First Grade - Pacing Chart Week 6-1
Common Core Standards ----- Aligned to ELP Standards
Development of these Standards is ongoing: 1.RL.2 Retell stories, including details, and demonstrate understanding of their central message. 1.RL.3 Describe characters, settings, and major events in a story. using key details. 1.RL.5 Explain differences between stories and books that give information. 1.RL.9 Compare/contrast experiences of the characters. 1.RL.10 With support read prose and poetry. 1.RF.1a Distinguish features of a sentence. 1.RF.2b Blend sounds to produce one syllable words. 1.RF.2c pronounce initial, medial vowel, and final sounds. 1.RF.2d Segment words into individual sounds. 1.RF3a Know spelling-sound correspondence for digraphs. 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3f Read words with inflectional endings. 1.RF.3g Read grade appropriate irregularly spelled words. 1.RF.4a Read on-level text with purpose and understanding. 1.RF.4b Read with accuracy, appropriate rate, and expression. 1.W.1 Working toward stating an opinion and supplying a reason. 1.W.3 Write a narrative with sequenced events, details, temporal words to signal order, and sense of closure. 1.SL.1a Follow agreed-upon rules for discussion. 1.SL.6 Produce complete sentences. 1.L1a Print upper/lowercase letter. 1.L.1b Use common, proper, possessive nouns.L.1.1h Use determiners (articles, demonstratives). 1.L.2b Use end punctuation. 1.L.2d Use conventional spelling for words with common spelling patterns and HFW irregular words. 1.L.2e Spell untaught words phonetically. 1.L.4a Use of context as a clue to the meaning of a word/phrase. 1.L.5a Sort words to gain a concept of the categories.
Other Standards emphasized in this pacing chart: 1.RL.1 Ask questions about key details. 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.7 Use illustrations and details to describe events. 1.RL.9 Identify similarities/differences between two texts on same topic (two versions of Little Ant). 1.RI.5 Use text features. 1.RF.3d Every syllable must have at least one vowel. 1.RF.3e Decode two syllable words by breaking into syllables. 1.W.2 Write informative text in which they name a topic, supply some facts, and have some sense of closure. 1.RF.4c Use context to confirm or self correct word recognition and understanding. 1.SL.1b Working toward building on others’ conversation through multiple exchanges. 1.L.4a Use context as a clue to meaning of a word or phrase. 1.L.5a Sort into categories (clothing, animals, etc) to gain concept of categories.
Special Focus: manner adverbs; imperatives; interrogatives; idioms/expressions; inference; problem/solution; fable; expository paragraph
Note:
Possessive nouns are nouns with ‘s.
Possessive pronouns take the place of a noun and show possession (mine, yours, his, her, its, ours, theirs). Ex: This is your pencil and that is mine. ‘mine’ takes place of pencil.
Possessive adjectives act like adjectives before the noun to describe ownership/belonging. (my, your, his, her, our, their ____) Ex: This is your pencil. The pencil can be described as
belonging to you.
Indefinite pronouns are not specific. Ex: I will call someone. (rather than: I will call her.)
Demonstrative adjectives (this, that, these, those) point out a specific given noun. I like this pen best.
Demonstrative pronouns (this, that, these, those) point out a specific person, place, thing, or idea, and take the place of a noun. Ex: I like these. (‘pens’ implied but the noun is not used)
Test Vocab / Phonics-Spellingcow mouse out
town mouth how / HFW
been
gone
other / Storm Vocabulary
pushed pulled rested lifted scratched bent discovered
through the ___ toward the ____
Day
1 / Phonemic
Awareness
Phonics / Decodable
Reader / HFW / Comprehension
Routine / Repeated Reading
Class should be gathered close to poetry charts. / Comprehension
Routine
Class needs to see the book easily.
subject of sentence
/ 158/159
This photo is so appealing , that you might take a few minutes with this.
1.RI.1
Tell your partner a question using the word: What
OR
Tell your partner a question using the word: Where
OR Why
OR How
We are scientists when we ask questions.
(Don’t need to give answers --just say: These are interesting questions.) / Chart chant
blends, digraphs, as needed
159A
Phonemic Awareness
159A/B
Phonics
Use attached picture to make a reference chart for /ou/ / Point out that there are many versions of old stories. (They may remember versions of Goldilocks or 3 Pigs.)
The Little Red Ant book is retold by S. Climo. This story here is retold by someone else -- they put it in their own words.
See Picture Predict and Read to Find Out as in 4-5.
1.RI.9
After you have read Little Ant by Shirley Climo, compare similarities and differences between it and this decodable. / Introduce cards and chant 5 min
Read Only:
invisible
been
gone
clue
search
Review for spelling:
other
mother
brother
another
Remember to add number words. / Optional
160/161
For proper names, emphasize to say what you know and go on.
The CORE says to ask children to identify clues to meaning. We want them to
1. sound out or say the chunk they know, and go on.... and
2. use the other words to help figure it out. Ex: searching could help with the word, ‘gone’ (search is a past vocab word - they should know this)
Note: even if they see the chunk ‘one’ and mispronounce ‘gone’ - it should be enough to trigger the needed word.
161A
Reread + Illustrations / Breathe by Deb Bartolazzi
Quick, take a breath
In------out------
Quiet. Now whisper.
Loud. Now shout!
Turn your mouth down
To make yourself frown.
Then smile right now
As your frown turns around.
Please don’t make a sound,
Just breathe.
[Have a separate crescent shaped ‘smile’ and a face (circle with eyes) so that you can show how a frown turns upside-down to make a smile.]
Teacher reads title and first stanza. Partners try to read the rest on their own --If there is a word you don’t know, say the chunk you know and keep going. (Reading strategy from 4-5.)
Tricky words? How did you get it?-- chunk? --other words? ‘yourself’ - remind them of the ‘long word’ rule -- break into syllables-- use the vowels to help you.
Choral read. / Introduce Storm Vocabulary
The Little Red Ant and the Great Big Crumb by Shirley Climo
Show cover. Give title, author, illustrator. (Explain that ‘crumb’ has a silent ‘b’.)
Partner Talk & Random Call
Inference using picture clues/ Prediction
· Who do you think the main character is?
· (What is a crumb? What color is the crumb?) Why would an ant want a crumb?
· What could the problem be in the story? (It’s OK if they are not close. It is good thinking practice.) Then show page 8. Now tell your partner what you think the problem might be, now that you have more clues. What helped you predict what the problem is?
· How could the ant solve this problem? (Any reasonable answer.)
This story follows a pattern. Something happens over and over. Let’s see what happens to the little ant and that great big crumb. Read as much as you have time for today. Have students predict the animal each time. Ex: the log. Have students participate by repeating any of the dialogue, such as “Lucky me!” or the parts saying who is stronger, such as “Then El Sol is stronger than you are.” “I know someone stronger than El Sol.” “You must be strong to sing so loudly.” “I am the strongest of all!”
May finish tomorrow.
Test Vocab / Phonics-Spelling
cow how town
out mouse mouth / HFW
been gone
other / Dot and Jabber and
the Big Bug Mystery
inference
role of illustrations/illustrator / Storm Vocabulary
pushed pulled rested lifted scratched bent discovered
through the ___ toward the ____
Day
2 / Phonemic
Awareness
Phonics / HFW / Comprehension Routine / Repeated Reading
Class should be gathered close to poetry charts. / Comprehension
Routine
/
When you can from now until the end of school.
Attached Ten Questions
/ Chart chantblends, digraphs, as needed
161F
Phonemic Awareness
161G
Phonics / HFW card chant 5 min
Vanishing Letters 10 min
Write one word. Choral spell. Erase one letter at random. Continue to choral spell whole word.
Spell the word to your partner. Do quick on-demand on dry erase to check for mastery. If needed, write the word and have students copy to end up with correct word. / Main Selection 161J
Preview & Predict,
Set Purpose 5 min
(Pictures are not great for predicting page by page.)
Ask students to Read to Find Out for each page. Ex: p 164: Dot and Jabber like to solve mysteries. Read to Find Out what they are looking for.
First Read -- Use Reading First Procedure and follow CORE.
What Did We Just Read?
Reread, as needed.
20 -30 min
Note: Use the word, ‘inference’ for ‘drawing conclusions’ -- We are trying to cement the concept of ‘inference’ and don’t want to confuse them with ‘draw conclusions’.
Note: skip graphic organizer
**Stop before p. 177, and continue tomorrow. / Breathe
1. Explain that this poem is filled with commands -- it’s like Mrs. B. is telling you what to do-- so when it says ‘Turn your mouth down’, there is no subject word, such as The boy turned his mouth down. The subject is an invisible word -- you! Mrs. B. is talking to you and she wants you to do these things. You are the subject.
2. Choral-snap read.
3. Breath -- the ea has the short e sound like ‘head’ and ‘bread’. Tell your partner what is happening to the ea sound when there is a final ‘e’ on breathe. Call on volunteer.
4. Write ‘breath’ and ‘breathe’ on board. Tell your partner: Is the ‘ea’ in ‘please’ like this word or this one. Random call. / 30 second practice
especially the Review words above.
Word Wall activity
Create oral sentences with some of the Review words: watched, whispered, crept, toad, wondered, caught, flew, pretended, found.
The Little Red Ant and the Great Big Crumb by Shirley Climo
Partner Talk & Random Call:
Who is the main character?
What is the problem?
What would some possible solutions be?
What has happened so far? Let’s summarize what has happened so far.
Finish reading story with procedure from yesterday.
Test Vocab / Phonics-Spelling
cow how town
out mouse mouth / HFW
been
gone
other / Storm Vocabulary
pushed pulled rested lifted scratched bent discovered
through the ___ toward the ____
Day
3 / Phonemic
Awareness
Phonics / HFW / Comprehension
Routine / Repeated Reading
Class should be gathered close to poetry charts. / Comprehension
Routine
/ / Chart chant
blends, digraphs, as needed
189F
Phonemic Awareness
If difficulty with rhyme, use Repeated Reading poems for practice.
189F/G
Phonics
Vocabulary
Word Sort
Ex: worker, laugh, army, queen, flip, communicate, crash, crawl, crouch
category:
kinds of ants,
or
words related to ants and what they do. / HFW card chant 5 min
Continue, if needed:
Vanishing Letters 10 min
OR
Partner Sentences / Main Selection
English idioms/expressions to go over before reading:
• goose bumps-- explain that this can mean being cold, but in this story it means being feeling ‘weird’ and ‘creepy’, ‘a little afraid’.Then partners tell about a time they had goose bumps, and tell if this was because they were cold or had a’funny feeling’. Call on volunteers
• caught her breath means to suck in breath suddenly as when you are startled -- have class do this. (This is different than ‘catching your breath, which is when you are ‘out of breath’ and panting.)
• in plain sight means easy to see. Tell your partner something that is ‘in plain sight’.
Continue:
1. “Read to Find Out....”
2. First Read - bumpy, if needed-- smooth: choral- snap read.
3. What Did We Just Read? (random call)
4. Reread, as needed to answer.
20-30 min
Read the last pages to them to finish.
Looking at graphic organizer of illustrations: The illustrator/illustrations are important to show what is happening (what the mystery is). 1.RL.7
How does the illustration on p 179 solve the mystery? Tell your partner. / Breathe
1. Choral-snap read.
2. Partner read and count how many words have the /ou/ sound. Don’t count repeats. Wait to show me. Show. (9)*
3. Reread with ‘do not’.
*Note: if they are showing 9 fingers, ask them how they know they have 9 fingers up.... one less than ten... or 5+4... or 5 for one hand, then count 6,7,8,9
Note: It would be good to review the rhyme from 1-1,
O-U-T spells ‘out’ / 30 second practice
especially the Review words above.
Word Wall activity
Create oral sentences with some of the Review words above.
The Little Red Ant by Shirley Climo
Tell your partner what you think the main idea of this story is. What happens on almost every page? (The ant is looking for help to carry the crumb.) 1.RL.2
This is a Mexican Fable and fables teach a moral or lesson. The moral of the story is:
You can do it if you think you can.
Tell your partner what the ant thinks in the beginning of the story and at the end. How does this change what she does? (Point out that her strength did not change, only her thinking.)
Connect to self: Was there a time when you thought you couldn’t do something and then you found out you could? Any volunteer.