First Grade Language Arts and Reading
 Learn about open syllables ga, go, gu, gue,
gui with phonics songs and rhymes poster
#4
 Review alphabet order
 Learn about open syllables with ñ, v, and
ll using the phonics practice activities and
the Phonics Reader
 Teach high-frequency words of the week
using words bags with letters and having
students make words with the provided
letters and the “trace-it” game where
students go up to the board and trace the
word called out by the teacher.
 Develop oral language by having students
describe people in Muchos papás and
describe people in the ¡Ya se leer!
Booklet: “Lo quiero, papa.”
 Teach students describing words
(adjectives).
Sept. 17
1 day
Review
 Review classifying and the author’s
purpose in Muchos papas.
 Review High-Frequency Words and
phonics from these two weeks by
rereading the Phonics Readers of week 3
and this week.
 Review what nouns are and how to write
sentences to describe a person.
128.12
1A,B,D,
E, F; 2B,
C; 6A, D;
20A(ii,
iii); 22A,
C; 29
 Teacher workbook: practice ga,
go, gu p.57-58; fantasy and fact
p.59; practice gue, gui p.60;
high-frequency words p.61-62;
alphabet in order p.63; open
syllables with ñ p.64; follow
instructions p.65; open
syllables with v p.66; group of
words with meaning p.67; open
syllables with ll p.68; ¡Ya se
leer! Booklet: “Lo quiero,
papá” p.69-72
 Phonics workbook p.21-25
 High-Frequency Words p.151
 Phonics Reader to practice
open syllables with ñ, v, and ll
and the syllables ga, go, gu,
gue, and gui: El gato Gabi by
Petra Pez
 Independent Reading Book:
¿También te gusta? by Stefanie
Langer
 Muchos papas p.104-108
 p.128 for classifying and p.166
for author’s purpose
 High-frequency words p.113,
151
 Phonics Reader to practice
open syllables with t, b, f, ch,
and the alphabet: De la A a la
Erika Silva
First Grade Language Arts and Reading
Sept. 18
1 day
Assessment
Sept. 21Sept. 25
5 days
Con mis
amigos
 Phonics Skills Assessment: show pictures
and have students identify the object and
identify beginning, middle, and ending
syllables of the word
 Spelling Test: includes high-frequency
words and phonics
 Writing Project: draw and write in
complete sentences about their family
members using the words they learned in
week 3 and 4 to describe them.
 Activate prior knowledge by reading
poem “Mis amigos.”
 Read Bernardo y Canelo and teach
students that proper nouns must be written
with capital letter, review concepts of
print, position words, and reread to
develop fluency.
 Teach sequencing to students using
Bernardo y Canelo, two short stories, and
worksheet.
 Use the Independent Reading Book to
teach students how to preview and predict.
 Students will learn about open syllables
ca, co, cu, que, qui with rhymes poster #5
128.12
1A,B,D,
E, F; 2B,
C; 6A, D;
20A(ii,
iii); 22A,
C
128.12
1A,B,D,
E, F; 2C;
3C, E(i),
G; 4A; 5;
6A; 8;
20A (ii);
21; 22A,
C, D(iv,
v), F; 29
Z by Ana Seguí
 Phonics Reader to practice
open syllables with ñ, v, and ll
and the syllables ga, go, gu,
gue, and gui: El gato Gabi by
Petra Pez
 Phonics Skills Assessment
p.135 but add words from
week 4 with ga, gue, gui, go,
gu, ñ, v, and ll
 High-frequency words of
Weeks 3 and 4
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
uno by Scott Foresman
 Poem “Mis amigos” by
Fernando González p.185
 Bernardo y Canelo by
Fernando Krahn p.187-190
 Short stories for sequencing
p.198, 204
 Poster with rhymes #5 and
phonics songs
 Teacher workbook: open
syllables with ca, co, cu p.7576; sequencing p.77; syllables
Erika Silva
First Grade Language Arts and Reading
and phonics songs.
 Students will learn about open syllables
with y, j, ge, and gi with the Phonics
Reader and phonics practice activities.
 Students will learn about position words –
“¿dónde esta?” using pictures and the ¡Ya
se leer! Booklet: “Yo subo.”
 Teach students about nouns used for
places by asking students places they
know about and places they would go with
their friends to have fun.
 Students will draw and write about the
place they would go with their friends to
have fun.
Sept. 28Sept. 30
3 days
Vamos a
jugar
 Activate prior knowledge by reading
poem, “¿Quiénes son tus amigos?”
 Recall and retell Bernardo y Canelo, and
use book to teach students letter awareness
of capitalization for proper names, the
author’s name in the cover, and the use of
exclamation point and question mark.
 Teach students high-frequency words with
game “Guess It”- have sentences with a
blank for the high-frequency words for
students to complete and read the ¡Ya se
leer! Booklet: “Sí se puede.”
 Teach students open syllables with hard r,
128.12
1; 2C; 3B,
C, E(i), H;
4; 6D; 8;
9A; 17;
20A(iii);
21; 22A,
C,
D(i,ii,v),
F; 29
with que, qui p.78; highfrequency words p.79-80;
syllables with ya, ye, yi, yo, yu
p.82; writing in complete
sentences p.83; syllables with j
p.84; nouns p.85; syllables
with ge, gi p.86; ¡Ya se leer!
Booklet: “Yo subo” p.87-88
 High-Frequency Words p.195
 Phonics Workbook p.26-32
 Phonics Reader to practice
open syllables with q, y, j, and
syllables ca, co, cu, ge, gi: El
yoyó de cucú by Petra Pez
 Independent Reading Book:
Con mis amigos by Alex
Adams
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
uno by Scott Foresman
 Poem “¿Quiénes son tus
amigos?” by José Miguel
López p.229
 Bernardo y Canelo by
Fernando Krahn p.187-190
 Poster with rhymes #6 and
phonics songs
 Teacher workbook: open
syllables with hard r p.91-92;
open syllables with rr p.94;
Erika Silva
First Grade Language Arts and Reading
rr, soft r, syllables za, zo, zu, ce, ci with
phonics songs and rhymes poster #6, and
the Phonics Reader.
 Student read Independent Reading Book
and preview by doing a picture walk and
set the purpose of reading the book.
 Teach students writing process with a
sentence: Prewrite- brainstorm ideas of
ways they play, then draft a sentences,
revise the sentence, edit the sentence
capitalization, punctuation. spelling, and
then publish/share the sentence with the
class.
Oct. 1
1 day
Review
 Review High-Frequency Words and
phonics from these two weeks by
rereading the phonics reader of week 5
and this week.
 Review classifying using the activities and
objects in Bernardo y Canelo as nice,
difficult, and dangerous.
 Review position words- of words that tell
where someone/something is using
Bernardo y Canelo.
128.12
1; 2C; 3B,
C, E(i), G;
6D;
20(iii);
22A, C,
D(i, ii, iii,
iv, v); 29
high-frequency words p.95-96;
segment syllables p.97; open
syllables with z p.98; opposite
words p.100; syllables with ce,
ci p.101; open syllables with
soft r p.102; ¡Ya se leer!
Booklet: “Sí se puede” p.103106
 Phonics workbook p.31- 35
 High-Frequency Words p.233
 Phonics Reader to practice
open syllables with r, rr, z and
syllables ce, ci: Ramiro y el
zorro cocinero by Martha
Rodriguez
 Independent Reading Book:
¿Dónde está Osito? by Chris
Kiel
 Bernardo y Canelo p. 187-190
 Phonics Reader Week 5 to
practice open syllables with q,
y, j, and for syllables ca, co, cu,
ge, gi: El yoyó de cucú by
Petra Pez
 Phonics Reader Week 6 to
practice open syllables with r,
rr, z and syllables ce, ci:
Ramiro y el zorro cocinero by
Martha Rodriguez
Erika Silva
First Grade Language Arts and Reading
Oct. 2
1 day
Assessment
Oct. 5Oct. 7
3 days
Gatos
 Reading Development Assessmentstudents may chose a book they have read
and then the teacher tests their book and
print awareness.
 Spelling Test: includes high-frequency
words and phonics
 Writing Assessment: Ask students
questions (see textbook) regarding
positions in the illustration of the tiger
tamer in Bernardo y Canelo. They must
respond in complete sentences.
 Activate prior knowledge by reading Big
Book Plumas para almorzar.
 Teach students vowels a, e, i, o, u; strong
vowels a, e, o, and weak vowels i and u
with phonics songs, rhymes chart #1, and
the Phonics Reader.
 Teach students spelling words with a, e, i,
o, u.
 Present vocabulary, build background,
preview and predict, set purpose, read A E
I O U, and reread for fluency.
 Present vocabulary, build background,
preview and predict, set purpose, and read
El gato de las mil narices.
 The students independently read leveled
books.
 Teach students high-frequency words by
having students create sentences with the
words.
128.12
1; 2C; 3B,
C, E(i), G;
6D;
20(iii);
22A, C,
D(i, ii, iii,
iv, v)
 Book that students choose to
use for assessmentIndependent Reading Book or
Phonics Readers
 Reading Development
Assessment p.255
 Questions for writing in p.252
 Bernardo y Canelo
 High-frequency words and
phonics of Weeks 5 and 6
128.12
1A, B, D,
E, F; 2C;
3A, B; 4;
5; 6C; 21;
22A, C, F;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
dos by Scott Foresman
 Big Book- Plumas para
almorzar by Lois Ehlert
 AEIOU by Margarita Robleda
Moguel p.10-17
 El gato de las mil narices by
Margarita Robleda Moguel
p.19-38
 Rhymes chart #1 and phonics
songs
 Spelling and High-Frequency
Words p.10j
 Vocabulary words p.10m,18a
 Teacher workbook: vowels a,
e, i, o, u p.3; strong and weak
vowels p.4; high-frequency
words p.5; context-clues p.6;
Erika Silva
First Grade Language Arts and Reading
 Develop handwriting of Aa.
 Develop oral language by asking students
why they speak and the sounds that
animals make.
 The students write in a complete sentences
about the sounds that animals make, i.e.
“La serpiente silba.”
 The students learn to identify complete
sentences.
Oct. 8
1 day
Review
Oct. 9
1 day
Assessment
identify complete sentences
p.7; write complete sentences
p.11
 Phonics workbook p.36-38
 Phonics Reader for practice for
vowels a, e, i, o, u: El ositio
dice… by Segundo Osorio
 Books for class library:
Un gorila by Atsuko Morozumi
La primavera by Asun Balzola
 Leveled Books p.10b
 Recall and retell El gato de las mil narices. 128.12
 El gato de las mil narices
1A,
B,
D,
 Review vocabulary and high-frequency
 Spelling words and HighE, F; 2C;
words.
Frequency Words p.10j
3A,
B;
 Review vowels a, e, i, o, u.
 Vocabulary Words p.10m,18a
9A; 21;
 Teacher workbook: vocabulary
22A, C, F;
practice p.8; vowel practice
29
p.9; spelling practice p.10;
vowel practice p.15; spelling
practice p.16
128.12
 Spelling Test p.41d
 Reading Comprehension and
1A, B, D,  Reading Comprehension Test
Vocabulary Test: El gato de las mil
E, F; 2C;
narices
for El gato de las mil narices
3A,
B;
by Margarita Robleda in p.13 Spelling Test: Includes vocabulary and
9A; 21;
high-frequency words
14
22A,
C,
F
 Writing: Ask students which of the cat’s
noses they like the most and they must
respond in complete sentences and draw
the cat with the nose they chose.
Erika Silva
Oct. 12
Oct. 13Oct. 16
First Grade Language Arts and Reading
Staff Development Day
4 days
¿Qué pasa
aquí?
 Activate prior knowledge by reading Big
Book Relajo en la cocina.
 Present vocabulary, build background,
preview and predict, set purpose, read
Maleta, mapa, osito, pelota, review the
main idea, and reread to develop fluency.
 Present vocabulary, build background,
preview and predict, set purpose, read El
viento travieso, and then review cause and
effect.
 Students read leveled books
independently.
 Teach about cause and effect by reading
aloud “Las flores de Azucena” and
worksheets.
 Teach students open syllables with m and
p with phonics songs and rhymes chart #2
and the Phonics Reader.
 Students will learn spelling words with
ma, me, mi, mo, mu, pa, pe, pi, po, pu.
 Students will learn high-frequency words
by playing “Guess it” by having sentences
with a blank and have students guess what
word goes in the blank.
 Develop handwriting of Ee.
 Teach students about subjects in
sentences.
 Writing Process: Students write a draft of
a character in the story, revise to have
128.12
1A,B,D,
E, F; 2C;
3B, E(i);
4; 5; 6C;
17; 21; 22
A, C, F;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
dos by Scott Foresman
 Big Book- Relajo en la cocina
by Adelita
 Maleta, mapa, osito, pelota by
Mario Lamo Jimenez p.42-47
 El viento travieso by Lourdes
Bradley p.48-73
 “Las flores de Azucena” p.47e
 Poster with rhymes #2 and
phonics songs
 Spelling and High-Frequency
words p.42j
 Vocabulary words p.42m,48a
 Teacher Workbook: syllables
with ma, me, mi, mo, mu p.19;
syllables with pa, pe, pi, po, pu
p.20; high-frequency words
p.21; cause and effect p.22;
subjects in sentences p.23;
spelling p.26; identify subjects
p.27
 Phonics Workbook p.41-43
 Phonics Reader to practice
open syllables with m/p: El
mar by Domingo Dominguez
 Leveled Books p.42b
Erika Silva
Oct. 19Oct. 21
First Grade Language Arts and Reading
3 days
¿Qué veo?
descriptions of the character, and edit to
begin the sentences with a subject, with a
capital, and a period at the end. They can
draw a picture and share their sentences.
 Activate prior knowledge by reading Big
Book- Yo tenía un hipopótamo.
 Present vocabulary, build background,
preview and predict, set purpose, and read
La pesa de Nino.
 Read “Las aventuras de Paquito” to teach
students how to predict.
 Present vocabulary, build background,
preview and predict, set purpose, read Salí
de paseo, and then draw conclusions.
 Students read leveled books
independently.
 Teach students open syllables with s, n, m,
p with phonics songs, the rhymes poster
#3, and the Phonics Reader.
 Teach students spelling words with sa, se,
si, so, su; na, ne, ni, no, nu and highfrequency words.
 Develop handwriting of Ss.
 Teach students about predicates – the
action part of a sentence.
128.12
1A,B,D,E,
F; 2C; 3B,
E(i); 4;
6C; 21;
22A, C, F;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
dos by Scott Foresman
 Big Book-Yo tenía un
hipopótamo by Héctor V. Lee
 La pesa de Nino by Yanitzia
Cannetti p.78-83
 Salí de paseo by Sue Williams
p.84-114
 “Las aventuras de Paquito”
p.83e
 Poster with rhymes #3 and
phonics songs
 Spelling and High-frequency
words p.78j
 Vocabulary words p.78m, 84a
 Teacher Workbook: open
syllables with s p.35; open
syllables with n p.36; highfrequency words p.37; predict
p.38; identify predicates p.39;
open syllables with m p.41;
spelling practice p.42; open
syllables with p p.47
 Phonics Workbook p.46-48
 Phonics Reader to practice
Erika Silva
First Grade Language Arts and Reading
Oct. 22
1 day
Review
Oct. 23
1 day
Assessment
Dates
Time
Title
Oct. 26Oct. 30
5 days
En el mar
 Review vowels.
 Review vocabulary and high-frequency
words of week 8 and week 9.
 Recall and Review El viento travieso and
Salí de paseo.
 Review subjects and predicates by writing
sentences about the characters in the
books and identifying the subjects and
predicates.
 Model and have students write a sentence
with a subject and a predicate about
something they do at home.
 Accuracy and Comprehension
Assessment
 Reading Comprehension and
Vocabulary Test: El viento travieso and
Salí de paseo
 Spelling Test: Includes vocabulary and
high-frequency words from week 8 and 9
 Writing Test: Students must write
sentences (two to three) with a subject and
a predicate of things they do at home.
Summary
 Activate prior knowledge by reading the
Big Book-Caras de peces.
128.12
1A, B, D,
E, F; 2C;
3A, B; 21;
22A, C
open syllables with s/n: Vi a
Susana con la nena by Victor
Sanabria
 Leveled Books p. 78b
 El viento travieso
 Salí de paseo
 Week 8 Teacher Workbook:
vocabulary p.24; weak and
strong vowels p.31; spelling
practice p.32
 Week 9 Teacher Workbook:
practice vocabulary p.40;
identify the action part of a
sentence p.43; spelling practice
p.48
128.12
1A, B, D,
E, F; 2C;
3B; 21;
22A, C
 Accuracy and Comprehension
Assessment p.77c
 Spelling Tests for Week 8
p.77d and Week 9 p.117d
 Reading Comprehension and
Vocabulary Test for El viento
travieso p.29-30 and Salí de
paseo p.45-46
TEKS
Resources/
Textbook pgs.
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
128.12
1A,B,D,E,
Erika Silva
First Grade Language Arts and Reading
 Present vocabulary, build background,
preview and predict, set purpose, read Lalo
y Didi, and reread to develop fluency.
 Present vocabulary, build background,
preview and predict, set purpose, read
Federico y el mar, reread for fluency.
discuss the setting and sequence of events
 Read “La playa de los niños” to discuss the
setting of the story.
 Read “Marinero” poem, draw conclusions,
infer, and ask about repetition.
 Students read independently leveled books.
 Teach students open syllables with l, d, n
with the rhymes poster #4, phonics songs,
the Phonics Reader, and practice activities.
 Teach students spelling words with la, le,
li, lo, lu; da, de, di, do, du.
 Teach students high-frequency words by
allowing students to create sentences.
 Develop handwriting of Ii.
 Teach students how to be a polite listener
and discuss about going to the beach and
going fishing.
 Teach students the word order in sentences
by unscrambling sentences and identifying
the word order in sentences.
 Write a class poem “If I were a fish/This is
what I would wish:” and students write
what they would wish.
F; 2C; 3B,
E(i); 4; 5;
6C; 8; 9A;
21; 22A,
C, F; 27;
29
dos by Scott Foresman
 Big Book- Caras de peces by
Norbert Wu
 Lalo y Didi by Eddie
Hernández p.118-123
 Federico y el mar by Graciela
Montes p.124-137
 “La playa de los niños” p.123e
 “Marinero” poem p.139
 Poster with rhymes #4 and
phonics songs
 Spelling and High-frequency
words p.118j
 Vocabulary words p.118m,
124a
 Teacher Workbook: open
syllables with l p.51, open
syllables with d p.52, highfrequency words p.53, word
order in sentences p.55, open
syllables with s p.57,
handwriting p.58, open
syllables with n p.63
 Phonics Workbook p.51-53
 Phonics Reader to practice
open syllables with l/d: La luna
by Lilia Duarte
 Leveled Books p. 118b
Erika Silva
Nov. 2Nov.4
First Grade Language Arts and Reading
3 days
Nuestros
amigos los
animales
 Activate prior knowledge by reading Big
Book-¿Quién llegará primero? Return to
book in day 3 and discuss author’s purpose
and sequence of events.
 Present vocabulary, build background,
preview and predict, set purpose, read Los
animales de la finca.
 Present vocabulary, build background,
preview and predict, set purpose, read Los
hogares de los animales.
 Students read independently leveled books.
 Teach students open syllables with t, f, l, d
using rhymes poster #5, phonics songs, and
the Phonics Reader.
 Teach students spelling words with ta, te,
ti, to, tu; fa, fe, fi, fo, fu.
 Teach students high-frequency words with
a crossword game.
 Develop handwriting of Oo.
 Develop oral language by having students
come up with words that rhyme with
names of animals.
 Teach students about declarative telling
sentences and its punctuation.
 Students must write declarative sentences
of an animal they learned about this week.
128.12
1A, B, D,
E, F; 2A,
C; 3C,
E(i); 4;
6C; 14; 21;
22A, C, F;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
dos by Scott Foresman
 Big Book-¿Quién llegará
primero? by Beatriz Doumerc
 Los animales de la finca by
Arcadia López p.142-147
 Los hogares de los animales by
Arcadia López p.148-157
 Poster with rhymes #5 and
phonics songs
 Spelling and High-frequency
words p.142j
 Vocabulary words p.142m,
148a
 Teacher workbook: open
syllables with t p.67, open
syllables with f p.68, highfrequency words p.69, writing
sentences p.71, open syllables
with l p.73, spelling words
practice p.74, open syllables
with d p.79
 Phonics Workbook p.56-58
 Phonics Reader to practice
open syllables with t/f: El
patito nada by Rodolfo
Fernando
 Leveled Books p. 142b
Erika Silva
First Grade Language Arts and Reading
Nov. 5
1 day
Nov. 6
1 day
Nov. 9Nov. 13
5 days
Review
 Recall and Review Federico y el mar and
Los hogares de los animales.
 Review vocabulary and high-frequency
words of week 1 and week 2.
 Review word order in sentences and what
are declarative telling sentences.
 Accuracy and Comprehension
Assessment
 Reading Comprehension and
Vocabulary Test: Federico y el mar and
Los hogares de los animales
 Spelling Test: Includes vocabulary and
high-frequency words from week 1 and 2
 Writing Test: Present students with
scrambled sentences without periods and
have them rewrite them correctly.
Comidas que  Read El ratoncito, la fresa roja y madura y
compartimos
el gran oso hambriento to activate prior
knowledge and discuss cause and effect.
 Present vocabulary, build background,
preview and predict, set purpose, read Gato
Goloso y Lobita Bonita, review the
sequence of events, and reread to develop
fluency.
 Present vocabulary, build background,
preview and predict, set purpose, read La
Assessment
128.12
1A, B, D,
E, F; 2C;
3B; 21;
22A, C, F
128.12
1A, B, D,
E, F; 2C;
3B; 21;
22A, C, F
 Federico y el mar
 Los hogares de los animales
 Week 1 Teacher workbook:
vocabulary p.56, word order in
sentences p.59, spelling
practice p.64
 Week 2 Teacher workbook:
vocabulary practice p.72,
writing telling sentences p.75,
spelling practice p.80
 Accuracy and Comprehension
Assessment p.160
 Reading Comprehension and
Vocabulary for Federico y el
mar p.61-62 and Los hogares
de los animals p.77-78
 Spelling Tests for Week 1
p.141d and Week 2 p.159d
128.12
 Lectura, Guia del maestro con
1A, B, D,
multimedia Grado 1 volumen
E, F; 2C;
dos by Scott Foresman
3B, E(i); 4;  Big Book- El ratoncito, la fresa
5; 6C; 8;
roja y madura y el gran oso
17; 21;
hambriento by Don & A.Wood
22A, C, F;  Gato Goloso y Lobita Bonita
29
by Clarita Kohen p.160-165
 La cinturita de Anansi by Len
Cabral p. 166-186
Erika Silva
First Grade Language Arts and Reading
cinturita de Anansi, and review cause and
effect.
 Read poem “La araña de pequeñita” and
discuss its main idea and use of repetition.
 Students read independently leveled books.
 Teach students syllables ga, go, gu, open
syllables with b, t, and f with rhymes
poster #6, phonics songs, and the Phonics
Reader.
 Teach students spelling words with ga, go,
gu, ba, be, bi, bo, bu.
 Teach students high-frequency words and
make students create sentences with the
words.
 Develop handwriting of Gg.
 Students discuss favorite meals and ask
questions about different foods.
 Make a list of favorite things, students
draft “Story About Me,” revise, edit to
include a question, and publish and share.
 Teach students about questions: explain
difference between a telling sentence and a
question.
 “La araña de pequeñita” p.187
 Poster with rhymes #6 and
phonics songs
 Spelling and High-frequency
words p.160j
 Vocabulary words p.160m,
166a
 Teacher workbook: syllables
ga, go, gu p.83, open syllables
with b p.84, high-frequency
words p.85, cause and effect
p.86, writing questions p.87,
open syllables with t p.89,
spelling p.90, writing p.91-92,
open syllables with f p.95,
editing questions p.97
 Phonics Workbook p.61-63
 Phonics Reader for practice for
syllables ga, go, gu and open
syllables with b: El gato de
bigote by Gabriela Hernández
 Leveled Books p. 160b
Erika Silva
First Grade Language Arts and Reading
Nov. 16Nov. 18
3 days
Ayudamos
en casa
 Read Cómo se hacen los ositos de peluche
to activate prior knowledge.
 Present vocabulary, build background,
preview and predict, set purpose, and read
¡Vaya guiso!
 Present vocabulary, build background,
preview and predict, set purpose, read La
gallina Paulina, and compare and contrast
the responses of animals.
 Students read independently leveled books.
 Teach students syllables with gue gui;
open syllables with v with the rhymes
poster #7, phonics songs, and the Phonics
Reader.
 Teach students spelling words with gue,
gui, va, ve, vi, vo, vu.
 Teach students high-frequency words with
“Guess It” game with sentences with fillin-the blanks.
 Develop handwriting of Vv.
 Teach students about nouns- words that
name a person, place, animal, or thing and
write nouns in sentences.
128.12
1A, B, D,
E, F; 2C;
3B, E(i),
G; 4; 6A,
C; 20A(ii);
21; 22A,
C, D(iv),
F; 29
Nov. 19
1 day
Review
 Recall and Review the sequence of events
128.12
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
tres by Scott Foresman
 Big Book- Cómo se hacen los
ositos de peluche by Ann
Morris
 ¡Vaya guiso! by B.G.
Hennessy p.10-17
 La gallina Paulina by Fernando
Alonso p.18-41
 Poster with rhymes #7 and
phonics songs
 Spelling and High-frequency
words p.10j
 Vocabulary words p.10m, 18a
 Teacher workbook: syllables
gue, gui p.17c, open syllables
with v p.4, high-frequency
words p.5, compare and
contrast p.17e, nouns p.7,
syllables ga, go, gu p.9,
spelling p.10, nouns p.11, open
syllables with b p.15
 Phonics Workbook p.66-68
 Phonics Reader for practice for
syllables gue, gui and open
syllables with v: Fue el
guepardo by Irma Pérez
 Leveled Books p.10b
 La cinturita de Anansi
Erika Silva
First Grade Language Arts and Reading
Nov. 20
1 day
Nov. 23Nov.27
Nov. 30Dec. 4
Thanksgiving Holiday
5 days
Assessment
in La cinturita de Anansi and La gallina
Paulina.
 Review vocabulary and high-frequency
words of week 3 and week 4.
 Review cause and effect and how to write
questions.
 Reading Comprehension and
Vocabulary Test: La cinturita de Anansi
and La gallina Paulina
 Spelling Test: Includes vocabulary and
high-frequency words from week 3 and 4
 Writing Test: Students must read “¡Una
cena Buena!” and identify the cause and
effect element of the story. They must then
write two questions that they have about
the reading.
Aprendemos
algo nuevo
 Read poem “La vaca estudiosa” to activate
prior knowledge about learning.
 Present vocabulary, build background,
preview and predict, set purpose, read El
niño dibuja la noche, compare and contrast
the illustrations, and reread to develop
fluency.
 Read “El helado de Pepinita” to teach
students how to draw conclusions.
 Present vocabulary, build background,
preview and predict, set purpose, read El
papalote, draw conclusions, and identify
1A, B, D,
E, F; 2C;
3B; 21;
22A, C, F
 La gallina Paulina
 Week 3 Teacher workbook:
vocabulary p.88, spelling p.96
 Week 4 Teacher workbook:
vocabulary p.8, spelling p.16
128.12
1A, B, D,
E, F; 2C,
3B; 21;
22A, C, F
 Reading Comprehension and
Vocabulary for La cinturita de
Anansi p.93-94 and La gallina
Paulina p.13-14
 Spelling Tests for Week 3
p.189d and Week 4 p.43d
 “¡Una cena Buena!” p.165e
128.12
1A, B, D,
E, F; 2C;
3B, E(i),
G; 4; 5;
6A, C; 8;
9A;
20A(ii,
vii); 21;
22A, C,
D(iv), F;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
tres by Scott Foresman
 Poem “La vaca estudiosa” by
M. Elena Walsh p.44h
 El niño dibuja la noche by
Diana Torello and Asun
Balzola p.44-49
 El papalote by Alma Flora Ada
and Viví Escrivá p.50-65
 “El helado de Pepinita” p.49e
 Poster with rhymes #8 and
Erika Silva
Dec. 7Dec. 9
First Grade Language Arts and Reading
3 days
Todos
podemos
ayudar
the sequence of events.
 Students read independently leveled books.
 Teach student open syllables with ch, ñ, v
and syllables ga, go, gu, gue, gui with the
rhymes poster #8, phonics songs, the
Phonics Reader, and practice worksheets.
 Teach students spelling words with cha,
che, chi, cho, chu; ña, ñe, ñi, ño, ñu.
 Teach students high-frequency words and
encourage students to create sentences and
play the “Syllable Game” by identifying
the number of syllables in the words.
 Develop handwriting of Ññ.
 Students discuss what they know about
kites, make a list of what materials are
needed, and then add to the list if more
than one material was needed (plural).
 Students write a sentence about kites, and
then must write a narration of what
happened in the book El papalote in the
correct sequence.
 Read poem “Dame la manita” to activate
prior knowledge and ask what is the girl’s
problem and what they can do to help her.
 Present vocabulary, build background,
preview and predict, set purpose, read Un
perro llamado Coco, and review cause and
effect.
 Present vocabulary, build background,
preview and predict, set purpose, read El
phonics songs
 Spelling and High-frequency
words p.44j
 Vocabulary words p.44m, 50a
 Teacher workbook: open
syllables with ch p.19, open
syllables with ñ p.20, highfrequency words p.21, draw
conclusions p.22, nouns in
plural and singular p.23,
syllables ga, go, gu, gue, gui
p.25, spelling words p.26, open
syllables with v p.31
 Phonics Workbook p.71-73
 Phonics Reader for practice for
open syllables with ch and ñ:
Mi amigo Chimo by Pamela
Ortega
 Leveled Books p.44b
128.12
1A, B, D,
E, F; 2C;
3B, E(i),
F; 4; 6A,
C; 8;
20A(ii, vi);
21, 22A,
C, D(iii),
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
tres by Scott Foresman
 Poem “Dame la manita” by
Miguel Ángel Santana p. 68h
 Un perro llamado Coco by
Deborah Eaton p.68-75
 El león y el ratón by Mary
Lewis Lang p.76-97
Erika Silva
First Grade Language Arts and Reading
 Poster with rhymes #9 and
phonics songs
 Spelling and High-frequency
words p.68j
 Vocabulary words p.68m, 76a
 Teacher workbook: syllables
ca, co, cu p.35, open syllables
with ll p.36, high-frequency
words p.37, identify the main
idea p.38, proper nouns p.39,
open syllables with ch p.41,
spelling words p.42, open
syllables with ñ p.47
 Phonics Workbook p.76-78
 Phonics Reader for practice for
syllables with ca, co, cu, and
open syllables with ll: Coco el
caballo by Pamela Ortega
 Leveled Books p.68b
128.12
 El papalote
1A, B, D,
 El león y el ratón
E, F; 2C;
 Week 5 Teacher workbook:
3B;
vocabulary p.24, nouns in
20A(ii, vi);
plural and singular p.27,
21; 22A,
spelling p.32
D(iii, iv),
 Week 6 Teacher workbook:
F
vocabulary p.40, proper nouns
p.43, spelling p.48
león y el ratón, and draw conclusions.
F; 29
 Students read independently leveled books.
 Teach students syllables with ca, co, cu;
open syllables with ll, h, ñ with the rhymes
poster #9, the phonics songs, and the
Phonics Reader.
 Teach students spelling words with ca, co,
cu, lla, lle, lli, llo, llu.
 Teach students high-frequency words and
encourage them to create sentences with
the words.
 Develop handwriting of Cc.
 Teach students about proper nouns and
assign them to create a sentence with the
proper noun of an animal they would like
to own.
Dec. 10
1 day
Review
Dec. 11
1 day
Assessment
 Recall and Review the sequence of events
in El papalote and El león y el ratón.
 Review vocabulary and high-frequency
words of week 5 and week 6.
 Review plural and singular nouns and
proper nouns.
 Accuracy and Comprehension
128.12
 Accuracy and Comprehension
Erika Silva
Dec. 14Dec. 16
First Grade Language Arts and Reading
3 days
Usamos las
máquinas en
el trabajo
Assessment
 Reading Comprehension and
Vocabulary Test: El papalote y El león y
el ratón
 Spelling Test: Includes vocabulary and
high-frequency words from week 5 and 6
 Writing Test: Students must write a story
about an animal giving it a proper name
and using one of the plural nouns that is in
the list previously made.
 Read poem “Máquinas” to activate prior
knowledge of what jobs their family
members have and the machines they use.
 Present vocabulary, build background,
preview and predict, set purpose, read Una
máquina, un trabajo, review phonics, and
classify the machines used.
 Present vocabulary, build background,
preview and predict, set purpose, read Las
comunidades, reread to develop fluency,
and teach about the glossary.
 Students read independently leveled books.
 Teach students syllables que, qui; open
syllables with j, ll with rhymes poster #10,
phonics songs, and the Phonics Reader.
 Teach students spelling words with que,
qui, ja, je, ji, jo, ju.
 Teach students high-frequency words by
allowing students to create sentences with
the words and playing the “Question
1A, B, D,
Assessment p.67c
E, F; 2C;
 Reading Comprehension and
3B;
Vocabulary for El papalote
20A(ii, vi);
p.29-30 and El león y el ratón
21; 22A,
p.45-46
D(iii, iv),
 Spelling Tests for Week 5
F
p.67d and Week 6 p.99d
128.12
1A, B, D,
E, F; 2C,
F; 3B,
E(i), G; 4;
5; 6C; 8;
14;
20C; 21;
22A, C,
D(iv), F;
29
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
tres by Scott Foresman
 Poem “Máquinas” p.100h
 Una máquina, un trabajo by
Guadalupe V. López p.100107
 Las comunidades by Gail
Saunders-Smith p.108-119
 Poster with rhymes #10 and
phonics songs
 Spelling and High-frequency
words p.100j
 Vocabulary words p.100m,
108a
 Teacher workbook: syllables
que, qui p.51, open syllables
with j p.52, high-frequency
words p.53, classify p.54,
personal titles p.55, syllables
Erika Silva
First Grade Language Arts and Reading
Dec. 17
1 day
Review
Dec. 18
1 day
Assessment
Dec.21Jan.1
Jan. 4
Winter Break
Jan. 5Jan. 8
4 days
Game” allowing the students to ask
questions about a high-frequency word the
teacher is thinking about.
 Develop handwriting of Qq.
 Teach students about personal titles.
 Students write of their favorite classroom
job and help make a list of professionals in
the community.
 Recall and Review Las Comunidades.
 Review vocabulary and high-frequency
words of week 7.
 Review personal titles.
 Reading Comprehension and
Vocabulary Test: Las Comunidades
 Spelling Test: Includes vocabulary and
high-frequency words from week 7
 Writing Test: Students must write
sentences of community prizes they would
award to the professionals in the
community.
ca, co, cu p.58, spelling p.59,
open syllables with ll p.63
 Phonics Workbook p.81-83
 Phonics Reader for practice for
syllables with ca, co, cu; open
syllables with ll: ¡A jugar! by
Amalia Aranda
 Leveled Books p.100b
 Las Comunidades
 Week 7 Teacher workbook:
vocabulary p.56, personal titles
p.60, spelling p.64
128.12
1A, B, D,
E, F; 2C;
3B;
20A(ii, vi);
21; 22A,
D(iv), F
128.12
 Reading Comprehension and
1A, B, D,
Vocabulary for Las
E, F; 2C;
Comunidades p.61-62
3B;
 Spelling Test for Week 7
20A(ii, vi);
p.121d
21; 22A,
 List of professionals made
D(iv), F
during the week
Staff Development Day
Hacemos
amigos
 Read poem “Amistad” to activate prior
knowledge of making friends.
 Present vocabulary, build background,
preview and predict, set purpose, read Rafi,
128.12
1; 2C; 3B,
C, E(i); 4;
5; 6C; 8;
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
tres by Scott Foresman
 Poem “Amistad” p.122h
Erika Silva
Jan. 11Jan. 13
First Grade Language Arts and Reading
3 days
Aprendemos
a leer
el rey gigante, review phonic words in the
book, and reread to develop fluency.
 Present vocabulary, build background,
preview and predict, set purpose, read
Zorro y Osa miran la luna, and draw
conclusions.
 Read “Los mejores amigos” to teach
pronouns.
 Students read independently leveled books.
 Teach students hard r: ra, re, ri, ro, ru,
syllables ge, gi, ca, co, cu/que, qui, and
open syllables with j with the rhymes
poster #11, phonics songs, and the Phonics
Reader.
 Teach students spelling words with hard r
and words with ge and gi.
 Teach students high-frequency words by
creating fill-in the blank sentences for the
students to complete and play “Letter
Train” to alphabetize the words.
 Develop handwriting of Uu.
 Teach students about pronouns.
 Discuss friendships with students.
 Students create sentences of what they do
with their friends and then write sentences
that describe a friend using the name of the
student in the sentences.
 Read tongue twister “Los maderos de San
Juan” to activate prior knowledge.
 Present vocabulary, build background,
20A(vi),
C; 21;
22A, C,
D(i), F; 29
 Rafi, el rey gigante by Elena
Castro p.122-127
 Zorro y Osa miran la luna by
David McPhail p.128-141
 “Los mejores amigos” p.127e
 Poster with rhymes #11 and
phonics songs
 Spelling and High-frequency
words p.122j
 Vocabulary words p.122m,
128a
 Teacher workbook: hard r
p.67, syllables ge, gi p.68,
high-frequency words p.69,
identify pronouns p.71,
syllables ca, co, cu/que, qui
p.73, spelling p.74, open
syllables with j p.79
 Phonics Workbook p.86-88
 Phonics Reader for practice for
hard r: ra, re, ri, ro, ru;
syllables ge,gi: Genaro y
Roberto by Elena Mendoza
 Leveled Books p.122b
128.12
1; 2C; 3B,
C, E(i); 4;
 Lectura, Guia del maestro con
multimedia Grado 1 volumen
tres by Scott Foresman
Erika Silva
First Grade Language Arts and Reading
preview and predict, set purpose, read
6C; 21;
Kiko lee.
22A, C,
D(i), F; 29
 Present vocabulary, build background,
preview and predict, set purpose, read Me
gusta leer (as reading compare the
character with someone they know).
 Students read independently leveled books.
 Teach students r before a consonant, open
syllables with k, hard r, syllables ge, gi
with the rhymes poster #12, phonics songs,
and the Phonics Reader.
 Teach students spelling words with r
before a consonant and ka, ke, ki, ko, ku.
 Teach students high-frequency words by
allowing students to create their own
sentences.
 Develop handwriting of Rr.
 Teach student the names of the days of the
week and the months of the year and how
to write them in sentences.
 Students write a short paragraph of a day
when they went to a place where they had
fun and include the name of the day or
month this took place.
Jan. 14
1 day
Review
 Recall and Review Zorro y Osa miran la
luna and Me gusta leer.
 Review vocabulary and high-frequency
words of week 8 and week 9.
 Review nouns and pronouns.
128.12
1A, B, D,
E, F; 2C;
3B;
20A(vi);
 Tongue twister “Los maderos
de San Juan” p.144h
 Kiko lee by Robert and Estelle
Menchaca p. 144-151
 Me gusta leer by Liliana
Santirso p.152-170
 Poster with rhymes #12 and
phonics songs
 Spelling and High-frequency
words p.144j
 Vocabulary words p.144m,
152a
 Teacher workbook: r before a
consonant p.83, open syllables
with k p.84, high-frequency
words p.85, character p.86,
days/months p.87, hard r p.89,
spelling p.90, identify
adjectives p.91, syllables ge, gi
p.95, editing p.97
 Phonics Workbook p.91-93
 Phonics Reader for practice for
r before a consonant and open
syllables with k
 Leveled Books p.144b
 Zorro y Osa miran la luna
 Me gusta leer
 Week 8 Teacher workbook:
vocabulary p.72, identify
nouns p.75, spelling p.80
Erika Silva
Jan. 15
First Grade Language Arts and Reading
1 day
Assessment
 Review the names of days and months.
21; 22A,
D(i); F
 Accuracy and Comprehension
Assessment p.143c
 Reading Comprehension and
Vocabulary Test: Zorro y Osa miran la
luna y Me gusta leer
 Spelling Test: Includes vocabulary and
high-frequency words from week 8 and 9
 Writing Test: Students write about their
favorite book at least sentences
128.12
1A, B, D,
E, F; 2C;
3B;
20A(vi),
21; 22A,
D(i), F
 Week 9 Teacher workbook:
vocabulary p.88, days/months
p.92, spelling p.96
 Accuracy and Comprehension
Assessment p.143c
 Reading Comprehension and
Vocabulary for Zorro y Osa
miran la luna.77-78 and Me
gusta leer p.93-94
 Spelling Tests for Week 8
p.143d and Week 9 p.173d