Juanita Lopez: objectives ideas from TSUD

Unit 3 Theme: Let’s Connect

Week 1 Theme: Being Friends

Tested Skills / Performance Objective /
Student Friendly PO
/
Materials Map

Comprehension

/ Compare a prediction about an action or event to what actually occurred within a text. / I can predict what happens next from a book. Or
I can predict. – R01-S1C6-01 / Big Book: Friends for Little Bear
Day1: Jane and
Wade
Day 2: A good Game
for All
Day 3: Kate’s Game
Day 4: When You
Mail a Letter
Phonemic awareness / I can listen to a word that rhymes. Or
I can make rhyming words.-R01-S1C2-01
I can say which sound is the same in a group of words.
Phonics / Distinguish between long and short vowel sounds in orally stated single-syllable words (bit/bite). / I can read and write words with long /a/ a_e.
or
I can spell words with long /a/
I can read words with –ed, -ing endings.
High Frequency
Words / Recognize high frequency words and irregular sight words. / I can read word wall word.
(walk, all) review last weeks: away, late, school, today, way, why,
Grammar / verbs / I know that a verb ia a word that shows action.
Informational text: maps / I can read a map (day 4)
Week 2 Theme: Kids Around the World
Comprehension / I can compare and contrast people and events in a selection. / Big Book: To Be A Kid
Decodable: Slap Hello
Textbook: Kid’s Can
Help
Day 2: When Kid’s
Play
Day 3: Kids Can
Help
Day 4: Poems by
Kids
Phonemic Awareness / I can read words with s blends (sc/ sl/ sm/ st/ sw)
I know that alliteration words begin with the same sounds.
Phonics / I can read words with s blends.
High Frequency
Words / I can read wall wall words: boy, girl, people, when, care, water, together
Grammar / Verbs that tell about now are present tense verbs.
Week 3 Theme: Me and My Shadow
Comprehension / Identify the main idea in expository text. / I can find the most important idea and details in a reading selections. / Day 1: Decodable: Such a Grand Day
Day 2: Big Book: Guess Whose Shadow?
Textbook: Light Game
Day 3:
Anthology: Hide and
Seek shadows
Short Shadows
Long Shadows
Day 4: Read Aloud:
My Shadow
Phonemic awareness / Listen for Diagraphs
Phonics / Decode regularly spelled two-syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by:
• consonant digraphs (e.g., th, sh, ck)
Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words / I can blend and build words with /ch/, /-tch/ and /wh-/.
I can read verbs and nouns with –es endings.
High Frequency words / Recognize high frequency words and irregular sight words. / I can read words from the word wall. 9(light, our, would, you, again)
I can read high frequency words.
Grammar / Recognize irregular plurals (e.g., fly/flies, wife/wives) in context. / I can identify past-tense verbs with –ed endings.
I will write proper noun words with a capital letter.
Week 4 Theme: Our Families
Comprehension / Sequence a series of events in a literary selection, heard or read. (Retell events of literature selection read by student.) / I can make predictions about a story from the words and pictures.
I can predict what happens next in a book. – R02-S1C6-02* / Day 1: Big Book: The
Stray Dog
Decodable: Job Time
for the Pines
Day 2: Textbook: A
Funny Dog Like Ike
Day 3: Read Aloud: All
Kinds of Families
Textbook: Smile Mike
Day 4: Read Aloud: Aunt Minnie and the Twister
Phonemic
Awareness
/Phonics / Distinguish between long and short vowel sounds in orally stated single-syllable words (bit/bite). / I can read and write words with long /i/ i_e/.
High Frequency
Words / Recognize high frequency words and irregular sight words. / I can read words from the word wall (how, there, so, more, funny, call)
Grammar / I can use is and are correctly in a sentence.
Phonics / Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words / I can read words with –ed and –ing endings.
Week 5 Theme: Family Time
Comprehension / Describe characters (e.g., traits, roles, similarities) within a literary selection, heard, or read. / I can name the characters and setting in a story.
I can identify the characters, plot and setting in a reading selection. –
R02-S2C1-01* / Day 1: Big Book: When I am Old With You
Decodable:
A trip Last Spring
Day 2: What I like
about Spring
Day 3:
Read Aloud: Daddy Played Music for the Cows
Gram and Me
Day 4:
Read Aloud: Bippity Bop Barbershop
Chinese New Year
Phonics / Decode regularly spelled two-syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by:
• single letters (consonants and vowels)
• consonant blends (e.g., bl, st, tr) / I can spell words with triple-consonat blends. (scr-, spl-, spr-, str-,
High Frequency
Words / Recognize high frequency words and irregular sight words. / I can read, spell and write high frequency wordfs. (give, say, says, about, read, were)
Grammar / Identify the words that comprise contractions (e.g., can’t = can not, it’s = it is, aren’t = are not). / I can identify contraction words with not.
I can read and write contractions with will, am, and have.

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