ELAR – Grade 1
Week of September 9, 2019
Monday
September 9, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information,
and answer questions using multi-
word responses.
1.1 C-Share information and ideas 1.1 C-Share information and ideas
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  speaking clearly at an appropriate
1.1 E-Develop social
communication such as
introducing himself/herself and
others, relating experiences to a
classmate, and expressing needs
and feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
Tuesday
September 10, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
about the topic under discussion,
1.1 E-Develop social communication
such as introducing himself/herself
and others, relating experiences to a
classmate, and expressing needs and
feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
Wednesday
September 11, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
1.1 C-Share information and ideas
about the topic under discussion,
1.1 E-Develop social communication
such as introducing himself/herself
and others, relating experiences to a
classmate, and expressing needs and
feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
Thursday
September 12, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
1.1 C-Share information and ideas
about the topic under discussion,
1.1 E-Develop social communication
such as introducing himself/herself
and others, relating experiences to a
classmate, and expressing needs and
feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
Friday
September 13, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
1.1 C-Share information and ideas
about the topic under discussion,
1.1 E-Develop social communication
such as introducing himself/herself
and others, relating experiences to a
classmate, and expressing needs and
feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
1.2Ai-producing a series of
rhyming words;
1.2Aii-recognizing spoken
alliteration or groups of words
that begin with the same spoken
onset or initial sound;
1.2A.iii: distinguishing between
long and short vowel sounds in
one-syllable words;
1.2v-blending phonemes to form
one syllable words, including
initial and/or final constant blends.
1.2A.vii- segmenting spoken one-
syllable words of three to five
phonemes into individual
phonemes, including words with
initial and/or final consonant
blends.
Objective: I will be able to identify
the author’s purpose of a text.
Product: I will use text evidence
to identify author’s purpose.
Anchor Chart 15
Teaching Pal-pp 96-97
myBook-Kids Speak Up!,
Book 1 pp. 96-97
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset or
initial sound;
1.2A.iii: distinguishing between long
and short vowel sounds in one-
syllable words;
1.2v-blending phonemes to form one
syllable words, including initial
and/or final constant blends.
1.2A.vii- segmenting spoken one-
syllable words of three to five
phonemes into individual phonemes,
including words with initial and/or
final consonant blends.
Objective:
We will recognize characteristics of
informational text.
Product:
I will describe how an author
organizes a text.
Anchor Chart 35
Text Organization
Printable
Anchor Chart 35:
Text Organization
Big Book Whose Hands
Are These?
BookStix 2.1
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset or
initial sound;
1.2A.iii: distinguishing between long
and short vowel sounds in one-
syllable words;
1.2v-blending phonemes to form one
syllable words, including initial
and/or final constant blends.
1.2A.vii- segmenting spoken one-
syllable words of three to five
phonemes into individual phonemes,
including words with initial and/or
final consonant blends.
Objective: I will be able to retell a
story in sequential order.
Product: I will tell a story in order
using sequence words.
Anchor Chart 5: Retell
Teaching Pal Book 1, pp. 98-113
myBook Dan Had a Plan, Book 1, pp. 98-
113
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset or
initial sound;
1.2A.iii: distinguishing between long
and short vowel sounds in one-
syllable words;
1.2v-blending phonemes to form one
syllable words, including initial
and/or final constant blends.
1.2A.vii- segmenting spoken one-
syllable words of three to five
phonemes into individual phonemes,
including words with initial and/or
final consonant blends.
Objective: I will identify and describe
the setting of a story.
Product: I will share information
about the setting, using describing
words.
Anchor Chart 11: Setting
Teaching Pal Book 1, pp. 98-115
myBook Dan Had a Plan, Book 1, pp. 98-
115
Know It, Show It p. 40
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset or
initial sound;
1.2A.iii: distinguishing between long
and short vowel sounds in one-
syllable words;
1.2v-blending phonemes to form one
syllable words, including initial
and/or final constant blends.
1.2A.vii- segmenting spoken one-
syllable words of three to five
phonemes into individual phonemes,
including words with initial and/or
final consonant blends.
Objective:
Product:
Author’s purpose — the reason an
author writes about a particular topic
(e.g., to persuade, to entertain, to inform,
to explain, to analyze, etc.);
Brainstorming — a technique in which
many ideas are generated quickly and
without judgment or evaluation, usually
as part of a problem-solving process or
to inspire creative thinking.
Brainstorming may be done in a
classroom, with a small group, or
individually.
Closed syllable — a syllable with a short
vowel, ending in a consonant
Complete sentence — an independent
clause that expresses a complete thought
and contains a subject (who or what) and
a predicate (verb or action)
Consonant blends — a sequence of two
or more consonants; each consonant’s
sound is distinct within the blend
Editing — a stage in the writing process
when a written text is prepared for an
audience by attending to and correcting
mechanics, grammar, and spelling
Long vowel — a vowel that is
pronounced the same as its name
Open syllable — a syllable ending in a
vowel or a single vowel, typically
making the long vowel sound
Personal connection — an emotional or
Author’s purpose — the reason an author
writes about a particular topic (e.g., to
persuade, to entertain, to inform, to
explain, to analyze, etc.);
Brainstorming — a technique in which
many ideas are generated quickly and
without judgment or evaluation, usually as
part of a problem-solving process or to
inspire creative thinking. Brainstorming
may be done in a classroom, with a small
group, or individually.
Closed syllable — a syllable with a short
vowel, ending in a consonant
Complete sentence — an independent
clause that expresses a complete thought
and contains a subject (who or what) and a
predicate (verb or action)
Consonant blends — a sequence of two or
more consonants; each consonant’s sound
is distinct within the blend
Editing — a stage in the writing process
when a written text is prepared for an
audience by attending to and correcting
mechanics, grammar, and spelling
Long vowel — a vowel that is pronounced
the same as its name
Open syllable — a syllable ending in a
vowel or a single vowel, typically making
the long vowel sound
Personal connection — an emotional or
personal similarity or shared experience
Author’s purpose — the reason an author
writes about a particular topic (e.g., to
persuade, to entertain, to inform, to
explain, to analyze, etc.);
Brainstorming — a technique in which
many ideas are generated quickly and
without judgment or evaluation, usually as
part of a problem-solving process or to
inspire creative thinking. Brainstorming
may be done in a classroom, with a small
group, or individually.
Closed syllable — a syllable with a short
vowel, ending in a consonant
Complete sentence — an independent
clause that expresses a complete thought
and contains a subject (who or what) and a
predicate (verb or action)
Consonant blends — a sequence of two or
more consonants; each consonant’s sound
is distinct within the blend
Editing — a stage in the writing process
when a written text is prepared for an
audience by attending to and correcting
mechanics, grammar, and spelling
Long vowel — a vowel that is pronounced
the same as its name
Open syllable — a syllable ending in a
vowel or a single vowel, typically making
the long vowel sound
Personal connection — an emotional or
personal similarity or shared experience
Author’s purpose — the reason an author
writes about a particular topic (e.g., to
persuade, to entertain, to inform, to
explain, to analyze, etc.);
Brainstorming — a technique in which
many ideas are generated quickly and
without judgment or evaluation, usually as
part of a problem-solving process or to
inspire creative thinking. Brainstorming
may be done in a classroom, with a small
group, or individually.
Closed syllable — a syllable with a short
vowel, ending in a consonant
Complete sentence — an independent
clause that expresses a complete thought
and contains a subject (who or what) and a
predicate (verb or action)
Consonant blends — a sequence of two or
more consonants; each consonant’s sound
is distinct within the blend
Editing — a stage in the writing process
when a written text is prepared for an
audience by attending to and correcting
mechanics, grammar, and spelling
Long vowel — a vowel that is pronounced
the same as its name
Open syllable — a syllable ending in a
vowel or a single vowel, typically making
the long vowel sound
Personal connection — an emotional or
personal similarity or shared experience
Author’s purpose — the reason an author
writes about a particular topic (e.g., to
persuade, to entertain, to inform, to
explain, to analyze, etc.);
Brainstorming — a technique in which
many ideas are generated quickly and
without judgment or evaluation, usually as
part of a problem-solving process or to
inspire creative thinking. Brainstorming
may be done in a classroom, with a small
group, or individually.
Closed syllable — a syllable with a short
vowel, ending in a consonant
Complete sentence — an independent
clause that expresses a complete thought
and contains a subject (who or what) and a
predicate (verb or action)
Consonant blends — a sequence of two or
more consonants; each consonant’s sound
is distinct within the blend
Editing — a stage in the writing process
when a written text is prepared for an
audience by attending to and correcting
mechanics, grammar, and spelling
Long vowel — a vowel that is pronounced
the same as its name
Open syllable — a syllable ending in a
vowel or a single vowel, typically making
the long vowel sound
Personal connection — an emotional or
personal similarity or shared experience
personal similarity or shared experience
the reader feels with a speaker, author,
character, or event
Phonological awareness — an
“umbrella” term that is used to refer to a
student’s sensitivity to the sound
structure in language. It encompasses
awareness of individual words in
sentences, syllables, and onset-rime
segments, as well as awareness of
individual phonemes.
Phonemic awareness — the ability to
identify, distinguish, and manipulate the
individual sounds (phonemes) and/or
syllables in words
Phoneme— the smallest unit of sound in
speech
Print Awareness — the understanding of
the characteristics, nature, and uses of
print; understandings that are part of
print awareness include the following:
Environmental print conveys meaning.
Books are read from front to back.
Print is read from left to right and top to
bottom.
Short vowel — a vowel sound
pronounced in the short form.
Syllable — a unit of pronunciation
having one vowel sound
the reader feels with a speaker, author,
character, or event
Phonological awareness — an “umbrella”
term that is used to refer to a student’s
sensitivity to the sound structure in
language. It encompasses awareness of
individual words in sentences, syllables,
and onset-rime segments, as well as
awareness of individual phonemes.
Phonemic awareness — the ability to
identify, distinguish, and manipulate the
individual sounds (phonemes) and/or
syllables in words
Phoneme— the smallest unit of sound in
speech
Print Awareness — the understanding of
the characteristics, nature, and uses of
print; understandings that are part of print
awareness include the following:
Environmental print conveys meaning.
Books are read from front to back.
Print is read from left to right and top to
bottom.
Short vowel — a vowel sound pronounced
in the short form.
Syllable — a unit of pronunciation having
one vowel sound.
Verb tense — different forms of a verb
that show action or state of being in the
the reader feels with a speaker, author,
character, or event
Phonological awareness — an “umbrella”
term that is used to refer to a student’s
sensitivity to the sound structure in
language. It encompasses awareness of
individual words in sentences, syllables,
and onset-rime segments, as well as
awareness of individual phonemes.
Phonemic awareness — the ability to
identify, distinguish, and manipulate the
individual sounds (phonemes) and/or
syllables in words
Phoneme— the smallest unit of sound in
speech
Print Awareness — the understanding of
the characteristics, nature, and uses of
print; understandings that are part of print
awareness include the following:
Environmental print conveys meaning.
Books are read from front to back.
Print is read from left to right and top to
bottom.
Short vowel — a vowel sound pronounced
in the short form.
Syllable — a unit of pronunciation having
one vowel sound.
Verb tense — different forms of a verb
that show action or state of being in the
the reader feels with a speaker, author,
character, or event
Phonological awareness — an “umbrella”
term that is used to refer to a student’s
sensitivity to the sound structure in
language. It encompasses awareness of
individual words in sentences, syllables,
and onset-rime segments, as well as
awareness of individual phonemes.
Phonemic awareness — the ability to
identify, distinguish, and manipulate the
individual sounds (phonemes) and/or
syllables in words
Phoneme— the smallest unit of sound in
speech
Print Awareness — the understanding of
the characteristics, nature, and uses of
print; understandings that are part of print
awareness include the following:
Environmental print conveys meaning.
Books are read from front to back.
Print is read from left to right and top to
bottom.
Short vowel — a vowel sound pronounced
in the short form.
Syllable — a unit of pronunciation having
one vowel sound
Verb tense — different forms of a verb
that show action or state of being in the
the reader feels with a speaker, author,
character, or event
Phonological awareness — an “umbrella”
term that is used to refer to a student’s
sensitivity to the sound structure in
language. It encompasses awareness of
individual words in sentences, syllables,
and onset-rime segments, as well as
awareness of individual phonemes.
Phonemic awareness — the ability to
identify, distinguish, and manipulate the
individual sounds (phonemes) and/or
syllables in words
Phoneme— the smallest unit of sound in
speech
Print Awareness — the understanding of
the characteristics, nature, and uses of
print; understandings that are part of print
awareness include the following:
Environmental print conveys meaning.
Books are read from front to back.
Print is read from left to right and top to
bottom.
Short vowel — a vowel sound pronounced
in the short form
Syllable — a unit of pronunciation having
one vowel sound.
Verb tense — different forms of a verb
that show action or state of being in the
 Verb tense — different forms of a verb present, past, or future. present, past, or future. present, past, or future. present, past, or future.
that show action or state of being in the
present, past, or future.
P Discuss how listening and working Remind students that they already know Tell students that they will be dividing Use Printable: Phonological Awareness 4
Remind children that they know
with sounds help with reading and how to separate words into chunks. Then words into chunks. Say: “I will say a word, to gauge which blending or segmenting
H how to blend word chunks to say words.
writing. Also talk about how using do a short practice with them. Say, “I and you will say the word in two chunks; tasks need reinforcement.
O Display Picture Cards duck, keys, and yak. the beginning and the rest of the word.”
word chunks will help to notice the will say a word, and you will say the
N word in two chunks; the beginning and The first example is the word “leap.” >>Blend Onset and Rime: Have children
sounds in words.
O the rest of the word.” For example, the Students will say the initial sound /l/ and blend onset and rime to say these words:
word “men” is divided into two chunks. the rest of the word “eap.” Next, have rake, mug
L I DO: I DO: students use these words for more practice:
Have the students warm up by using this
O cold, gap, tin, set, ripe.” >>Blend Phonemes: Have children blend
Display the picture cards: bell, boat, practice with the words “code, neck, tip,
G Tell children they are going to game, rug, chest, and phone.” the sounds to say these words: man, rock.
cup, gate, hay and peas. Now, say the beginning of the word and
I help you say some words. Model: I will
say a word in two chunks: the beginning have the students complete the rest of the >>Segment Phonemes: Have children
C Try saying the first sound in the word
Model chunking with bell: word. Have them listen to you say the orally segment the following words into
A and the rest of the word. Blend the chunks and have the students complete the rest
word, “pick.” Say the initial sound /p/ and individual sounds and then count the
to say the word. Then say whether there is of the word. For example, use the words the students will complete the word with
L Display the picture card. Then say sounds in each word: up, soak.
a matching Picture Card for the word you “hope, bin, sale, tent, bug and peek.” “ick.” Use these words to continue the
the word in chunks: /b/ /el/. Finally
say. Listen as I do the first one: I want to practice: line, rob, make, hen, dug, shut, SPELLING ASSESSMENT:
say the word, BELL.
say the word for these chunks: /j/, /ŏg/. I Have students break up words into rest, and pump.
can blend the chunks and say the individual sounds. Use the words, “pie,
-Say each spelling word and read the
word: /j/ /ŏg/, jog. The word is jog. Does
at, so, me, ten, lip, tack, rich, and leaf.” Have students break up words into dictation sentence. Repeat the word and
jog have a Picture Card match? No. There individual sounds. Use the words, “high, then have children write it.
WE DO: I DO: say, toe, cut, rope, head, and fill.”
is no Picture Card for jog.
-Add the surprise words: fin, bit, and rid.
A Call on a student to complete the Explain to students that good readers I DO:
same task for one of the other words. WE DO:
W make their reading flow just as they do -Review any words that children misspell.
A when they are speaking. Remind them Use sound-by-sound blending routine to If they miss two or more words, then
YOU DO: Listen and blend the word that they can use their voices to show review this week’s phonic elements: short revisit Lesson 1 Word Sort Activity.
R chunks. Then tell whether there is a vowels a, I and consonants g, k. Model
how characters are feeling at different
E Have them try the remaining words Picture Card match. Not all the words you points of a story which is called reading blending bag with Letter Cards. Say the
N by giving a thumbs up if they can say will have a Picture Card match. Here with expression. first two sounds separately, then together;
match a card with the sounds you are the chunks: /d/ /ŭk/. What is the word? then say the last sound and add it to the
E
give. Use other cards such as hay, (duck) Great! Does duck have a picture Using the Start Right Reader (Go, Big blended sounds.
S
gate, boat, run, peas. match? (yes) Cab!) have the students turn to page 109
S WE DO:
and close their eyes as they listen to you
If time permits, blend phonemes YOU DO: read the first sentence. It is important to
Blend and Read Project Display and
such as rain, pin, pen, and pan. sound excited as you read it so that the
 Let’s keep going. Point to the
Picture Card when there is a picture match
with a word you say: /k/ /ēz/
(keys), /r/ /ŏd/ (rod), /y/ /ăk/ (yak), /d/ /ig/
(dig), /l/ /āk/ (lake).
students can discuss how the reader is
feeling as you speak. Point out that you
used the exclamation point as a clue on
how to read the line.
Try reading the rest of the page sad and
disappointed. Point out that the word
“sad” in the sentence helped you know
what feelings to express while reading.
WE DO:
Read aloud pages 110 and 111 using the
proper expression. Use Echo Reading
routine to have students follow your
model to reread the sentences.
Tell students to point out clues in the
punctuation or in the words that let them
know how to express their
understanding of the characters’ feelings
with their voices.
YOU DO:
Have a small group use the Partner
Reading routine with one of the Start
Right Readers stories about Kim and her
cab or Dan Had a Plan from their
myBook. Students are to use the
appropriate expression that shows their
understanding of the story.
Engage: Blend and Read 2.3 or use Start
Right Reader page 124.
Line 1: Have children read the line. Then
prompt a conversation about the words.
Ask: How are all of the words alike?
Different? Do any of them rhyme?
Line 2: Continue. Then have volunteers
reread selected words until they can
identify them quickly.
Line 3: Display line 3, and have children
read chorally.
Line 4: Children who are ready for a
challenge can read line 4, tell how the
words come in columns 1 and 3, and
demonstrate how they blended the words
with four letters.
Line 5: Display lines 5-6. Call on children
to blend selected words. Point to each
word as children read the sentences
chorally.
YOU DO:
Have children complete Know It, Show It
page 37.
Connect and Engage:
Ask students to think about a time 
they wanted to persuade someone to
play with them, tried to someone to
agree with them, tried to get them to
play a game they wanted to play.
Use Anchor Chart 15 to help explain
when authors write to persuade.
Explain that they authors try to get 
readers to agree with an idea or to do
something.

 Tell children that text
Then explain that opinion writing
usually starts by telling his or her
opinion, or what they think about
something. Then the author gives
reasons or facts to support the
opinion.
Talk about how as readers they need
to try to figure out what the author is
trying to persuade them to think or
do. They also can think about the
reasons the author uses to support
their opinion and if it makes sense.’
Tell them they will use this
information to identify/practice
identifying the author’s purpose in
the selection Kids Speak Up!
Teach/Model:
Use the teaching pal (pp. 96-97) for
Connect and Engage:
Explain that organizing
classroom materials, such as paper
and crayons, helps people find
them. Point out that authors
organize information so readers can
find it, too.
Teach/Model:
Project or display Anchor
Chart 35:Text Organization.
organization is the way an author
arranges information in a text.
Authors organize their text based
on their purpose, or reason, for
writing.
Guided Practice:
Explain that one kind of text
organization, or structure, is
description. In this kind of
organization, an author tells details
about one thing after another. For
example, an author writing about
whales could tell about a humpback
whale, then a fin whale, and then a
blue whale.
Independent Practice:
Connect and Engage:
Remind students that things happen in
a certain order when stories are told.
Things happen in an order that makes
sense.
Tell students that one way to
remember and understand a story is to
retell it by telling the story using their
own words. Telling the parts of the
story in order will help the story make
sense to others.
Teach/Model:
Explain that students are to use
sequence words to tell parts of a story
in order. Tell the students to use first
to tell about the events at the
beginning, next and then to tell about
the events in the middle, and last to tell
about the events at the end.
Point out that children can use details
from the words and pictures to help
them retell a story. Remind them to
tell the story in their own words.
Tell them that they will practice
retelling when they read the realistic
fiction story called Dan Had a Plan.
Guided Practice:
In your Teaching Pal, pages 98-113,
use the blue Read for Understanding
prompts to read Dan Had a Plan with
children as they follow along and
annotate in their myBook.
Connect and Engage:
Project or display Anchor Chart 11:
Setting
Tell children that the setting of a story
is where and when the story takes
place. The setting can be the place,
time of day, time of year, or season
where the story takes place.
Point out that sometimes the setting of
a story stays the same through a whole
story. In other stories, the setting
changes- for example, if the characters
go to a different place, or if the season
or time of day changes.
Teach/Model:
Tell children that when they describe a
setting, they tell what the setting is
like. To know what the setting is like,
they can look for small pieces of
information, or details, in the text and
the pictures.
Point out that the students can also use
the details to tell how the setting is
important to the story.
Tell children that they will reread parts
of Dan Had a Plan to practice
identifying and describing the setting.
Guided Practice:
In your Teaching Pal, use the purple
TARGETED CLOSE READ prompts
to guide children to apply the
Connect and Engage:
Remind children that the children in
the selection Kids Speak Up! Tell their
opinions and express their feelings
about their town.
Project or display Anchor Chart 45:
Social Communication and explain
that it shows important listening and
talking tips to follow while discussing
ideas with other people. Tell children
that they should think about their
audience.
Discuss the rules on the Anchor Chart.
Point out that when children first meet
someone new or start a conversation,
they should introduce themselves and
others.
Teach/Model:
Tell children that there are other rules
for conversations that will make them
communicate better: be polite and
listen carefully, look at the speaker,
use complete sentences, speak loudly
and clearly, and draw a picture to help
others understand your ideas.
Explain the difference between formal
language, which is the language people
use at school and with people they do
not know well, and informal language,
which is the language people use with
family and friends.
Tell children they will practice
following these rules for social
prompting questions.
 Explain that the details an
Remind students that opinion writing thing looks, sounds, smells, feels,
shows an authors’ thoughts, beliefs,
or ideas. Have them look at the title, give examples.
text features, and illustrations and 
ask them what opinion will read
about.
Guided Practice:
Have students identify their purpose
for reading based on their preview of
the book. Use this sentence stem: I
will read to find out…
Then help them to read the selection,
pause occasionally, using the
teaching pal guide to help gauge
their understanding. In their reading,
have them identify the kids’ opinions
and reasons for their opinions. Have
the students identify what the kids
want its’ readers to think, and
explain how they know. Use the
anchor chart to help identify the
opinions and reasons.
Independent Practice:
Remind Student of these essential
question:
How does everyone in my family
and community make them
special?
Then have the students look back at
the selection to help them answer
author includes can tell what each
or acts like. The author can also
Tell children that they will
practice identifying and analyzing
text organization as they listen to a
Big Book called Whose Hands Are
These?
Read the genre information on page
98. Discuss the things children would
expect to find in a realistic fiction
story and compare it to a fantasy story.
Independent Practice:
Have students turn-and-talk using the
questions on Teaching Pal and
myBook page 113. Remind children to
use text evidence and the words first,
next, then, and last as they retell the
story in their own words.
Read the Listening Tip and remind
children to listen actively by looking at
their partners and showing interest.
Also, they can listen actively by asking
questions when they don’t understand
something.
describing setting skill to Dan Had a
Plan.
Read aloud the first question on
Teaching Pal page 102 and have
children look for details in the words
and pictures to answer it.
Read aloud the question on Teaching
Pal page 110. Tell children to look
back at the words and pictures to
figure out how the setting has changed.
Independent Practice:
Read aloud the prompt on Teaching
Pal page 114. Have children use the
planning space to draw or write about
what Dan and Sam do first, next and
last to sell the fruit snacks.
communication as they look back at
the selection Kids Speak Up!
Guided Practice:
Display Kids Speak Up! Remind
children that the text tells about
different things the children like in
their community. Explain that when
children talk to people in their own
community, it is good for them to
know how to follow the rules for social
communication.
Model conversations that might take
place with people at the different
places that children discuss in Kids
Speak Up! For example, you might
model what you might say if you were
joining a baseball team at the park,
asking a librarian for help, finding a
book, asking a firefighter about his or
her job, or talking to a family member
about fishing in a lake.
Independent Practice:
Ask children to imagine that there is a
new student in the class. Have partners
role-play one of the following
conversations with the new student:
telling their names, telling how they
feel about their new school, or giving
an opinion about the best lunch choice.
Have children write down their
dialogue to share with others.
that question.
THINK-PAIR-SHARE routine:
Have literary partners to discuss the
ideas and then share with the group.
Encourage them to use complete
sentences and stay on topic.
You can extend to small group
time…
 Small group / one on one
Teacher reads
questions/answer choices at
student request
 graphic organizer
 extra time for completing
work
 break apart/chunk work
 shorten instructions
 extra time for written
responses
 peer tutors/partners
Word Journey’s Sort
Reading Passages
 Small group / one on one
Teacher reads
questions/answer choices at
student request
 graphic organizer
 extra time for completing
work
 break apart/chunk work
 shorten instructions
 extra time for written
responses
 peer tutors/partners
What are some examples of text
organization?
Word Journey’s Sort
 Small group / one on one
 graphic organizer
 extra time for completing work
 break apart/chunk work
 shorten instructions
 extra time for written responses
 peer tutors/partners
Word Journey Words
Reading Passages
 Small
Teacher readsgroup
questions/answer  Small
/ one on one choices atTeacher
student reads
request
group
questions/answer
/ one on one choices atTea
stu
 graphic organizer  graphic organizer
 extra time for completing work  extra time for completing work
 break apart/chunk work  break apart/chunk work
 shorten instructions  shorten instructions
 extra time for written responses  extra time for written responses
 peer tutors/partners  peer tutors/partners
Word Journey Words
Word Study: Word Study: Word Study: Word Study: Word Study:
little little little little little
for for for for for
big big big big big
one one one one one
three three three three three

Phonics: a, b, d, g, I, k, s, and short i
Reading Response: The Kids’ speak
up because…
Writing: What makes your world
wonderful.
Comprehension: What is persuasive
writing? What can you use to help
understand the author’s opinion?
Reading Response:
Genre Study Read aloud the title Whose
Hands Are These? and introduce the book.
Today we will read an informational text
about what different workers do with their
hands. Have children examine the cover.
Prompt them to think about what the book
will be about. What are the hands doing?
Whose hands are they?
Writing:
Have children draw what one worker in
the text does with his
or her hands. Encourage them to include
details from the
book. Then have them write the name of
worker at the bottom
of the page and fold up a flap to hide the
label.
Comprehension:
Set a Purpose Remind children that the
purpose for reading informational text is to
find out about a topic. What do you think
you will learn about in this text? Use your
idea to set a purpose for reading.
Phonics: a, b, d, g, l, k, s, and short I
Reading Response:
Read the Set a Purpose section on page
98 in Teaching Pal. Prompt children to
set their own purpose for reading Dan
Had a Plan.
Writing:
Describe how the classroom would
look if it were a mess.
Comprehension:
Guide children to read Dan Had a Plan
all the way through. Pause
occasionally, using the prompts in
your Teaching Pal to gauge the
students’ understanding and to have
them retell parts of the story.
Reading Response:
Read aloud the prompt on Teaching
Pal page 114. Have students describe
what Dan and Sam do first, next, and
last.
Writing:
Dictate these words for children to
write: bag, rag, pig, kid. Have children
work with parents to check their
spelling against the Blend and Read
lines. Then have children draw a
picture for each word and share.
Comprehension:
Refer back to the Anchor Chart to
support the discussion. Children may
add sticky notes to the chart to tell
where and when the parts of Dan Had
a Plan take place, and to explain why
the library setting is important to the
story.
Reading Response:
Have partners use the think-pair-share
routine and act out one of the
conversations on their own. Remind
them to think about their audience
and whether to use formal or informal
language.
Writing:
Have children complete Know It, Show
It pages 42-43
Comprehension:
Have children refer back to the Anchor
Chart and name the rules being
followed in each conversation.

Writing
1.11A-Plan a first draft by
generating ideas for writing such
as by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Monday
Invitation to Notice:
Display a sentence or group of
sentences from a familiar piece of
text (this is the mentor sentence of).
Extend the invitation for students to
notice what is done correctly in the
sentence. Chart a list showing what
students noticed in the sentences.
Ask specifically directed grammar
questions.
Nana in the City
Chart paper
Writing template
Writing folder/notebook
1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Tuesday
Invitation to Notice More-Students
will notice subject/predicate, verbs,
nous, and punctuation.
1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Wednesday
Invitation to Collect:
Teacher will guide students to look
through book boxes and familiar texts.
The students are looking for sentences
containing the convention from the
mentor sentence of the week. When
students find a sentence, they write it
down in their writer’s notebook. After
they are collected, share a few and
celebrate the most powerful examples.
Nana in the City
Writer’s Notebook p 2.2
1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Thursday
Invitation to Imitate/Celebrate:
You will need to teach students how to
imitate.
 Deconstruct the sentence for
its prominent features.
 Show an imitation of your
own or a students’ and connect
back to the prominent features.
Show students how to insert their ideas
and experiences and still imitate the
structure or pattern.
Display and Engage 2.2
Nana in the City
Writer’s Notebook pp 2.3, 2.4
Chart paper
1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Friday
Invitation to Edit:
Student shows what they know.
 Type the mentor text
incorrectly several different
ways. Students choose correct
mentor sentence.
 Students circle capitals and
punctuation on a collected
sentence form the week.
Provide space for students to imitate
sentence.
Display and Engage 2.3
Steps for Writing
Objective: I will identify parts of a
descriptive essay.
Product: I will be able to create a
descriptive essay using the given
topic.
Objective: I will Identify an author’s
opinion and supporting reasons.
Product: We will share ideas in
cooperative writing interactions.
Write this sentence on the board:
The big pig can dig. Have children
write the sentence two times,
making sure to leaving appropriate
space between letters and words.
As they write, check that they are
writing
from left to right across their
papers, and correct as needed. Then
have children self-assess the
legibility of their writing, putting a
star next to the sentence that best
matches the model.
Objective: I will use a picture
dictionary to find words.
Product: I will use content area
vocabulary
Read the focal text aloud and have
children write any words they don’t
know on Writer’s Notebook page 2.2
Write the following words on chart
paper or on the board: bustling,
booming, rumbles, extraordinary
Show children a dictionary and say,
“When I see a word I don’t recognize,
I use a dictionary to find out what it
means.”
Objective: I will establish a purpose
for writing
Product: I will discuss writing tasks
using academic language
Show Display and Engage 2.2 and read
the writing prompt aloud.
Explain to children that today they will
begin brainstorming ideas to explain
why their world is a wonderful place
to live in. (You’ve thought of many
good ideas and noticed many things
so far! What are some more you can
come up with?)
Display “Our Special World” chart
from Lesson 1. Have volunteers read
the items on the chart.
Objective: I will identify elements of
informational text
Product: I will identify and use new
vocabulary
Tell children that they will write a
descriptive essay. Explain that a
descriptive essay is a kind of
informational text that gives details
facts about a topic. Children are to
write about why their world is a
wonderful place to live in.
Remind children that when we explain
something, we make it clear by
describing our thoughts and ideas.
Explain that writers also use specific
words that appeal to the sense.
Show Display and Engage 2.3. Have
children choral read each underlined
word as you point to it.
Display Anchor Chart W1: Steps for
Writing to remind children of the
steps of the writing process.
P Teacher Note #1: Refer to Grade 1
E Phonological Awareness Checklist and
R complete sections 4-6. Save this
F checklist for Unit 3. Or use a district-
O approved phonological awareness
R assessment or screener that assesses the
M same skills (long/short vowels,
A
segmenting, and blending).
N
C
Teacher Note #2: 1.2Ai (rhyming) and
E
1.2Aii (alliteration) were assessed in
Unit 1 (sections 1-3 of the Phonological
A
Awareness Checklist). If students did
S
not show mastery of those skills in Unit
S
E
1, they can be reassessed with this PA.
S
S Demonstrate phonological awareness
M skills such as distinguishing long and
E short vowel sounds as well as
N segmenting and blending sounds by
T responding to teacher prompts.    prompts.    prompts.    prompts.    prompts.
Teacher Note #1: Refer to Grade 1
Phonological Awareness Checklist and
complete sections 4-6. Save this checklist
for Unit 3. Or use a district-approved
phonological awareness assessment or
screener that assesses the same skills
(long/short vowels, segmenting, and
blending).
Teacher Note #2: 1.2Ai (rhyming) and
1.2Aii (alliteration) were assessed in Unit
1 (sections 1-3 of the Phonological
Awareness Checklist). If students did not
show mastery of those skills in Unit 1, they
can be reassessed with this PA.
Demonstrate phonological awareness
skills such as distinguishing long and short
vowel sounds as well as segmenting and
blending sounds by responding to teacher
Teacher Note #1: Refer to Grade 1
Phonological Awareness Checklist and
complete sections 4-6. Save this checklist
for Unit 3. Or use a district-approved
phonological awareness assessment or
screener that assesses the same skills
(long/short vowels, segmenting, and
blending).
Teacher Note #2: 1.2Ai (rhyming) and
1.2Aii (alliteration) were assessed in Unit
1 (sections 1-3 of the Phonological
Awareness Checklist). If students did not
show mastery of those skills in Unit 1, they
can be reassessed with this PA.
Demonstrate phonological awareness
skills such as distinguishing long and short
vowel sounds as well as segmenting and
blending sounds by responding to teacher
Teacher Note #1: Refer to Grade 1
Phonological Awareness Checklist and
complete sections 4-6. Save this checklist
for Unit 3. Or use a district-approved
phonological awareness assessment or
screener that assesses the same skills
(long/short vowels, segmenting, and
blending).
Teacher Note #2: 1.2Ai (rhyming) and
1.2Aii (alliteration) were assessed in Unit
1 (sections 1-3 of the Phonological
Awareness Checklist). If students did not
show mastery of those skills in Unit 1, they
can be reassessed with this PA.
Demonstrate phonological awareness
skills such as distinguishing long and short
vowel sounds as well as segmenting and
blending sounds by responding to teacher
Teacher Note #1: Refer to Grade 1
Phonological Awareness Checklist and
complete sections 4-6. Save this checklist
for Unit 3. Or use a district-approved
phonological awareness assessment or
screener that assesses the same skills
(long/short vowels, segmenting, and
blending).
Teacher Note #2: 1.2Ai (rhyming) and
1.2Aii (alliteration) were assessed in Unit
1 (sections 1-3 of the Phonological
Awareness Checklist). If students did not
show mastery of those skills in Unit 1, they
can be reassessed with this PA.
Demonstrate phonological awareness skills
such as distinguishing long and short
vowel sounds as well as segmenting and
blending sounds by responding to teacher