Professional Documents
Culture Documents
1st Grade-Week 3-RLA Plans
1st Grade-Week 3-RLA Plans
1.1 C-Share information and ideas 1.1 C-Share information and ideas 1.1 C-Share information and ideas 1.1 C-Share information and ideas
about the topic under discussion, about the topic under discussion, about the topic under discussion, about the topic under discussion,
speaking clearly at an appropriate speaking clearly at an appropriate speaking clearly at an appropriate speaking clearly at an appropriate
1.1 E-Develop social 1.1 E-Develop social 1.1 E-Develop social 1.1 E-Develop social
communication such as introducing communication such as introducing communication such as introducing communication such as introducing
himself/herself and others, relating himself/herself and others, relating himself/herself and others, relating himself/herself and others, relating
experiences to a classmate, and experiences to a classmate, and experiences to a classmate, and experiences to a classmate, and
expressing needs and feelings. expressing needs and feelings. expressing needs and feelings. expressing needs and feelings.
1.5A-Self-select text and interact 1.5A-Self-select text and interact 1.5A-Self-select text and interact 1.5A-Self-select text and interact
LABOR DAY independently with text for
increasing periods of time.
independently with text for
increasing periods of time.
independently with text for
increasing periods of time.
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and 1.6I-Monitor comprehension and 1.6I-Monitor comprehension and 1.6I-Monitor comprehension and
make adjustments such as re- make adjustments such as re- make adjustments such as re- make adjustments such as re-
reading, using background reading, using background reading, using background reading, using background
knowledge, checking for visual knowledge, checking for visual knowledge, checking for visual knowledge, checking for visual
cues, and asking questions when cues, and asking questions when cues, and asking questions when cues, and asking questions when
understanding breaks down. understanding breaks down. understanding breaks down. understanding breaks down.
1.7D-Retell texts in ways that 1.7D-Retell texts in ways that 1.7D-Retell texts in ways that 1.7D-Retell texts in ways that
maintain meaning. maintain meaning. maintain meaning. maintain meaning.
1.2A-Demonstrate phonological 1.2A-Demonstrate phonological 1.2A-Demonstrate phonological 1.2A-Demonstrate phonological
awareness by: awareness by: awareness by: awareness by:
1.2Ai-producing a series of rhyming 1.2Ai-producing a series of rhyming 1.2Ai-producing a series of rhyming 1.2Ai-producing a series of rhyming
words; words; words; words;
W Students spell correctly. Students spell correctly. Students spell correctly. Students spell correctly.
o Students are expected: (A) Students are expected: (A) Students are expected: (A) Students are expected: (A)
r use phonological use phonological use phonological use phonological
d knowledge to match sounds knowledge to match sounds knowledge to match sounds knowledge to match sounds
to letters to construct to letters to construct to letters to construct to letters to construct
J unknown words; unknown words; unknown words; unknown words;
o
u
r
n
e
y
s
Alliteration — the repetition of Alliteration — the repetition of Alliteration — the repetition of Alliteration — the repetition of
the same sounds at the the same sounds at the the same sounds at the the same sounds at the
beginning of two or more beginning of two or more beginning of two or more beginning of two or more
adjacent words adjacent words adjacent words adjacent words
Brainstorming — a technique in Brainstorming — a technique in Brainstorming — a technique in Brainstorming — a technique in
which many ideas are which many ideas are which many ideas are which many ideas are generated
generated quickly and without generated quickly and without generated quickly and without quickly and without judgment
judgment or evaluation, usually judgment or evaluation, usually judgment or evaluation, usually or evaluation, usually as part of
as part of a problem-solving as part of a problem-solving as part of a problem-solving a problem-solving process or to
process or to inspire creative process or to inspire creative process or to inspire creative inspire creative thinking.
thinking. Brainstorming may thinking. Brainstorming may thinking. Brainstorming may Brainstorming may be done in
be done in a classroom, with a be done in a classroom, with a be done in a classroom, with a a classroom, with a small
small group, or individually. small group, or individually. small group, or individually. group, or individually.
Closed syllable — a syllable with Closed syllable — a syllable with Closed syllable — a syllable with Closed syllable — a syllable with
a short vowel, ending in a a short vowel, ending in a a short vowel, ending in a a short vowel, ending in a
consonant consonant consonant consonant
Collaboration — the process of Collaboration — the process of Collaboration — the process of Collaboration — the process of
two or more people working two or more people working two or more people working two or more people working
together to create or achieve the together to create or achieve the together to create or achieve the together to create or achieve the
same thing wherein each member same thing wherein each member same thing wherein each member same thing wherein each member
speaks, is heard, and takes speaks, is heard, and takes speaks, is heard, and takes speaks, is heard, and takes
ownership of the resulting ownership of the resulting ownership of the resulting ownership of the resulting
product or activity product or activity product or activity product or activity
Decoding — applying Decoding — applying Decoding — applying Decoding — applying
knowledge of letter-sound knowledge of letter-sound knowledge of letter-sound knowledge of letter-sound
relationships in order to sound relationships in order to sound relationships in order to sound relationships in order to sound
out a word; in reading practice, out a word; in reading practice, out a word; in reading practice, out a word; in reading practice,
the term is used primarily to the term is used primarily to the term is used primarily to the term is used primarily to
refer to word identification refer to word identification refer to word identification refer to word identification
rather than word rather than word rather than word rather than word
comprehension comprehension comprehension comprehension
Editing — a stage in the writing Editing — a stage in the writing Editing — a stage in the writing Editing — a stage in the writing
process when a written text is process when a written text is process when a written text is process when a written text is
prepared for an audience by prepared for an audience by prepared for an audience by prepared for an audience by
attending to and correcting attending to and correcting attending to and correcting attending to and correcting
mechanics, grammar, and mechanics, grammar, and mechanics, grammar, and mechanics, grammar, and spelling
spelling spelling spelling Onset — the initial sound of a
Onset — the initial sound of a Onset — the initial sound of a Onset — the initial sound of a word
word word word Phonemic awareness — the
Phonemic awareness — the Phonemic awareness — the Phonemic awareness — the ability to identify, distinguish,
ability to identify, distinguish, ability to identify, distinguish, ability to identify, distinguish, and manipulate the individual
and manipulate the individual and manipulate the individual and manipulate the individual sounds (phonemes) and/or
sounds (phonemes) and/or sounds (phonemes) and/or sounds (phonemes) and/or syllables in words
syllables in words syllables in words syllables in words Phonics — a method of reading
Phonics — a method of reading Phonics — a method of reading Phonics — a method of reading instruction that helps students
instruction that helps students instruction that helps students instruction that helps students build understanding of sound–
build understanding of sound– build understanding of sound– build understanding of sound– symbol relationships and
symbol relationships and symbol relationships and symbol relationships and spelling patterns
spelling patterns spelling patterns spelling patterns Phonological awareness — an
Phonological awareness — an Phonological awareness — an Phonological awareness — an “umbrella” term that is used to
“umbrella” term that is used to “umbrella” term that is used to “umbrella” term that is used to refer to a student’s sensitivity to
refer to a student’s sensitivity refer to a student’s sensitivity refer to a student’s sensitivity the sound structure in
to the sound structure in to the sound structure in to the sound structure in language. It encompasses
language. It encompasses language. It encompasses language. It encompasses awareness of individual words
awareness of individual words awareness of individual words awareness of individual words in sentences, syllables, and
in sentences, syllables, and in sentences, syllables, and in sentences, syllables, and onset-rime segments, as well as
onset-rime segments, as well as onset-rime segments, as well as onset-rime segments, as well as awareness of individual
awareness of individual awareness of individual awareness of individual phonemes.
phonemes. phonemes. phonemes. Retell — to tell about something
Retell — to tell about something Retell — to tell about something Retell — to tell about something read or heard with attention to
read or heard with attention to read or heard with attention to read or heard with attention to details
details details details Rhyme — two or more words that
Rhyme — two or more words Rhyme — two or more words Rhyme — two or more words have the same or similar ending
that have the same or similar that have the same or similar that have the same or similar sounds
ending sounds ending sounds ending sounds Rime — the terminal syllable of
Rime — the terminal syllable of Rime — the terminal syllable of Rime — the terminal syllable of a word that can be rhymed
a word that can be rhymed a word that can be rhymed a word that can be rhymed Social communication — verbal
Social communication — verbal Social communication — verbal Social communication — verbal and non-verbal language used in
and non-verbal language used in and non-verbal language used in and non-verbal language used in social situations and interactions
social situations and interactions social situations and interactions social situations and interactions Topic — a specific subject, idea,
Topic — a specific subject, idea, Topic — a specific subject, idea, Topic — a specific subject, idea, or issue that is the focus of a
or issue that is the focus of a or issue that is the focus of a or issue that is the focus of a discussion, essay, article, or other
discussion, essay, article, or other discussion, essay, article, or other discussion, essay, article, or other work
work work work
Phonics Phonics:
Connect and Engage:
Remind children that they have been Tell children that they will
learning about the sounds for vowels be reading words that name one
and consonants. Go over vowels and item and words that
their sounds.
mean more than one item.
Explain that first, they will listen
Teach/Model:
for the ending
Say the word, sit and then you say the
vowel sound and name the vowel. sound in words you say. I
Repeat, emphasizing the vowel sound: am going to say two words. You
sit, /i/, short i. Now you try it. Then will say the words and
have students repeat the word, say the the sound you hear at the
vowel sound. Then have them practice end of each one.
with the following words: rap, sat, tip,
and sip,
I will do the first one.
Write rid for children to see, and Listen: cat, cats. Repeat the words,
use the blending routine below to emphasizing the ending
model blending the word using
sounds. I hear these ending
Letter Cards r, i, d.
sounds: cat, /t/; cats, /s/.
1. Display Letter Cards. Say the first
letter and sound.
2. Slide the second letter over. Say its
Now you try it. Repeat
these words and say the ending
sound. Then blend the two sounds.
sound: hat, hats (hat, /t/;
3. Slide the last letter over. Say its
hats /s/); web, webs
sound. Say the first two blended (web, /b/; webs, /z/); car, cars
sounds, the last sound, and the blended (car, /r/; cars, /z/); rock,
word: /ri/ /d/. rocks (rock, /k/; rocks, /s/);
ELL Accommodations: dog, dogs (dog, /g/; dogs, /z/).
BEGINNING
Act out sentence frames for children to
complete with Blend and
Read words: I put the pencil Fill in the
blanks my desk. (in)
INTERMEDIATE
Have partners take turns pointing to a
Blend and Read word,
reading it, and using it in an oral
sentence.
ADVANCED/ADVANCED HIGH
Challenge children to use two Blend
and Read words in a sentence.
Guided Practice:
Grab your Project Display and
Engage: Blend and Read 1.9 or use
Start Right Reader page 76.
1. Have children read the line. Then
use these questions to guide
instruction: How are all the words
alike? What is different about the
words? What do you notice? Point to
each word, and have children read the
line chorally. Help as needed.
2. Line 2 Continue with these words.
Then call on volunteers
to reread selected words until children
can identify the
words quickly.
3. Review for Line 3, have children
read the words chorally.
4. Have children who are ready for a
challenge read Line 4. Ask them to
compare any two words that differ by
one letter, and to demonstrate how
they read words with consonant
blends. Discuss word meanings with
the group.
5. Sentences for Lines 5–6, call on
children to blend selected decodable
words. hen have the group read the
sentences chorally.
Independent Practice:
Add some practice words or use word
journey sorts for blending practice as
well.
Connect and Engage: Connect and Engage: Connect and Engage: Connect and Engage:
Talk to students about good readers Teach/Model: Remind children that the Teach/Model:
and some of the characteristics: ask Guided Practice: characters in Guided Practice:
questions, make predictions, re-
read when they can’t remember, Independent Practice: Independent Practice:
a story are whom the story is
make connections, visualize, and about.
use pencil and post its. Also
explain that good readers/learners
let the teacher know they are
listening or understand by asking Project or display Anchor Chart
questions 16:Characters.
Teach/Model:
Create Anchor Chart 1 with class
on ways to ask and answer
questions before, during, and after As you point to the
reading. Remind them of the corresponding parts of the
question starter words such as who, Anchor Chart, tell children
what, when, where, why, and how
and how starting with these words that readers can “get to know”
helps the reader gather all types of
information. characters by looking for clues
and paying attention to details
in the words
Also tell them that a reader can use
evidence and details from the text and pictures.
to help answer some of their
questions.
Guided Practice:
-In your Teaching Pal, pages 68–79,
Teach/Model:
use the blue (read for understanding)
prompts to read Big Dilly’s Tale with
Remind children that details
children as they follow along and
can tell what the characters are
annotate in their MyBook.
like on the outside, or what they
-Read the genre information on page look like. They can also tell
68. Discuss the things children would what they are like on the inside,
expect to find in a fairy tale and or what they think or feel.
compare them with a realistic fiction
story like that you are familiar with
(Pinocchio).
Explain that understanding
- Read using the Set a Purpose section what a character is like can help
on page 68. Prompt children to set readers describe the reasons for
their own purpose for reading Big the characters’ actions, or why
Dilly’s Tale. they do what they do.
Independent Practice:
Guided Practice:
Have students turn and talk
with the questions on Teaching Pal
and myBook page 79. Remind them to Read aloud the first
use the questions words: who, what, question on Teaching Pal page 70
where, when, why, or how to find out and
details from the story and the main have children use details in
idea. You can read the Talking Tip. the text and pictures to tell who
Review rules of sharing information
the characters are. (two
with each other and make sure they are
friends, Dilly and Minna)
listening as well as talking. Have
children use the sentence frames: I
think the story is mostly about…, I Then read the follow-up
learned that…, I understand… to question. Tell children to look for
help them add to their partners’ ideas.
evidence in the text and
pictures that tells about the
characters. (Dilly looks
different from Minna and the other
ducks;
Dilly and Minna like to
have fun together.)
Independent Practice:
Read aloud the prompt on
Teaching Pal page 80. Have
children use the planning
space to record how Dilly looks,
sounds, and acts. Then have
them write their descriptions.
Comprehension:
Add some practice words or use word
journey sorts for blending practice as
well.
ELL Accommodations:
Beginning
Act out sentence frames for children to
complete with Blend and
Read words: I put the pencil Fill in the
blanks my desk. (in)
Intermediate:
Have partners take turns pointing to a
Blend and Read word,
reading it, and using it in an oral
sentence.
Advanced/Advanced High
Challenge children to use two Blend
and Read words in a sentence.
Writing
1.11A-Plan a first draft by 1.11A-Plan a first draft by 1.11A-Plan a first draft by 1.11A-Plan a first draft by
generating ideas for writing such as generating ideas for writing such as generating ideas for writing such as generating ideas for writing such as
by drawing and brainstorming. by drawing and brainstorming. by drawing and brainstorming. by drawing and brainstorming.
1.11B-Develop drafts in oral, 1.11B-Develop drafts in oral, 1.11B-Develop drafts in oral, 1.11B-Develop drafts in oral,
pictorial, or written form by: pictorial, or written form by: pictorial, or written form by: pictorial, or written form by:
\ Objective: We will be prewriting Objective: We will begin Objective: We will begin Objective: We will begin
and create a first draft. prewriting and create a first draft. prewriting and create a first draft. prewriting and create a first draft.
Product: I will create a first draft Product: I will create a first draft Product: I will create a first draft Product: I will create a first draft
using words and/or pictures. using words and/or pictures. using words and/or pictures. using words and/or pictures.
Give a topic to the class
Read aloud the prompt on Teaching
Pal page 80. Have
Model for “a moment in my life”.
children use the planning
Review the stages of writing
anchor chart. space to record how Dilly looks,
sounds, and acts. Then have
Use writers’ notebook to begin them write their descriptions.
the prewriting stage.