ELAR – Grade 1

Week of August 26, 2019

Monday Tuesday Wednesday Thursday Friday
August 26, 2019 August 27, 2019 August 28, 2019 August 29, 2019 August 30, 2019
1.1-Developing and sustaining 1.1-Developing and sustaining
foundational language skills: listening, foundational language skills: listening,
speaking, discussion, and thinking-- speaking, discussion, and thinking--oral
oral language. The student develops language. The student develops oral
oral language through listening, language through listening, speaking,
speaking, and discussion. The student and discussion. The student is expected
is expected to: to:

1.1A-Listen actively, ask relevant 1.1A-Listen actively, ask relevant

questions to clarify information, and questions to clarify information, and
answer questions using multi-word answer questions using multi-word
responses. responses.

1.1B- Follow, restate, and give oral 1.1B- Follow, restate, and give oral

instructions that involve a short, instructions that involve a short, related
related sequence of actions. sequence of actions.

1.1C: Share information and  1.1C: Share information and 
ideas about the topic under  ideas about the topic under 
discussion, speaking clearly at an  discussion, speaking clearly at an 
appropriate pace and using the  appropriate pace and using the 
conventions of language. conventions of language.

1.1D: Work collaboratively with 1.1D: Work collaboratively with
others by following agreed-upon rules  others by following agreed-upon rules fo
for discussion,  r discussion, 
including listening to others,  including listening to others, 
speaking when speaking when recognized, and making 
recognized, and making  appropriate contributions.
appropriate contributions.
1.1 E-Develop social communication
1.1 E-Develop social communication such as introducing himself/herself and
such as introducing himself/herself others, relating experiences to a
and others, relating experiences to a classmate, and expressing needs and
classmate, and expressing needs and feelings.
feelings.
 1.2A-Demonstrate phonological
1.2A-Demonstrate phonological awareness by:
awareness by:
1.2A.iv: recognizing the change in sp
1.2A.iv: recognizing the change in  oken word when a specified 
spoken word when a specified  phoneme is added, changed, or 
phoneme is added, changed, or  removed;
removed;
1.2A.vi: manipulating phonemes 
1.2A.vi: manipulating phonemes  within base words; and
within base words; and
1.2B-Demonstrate and apply
1.2B-Demonstrate and apply phonetic knowledge by:
phonetic knowledge by:
1.2B.ii: decoding words with initial a
1.2B.ii: decoding words with initial  nd final consonant blends, 
and final consonant blends,  digraphs, and trigraphs;
digraphs, and trigraphs;
1.2B.iii: decoding words with closed 
1.2B.iii: decoding words with close syllables; open syllables; VCe
d syllables; open syllables; VCe syllables; vowel teams, including 
syllables; vowel teams, including  vowel digraphs and diphthongs; 
vowel digraphs and diphthongs;  and r-controlled syllables;
and r-controlled syllables;
1,2B.v-decoding words with
1,2B.v-decoding words with inflectional endings, including -ed,
inflectional endings, including -s, and -es; and
-ed, -s, and -es; and
1.2C: Demonstrate and apply 
1.2C: Demonstrate and apply  spelling knowledge by:
spelling knowledge by:
1.2C.i: spelling words with closed syl
1.2C.i: spelling words with closed s lables, open syllables, VCe
yllables, open syllables, VCe syllables, vowel teams, and r-
syllables, vowel teams, and r- controlled syllables;
controlled syllables;
1.2C.ii: spelling words with initial an
1.2C.ii: spelling words with initial  d final consonant blends,
and final consonant blends,
 digraphs, and trigraphs;
1.2C.iii: spelling words using soun
d-spelling patterns; and
1.2C.iv: spelling high-frequency w
ords from a research-based list.
1.2F-Develop handwriting by
printing words, sentences, and
answers legibly leaving
appropriate spaces between
words.
1.3B-Use illustrations and texts
the student is able to read or hear
to learn or clarify word meanings.
1.3C-Identify the meaning of
words with the affixes -s, -ed, and
-ing.
1.3D-Identify and use words that
name actions, directions,
positions, sequences,
categories, and locations.
1.4A-Use appropriate fluency
(rate, accuracy, and prosody)
when reading grade-level text.
1.5-Developing and sustaining
foundational language skills:
listening, speaking, reading,
writing, and thinking--self-
sustained reading. The student
reads grade-appropriate texts
independently. The student is
expected to:
1.5A-Self-select text and interact
independently with text for
 digraphs, and trigraphs;
1.2C.iii: spelling words using sound-
spelling patterns; and
1.2C.iv: spelling high-frequency wor
ds from a research-based list.
1.2F-Develop handwriting by
printing words, sentences, and
answers legibly leaving appropriate
spaces between words.
1.3B-Use illustrations and texts the
student is able to read or hear to
learn or clarify word meanings.
1.3C-Identify the meaning of words
with the affixes -s, -ed, and -ing.
1.3D-Identify and use words that
name actions, directions,
positions, sequences,
categories, and locations.
1.4A-Use appropriate fluency (rate,
accuracy, and prosody) when
reading grade-level text.
1.5-Developing and sustaining
foundational language skills:
listening, speaking, reading,
writing, and thinking--self-sustained
reading. The student reads grade-
appropriate texts independently.
The student is expected to:
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6-Comprehension skills: listening,
increasing periods of time.
1.6-Comprehension skills:
listening, speaking, reading,
writing, and thinking using
multiple texts. The student uses
metacognitive skills to both
develop and deepen
comprehension of increasingly
complex texts. The student is
expected to:
1.6B-Generate questions about
text before, during, and after
reading to deepen understanding
and gain information with adult
assistance.
1.6C-Make, correct, or confirm
predictions using text
features, characteristics of genre,
and structures with adult
assistance.
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.
1.7-Response skills: listening,
speaking, reading, writing, and
thinking using multiple texts. The
student responds to an
increasingly challenging variety
of sources that are read, heard, or
viewed. The student is expected
to:
1-7C=Use text evidence to support
an appropriate response.
speaking, reading, writing, and
thinking using multiple texts. The
student uses metacognitive skills to
both develop and deepen
comprehension of increasingly
complex texts. The student is
expected to:
1.6B-Generate questions about text
before, during, and after reading to
deepen understanding and gain
information with adult assistance.
1.6C-Make, correct, or confirm
predictions using text
features, characteristics of genre,
and structures with adult
assistance.
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.
1.7-Response skills: listening,
speaking, reading, writing, and
thinking using multiple texts. The
student responds to an increasingly
challenging variety of sources that
are read, heard, or viewed. The
student is expected to:
1-7C=Use text evidence to support
an appropriate response.
1.7D-Retell texts in ways that
maintain meaning.
1.7E-Interact with sources in
meaningful ways such as

1.7D-Retell texts in ways that
maintain meaning.
1.7E-Interact with sources in
meaningful ways such as
illustrating or writing
1.10-Author's purpose and craft:
listening, speaking, reading,
writing, and thinking using
multiple texts. The student uses
critical inquiry to analyze the
authors' choices and how they
influence and communicate
meaning within a variety of texts.
The student analyzes and applies
author's craft purposefully in
order to develop his or her own
products and performances. The
student is expected to:
1.10C: Discuss with adult 
assistance the author's use of print
and graphic features to achieve  writing process. The student uses
specific purposes.
1.11-Composition: listening,
speaking, reading, writing, and
thinking using multiple texts--
writing process. The student uses
the writing process recursively to
compose multiple texts that are
legible and uses appropriate
conventions. The student is
expected to:
1.11A-Plan a first draft by
generating ideas for writing such
as by drawing and brainstorming.
1.11B-Develop drafts in oral,
illustrating or writing
1.10-Author's purpose and craft:
listening, speaking, reading,
writing, and thinking using multiple
texts. The student uses critical
inquiry to analyze the authors'
choices and how they influence and
communicate meaning within a
variety of texts. The student
analyzes and applies author's craft
purposefully in order to develop his
or her own products and
performances. The student is
expected to:
1.10C: Discuss with adult 
assistance the author's use of printa
nd graphic features to achieve 
specific purposes.
1.11-Composition: listening,
speaking, reading, writing, and
thinking using multiple texts--
the writing process recursively to
compose multiple texts that are
legible and uses appropriate
conventions. The student is
expected to:
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:
1.11B.ii-developing an idea with
specific and relevant details.
1.11D-Edit drafts using standard
pictorial, or written form by:
1.11B.ii-developing an idea with
specific and relevant details.
1.11D-Edit drafts using standard
English conventions, including:
1.11D.i-complete sentences with
subject-verb agreement;
1.11D.ii-past and present verb
tense;
1.11D.viii-capitalization for the
beginning of sentences and the
pronoun "I";
1.11D.ix-punctuation marks at the
end of declarative, exclamatory,
and interrogative sentences; and
1.1E-Publish and share writing.
Objective: We will identify an
author’s opinion and
reasons that support it in a
persuasive text.
Product: I will be able to
identify the author’s opinion
and illustrate it.
Minilesson
Anchor Chart 15
Ideas and Support
Printable Anchor Chart
15: Ideas and Support
English conventions, including:
1.11D.i-complete sentences with
subject-verb agreement;
1.11D.ii-past and present verb
tense;
1.11D.viii-capitalization for the
beginning of sentences and the
pronoun "I";
1.11D.ix-punctuation marks at the
end of declarative, exclamatory, and
interrogative sentences; and
1.1E-Publish and share writing.
Objective: We will recognize Objective: Objective: Objective:
characteristics of informational text.
Product: Product: Product:
Product: I will discuss a text’s topic
and central idea.
Minilesson
Anchor Chart 13
Central Idea
Printable Anchor
Teaching Pal Book 2,
pp. 110–111
myBook Good Sports,
Book 2, pp. 110–111
Phonics
Sound/Spelling Card cheetah
Letter Cards ch, i, o, p, m, u
Articulation Video /ch/
Writing
Book-Do unto Otters
Persuade-to try to convince someone of
an idea or to try to get the person to do
something
Opinion- ideas or beliefs that cannot be
proved.
Reason-a statement or fact that explains
an idea.
Collaboration —  the process of two or
more people working together to create
or achieve the same thing wherein each
member speaks, is heard, and takes
ownership of the resulting product or
activity
Complete sentence — an independent
clause that contains a group of words
expressing a complete thought that
contains a subject (who or what) and a
predicate (verb or action)
Consonant blends — a sequence of two
or more consonants; each consonant
sound is distinct within the blend
Chart 13: Central Idea
Big Book Baseball Hour
BookStix 4.1
Phonics
Sound/Spelling Card cheetah
Letter Cards ch, i, n, p, r
Start Right Reader Book 2 Pg 108
Writing
Book-Do unto Otters
Persuade-to try to convince someone of
an idea or to try to get the person to do
something
Opinion- ideas or beliefs that cannot be
proved.
Reason-a statement or fact that explains
an idea.
Collaboration —  the process of two or
more people working together to create or
achieve the same thing wherein each
member speaks, is heard, and takes
ownership of the resulting product or
activity
Complete sentence — an independent
clause that contains a group of words
expressing a complete thought that
contains a subject (who or what) and a
predicate (verb or action)
Consonant blends — a sequence of two
or more consonants; each consonant
sound is distinct within the blend
Conventions — standard rules of
grammar and language, including
written mechanics such as punctuation,
capitalization, spelling, and paragraphs
and written/oral usage such as word
order, subject-verb agreement, and
sentence structure
Decoding — applying knowledge of
letter-sound relationships in order to
sound out a word; in reading practice,
the term is used primarily to refer to
word identification rather than word
comprehension
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
Phoneme — the smallest unit of sound
in speech
Phonemic awareness — the ability to
identify, distinguish, and manipulate
the individual sounds (phonemes)
and/or syllables in words
Prediction  — a form of inference in
which the reader gathers and analyzes
details in order to anticipate and foresee
forthcoming events and information
Text/print feature — any characteristic
of the text outside the main body of the
text that helps convey meaning
Graphic feature — picture or other
image within a text
Social communication — verbal and
Conventions — standard rules of grammar
and language, including written mechanics
such as punctuation, capitalization,
spelling, and paragraphs and written/oral
usage such as word order, subject-verb
agreement, and sentence structure
Decoding — applying knowledge of
letter-sound relationships in order to
sound out a word; in reading practice,
the term is used primarily to refer to
word identification rather than word
comprehension
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
Phoneme — the smallest unit of sound in
speech
Phonemic awareness — the ability to
identify, distinguish, and manipulate the
individual sounds (phonemes) and/or
syllables in words
Prediction  — a form of inference in which
the reader gathers and analyzes details in
order to anticipate and foresee
forthcoming events and information
Text/print feature — any characteristic of
the text outside the main body of the
text that helps convey meaning
Graphic feature — picture or other image
within a text
Social communication — verbal and non-
verbal language used in social situations
non-verbal language used in social
situations and interactions
Text evidence — paraphrased or directly
quoted detail(s) from a text that supports
a reader’s claim, thought, inference, or
analysis about the text
Verb  — a part of speech that describes
an action or state of being of a
noun/pronoun and is the grammatical
center of the predicate
Verb tense — different forms of a verb
that show action or state of being in the
present, past, or future
Connect and Engage:
Remind children that when
authors write, they write to entertain,
inform, or persuade. Explain that
when authors write to persuade, they
want readers to agree with their
opinion or they want readers to do or
try something. Use the illustration of
your favorite ice cream or candy.
Maybe bring in a picture or some to
share and go into why its’ your
favorite and why it should be theirs
too.
Teach/Model:
Project or display Anchor Chart
15:Ideas and Support. Explain that
authors of opinion writing state an
opinion that tells what they think or
feel. Then they give reasons to
support that opinion. Some reasons
and interactions
Text evidence — paraphrased or directly
quoted detail(s) from a text that supports a
reader’s claim, thought, inference, or
analysis about the text
Verb  — a part of speech that describes an
action or state of being of a noun/pronoun
and is the grammatical center of the
predicate
Verb tense — different forms of a verb
that show action or state of being in the
present, past, or future
Connect and Engage: Connect and Engage: Connect and Engage: Connect and Engage:
Remind children that the purpose
for reading
informational text is to learn about
a topic. Ask: What questions do Teach/Model: Teach/Model: Teach/Model:
you have about baseball? Use your
questions to set a purpose for
reading.
Teach/Model:
Guided Practice: Guided Practice: Guided Practice:
Project or display Anchor Chart 13:
Central Idea.
Independent Practice: Independent Practice: Independent Practice:
Remind children that the topic of
an informational text is the person
or thing it is mostly about. The
central idea is the big idea that

may be facts, or things that can be
proved.
Point out that when reading
opinion writing, it is important to
figure out what the author wants
readers to think or do. It’s also
important to think about the reasons
the author uses to support his or her
opinion and whether those reasons
make sense.
Tell children they will
practice identifying an author’s
opinion and supporting reasons
when they read the opinion writing
called Good Sports.
Guided Practice:
In your Teaching Pal, pages 110–
111, use the blue READ FOR
UNDERSTANDING prompts to
guide discussion of Good Sports as
children follow along in their
myBook. Genre Study Remind
children that opinion writing tells an
author’s opinion, or thoughts and
feelings, about a topic. Ask them
what they expect to learn about the
author’s opinion by previewing the
title, illustrations, and text features.
readers should take away from
reading a text. Point out that all
informational texts have a central
idea.
Guided Practice:
Explain that readers can figure out
a text’s central idea by using
supporting evidence and details
from the text and pictures.
Explain that as they read or listen
to a text being read, readers can
look closely at the supporting
evidence and details and ask
themselves what the author wants
them to learn and take away from
the text.
Independent Practice:
Tell children that they will practice
identifying the topic and central
idea of an informational text when
they listen to a Big Book called
Baseball Hour.

Set a Purpose Prompt

 Model Fluency Tell
children to set their own purpose for
children that as you read, you will
reading, based on their preview. As
show them how to use appropriate
needed, use this
 model: I will read to find out
what opinion the author has about
good sports.
Read and Comprehend

Guide children to read the selection
all the way through. Pause  Concepts of Print As you
occasionally, using the prompts in
your Teaching Pal to gauge
children’s understanding and to have
them identify the author’s opinion 
and supporting reasons about being a
good sport. Refer to the Anchor
Chart to discuss the author’s
opinion, reasons, and examples in
Good Sports.
Independent Practice:
Remind children of the
Essential Question: Why is it
important to do my best and get
along with others? Then have
children look at Good Sports again
to see if they can find any  SHARE CHAIR Select a
information that will help them
answer the question.
Have partners use the
THINK-PAIR-SHARE routine to 
discuss  THINK-PAIR-SHARE
their ideas and then share
them with the group. Remind
children to use their active listening
skills as they interact with their 
partner, and to ask questions, as
intonation by changing the pitch of
your voice to match the end marks.
Demonstrate by reading a statement
and a question with appropriate
intonation.
read, reinforce the concept of
sentences by pointing out the first
word of a sentence and its
end mark. Have children
repeat with a different sentence.
Share:
At the end of Reading Workshop,
have children reflect on their
learning by sharing how they
applied Central Idea or
another area of focus during
independent work time. Choose
from these options:
reader each day to come to the
front of the class and tell what he or
she learned from the reading by
using a skill or strategy.
Children share their thinking with a
partner. Select a few each day to
share with the whole class.
 needed, to clarify information. You 
may want to have children conduct
their discussions during daily small-
group time.
RETURN TO ANCHOR
CHART Have children add sticky
notes about their independent
reading book to the Central Idea
Anchor Chart. Call on a few
children to explain what they
added.

P Alliteration: Digraphs Alliteration: Digraphs

H TEKS 1.2A(ii); ELPS 2A, 2B, 3A
 Remind children that
O working with the sounds in words Remind children that some
N can help them become better words begin with the same sound,
O readers and writers. Remind them such as big and boat.
L that they can listen for sounds at 
O the beginnings of words and tell
 Display Picture Cards cart,
G whether all the words begin with
chain, and hawk. Have children say
the same sound. They also know each picture name with you. Tell
I
how to listen to a word and name them that you will say words that
C
other words that begin with the begin with /k/, /h/, and /ch/ and
A same sound. they will name the Picture Card
L with the matching beginning sound.

Say: Listen to this word: home. The
A  Display Picture Cards can, word home begins with /h/. Which
W chalk, and horse. Explain that you picture name begins with /h/?
will say words and children will Listen to the sound again: home,
A
say which picture name begins /h/. Hawk is the picture name that
R begins with the same sound as
with the same sound. Model:
E Listen: cheek. I hear /ch/ at the home.
N beginning of cheek. Which 
E picture name begins with the
 Now it’s your turn. Listen
S same sound as cheek? Can begins
to the beginning sound in each
S with /k/, horse begins with /h/,
word. Say the sound and then say
and chalk begins with /ch/. Listen
the picture name with the same
to the beginnng sound again:
beginning sound. Let’s begin: chat
cheek, /ch/. Cheek begins with
(/ch/, chain); him (/h/, hawk); cane
the same sound as chalk: /ch/.
 (/k/, cart); chip (/ch/, chain); catch
 Now you try it. Say the (/k/, cart); hug (/h/, hawk); candle
(/k/, cart); cheer (/ch/, chain);hair
beginning sound in each word
(/h/, hawk).
and then tell

 which picture name
begins with the same sound. Use End the activity by having
these words: his (/h/, horse); card children say words that begin with
(/k/, can); help (/h/, horse); chase the same sounds. Say: I will say a
(/ch/, chalk); key (/k/, can); cup picture name, and then you will
(/k/, can); cheese (/ch/, chalk); take turns saying words that begin
hand (/h/, horse); keep (/k/, can). with the same sound. Listen: cart.
 Cart begins with /k/. Some words
that begin with /k/ are car, catch,
 End the activity by and kiss. Who will say more words
placing children in three groups. that begin with the sound /k/?
Each group will say three words

that begin with one of the target
sounds. Explain: I will say a  Continue for the hawk and
picture name, and your group will chain cards.
say three words that begin with
the same sound. Blend Phonemes

TEKS 1.2A(v); ELPS 2A, 2B, 3A
 Display a different Picture
Card for each group, and give the Next, tell children they will play a
group time to say three words that game. Say: I will say a sentence in
begin with the same sound. code. You will blend sounds to say
the word that will crack the code.
 I’ll show you how. The sentence is:
 Repeat the picture name The /ch/ /i/ /k/ hatched from an egg.
and initial sound for groups that I blend /ch/, /i/, and /k/ to say the
word chick. The secret word is
havetrouble thinking of three
chick.
words with the same initial
sound. Now you do it. Here is the
sentence: Ravi has an umbrella
Blend Phonemes in /k/ /ā/ /s/ it rains. What is the
secret word? (case) Yes! You
 Tell children that now cracked the code.
they will blend sounds to say
words as they play a form of Continue the game with the
Simon Says. following sentences:

 » Dan /h/ /ō/ /p/ /s/ to win the

 Say: I will be Simon. As I game. (hopes)
give
» Will you be /b/ /ă/ /k/ in school
 directions, I will say the tomorrow? (back)
sounds in one of the words. You
blend the sounds to say the word » Grace has a cut on her /ch/ /i/ /n/.
and follow the direction—but (chin)
only if Simon says! Let’s do one
together first: Simon says pat » I know the /n/ /ā/ /m/ /z/ of many
animals. (names)
your /h/ /ĕ/ /d/. What word did
Simon say to pat? (head) Great!
» It was kind of you to bring a /g/
Simon says pat your head. Let’s /i/ /f/ /t/. (gift)
do it together!

 Now we’ll play the game.
Remember to blend the sounds to
say the word. Then do the action
if Simon says to do it. Listen:
Simon says touch
your /ch/ /ē/ /k/. What word did
you blend? (cheek) Now show
me what you should do. Remind
children to blend the sounds to
say the word each time. Continue
the game, using directions such as
these:

» Pretend that you can /f/ /l/ /ī/.

(fly)
» Simon says stack
some /k/ /ŭ/ /p/ /s/. (cups)
» Simon says raise your
right /h/ /ă/ /n/ /d/. (hand)
» Act like you are
very /k/ /ō/ /l/ /d/. (cold)
» Simon says pretend
to /ch/ /ŏ/ /p/ wood. (chop)
» Simon says show how a
bunny /h/ /ŏ/ /p/ /s/. (hops)

 Small group / one on one  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
 Manipulatives
 Word list
Define opinion
 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
 Manipulatives
Word list
Discuss a text’s topic and
central idea.

Word Journeys Word Journeys

Reading Passage Reading Passage
Reading logs Reading logs
 1.Read to self 1.Read to self
2.Rhyming 2.Rhyming
3.Neuhaus ABC 3.Neuhaus ABC
4.Writing 4.Writing
5.Sight word 5.Sight word
6. Phonemic Awareness 6. Phonemic Awareness
7. Technology 7. Technology
8. Word Study 8. Word Study
9. Read and reflect with partner 9. Read and reflect with partner

Word Study: Word Study: Word Study: Word Study: Word Study:

all all
black black Reading Response: Reading Response: Reading Response:
eat eat
went went Writing: Writing: Writing:
four four
Comprehension: Comprehension: Comprehension:
Reading Response:
I Do: Reading Response:

Spotlight on Letters Display the Do a shared reading of the Big

Sound/Spelling Card for
(digraph) ch, cheetah.
Name the picture, say the sound,
and give the spelling. Cheetah
begins with the sound /ch/. Point
to ch on the Sound/Spelling Card.
You know that sometimes two
letters come together to make one
new sound. The consonant letters
ch together stand for one  Remind children that in the
sound, /ch/. The letters ch can
stand for the /ch/ sound at the
beginning or end of a word.

Book with children, pausing
occasionally to ask the questions on
BookStix 4.1 and to have them
identify the topic and central
idea. Refer to the Anchor Chart to
discuss the topic and central
idea in Baseball Hour, as needed.
Writing:
Big Book Baseball Hour, the
players used teamwork when they
practiced baseball.

Write chat, and blend it. Point to
ch in chat and on the Sound/
Spelling Card. The consonants ch
stand for the /ch/ sound at the
beginning of chat. Then point to
the vowel a. Remember, when
there is one vowel in a
word, and it is followed by one or
two consonants, the vowel is
usually short. Blend the
word with me: /ch/ /ă/ /t/, chat.
Next, write rich and read it. Point
to the ch. The consonant letters
ch stand for the /ch/ sound at the
end of rich. Then point to the 
vowel. Since this word has one 
vowel followed by two
consonants, the vowel is short.
Blend the word with
me: /r/ /i/ /ch/, rich. Note that the
trigraph spelling -tch is covered
in a later lesson.
WE DO:
Write chop and use Letter
Cards ch, o, p
1. Display cards as shown. Say
the digraph letters and sound.
The consonant letters ch stand
for one sound, /ch/.
2. Slide the next letter over. Say
the sound. This is one vowel
followed by a consonant, so the
sound will be short o. Then
 Have children draw a
picture that shows and write
sentences that tell how the players
used teamwork to improve their
skills. Encourage them to recall
facts and details from the book to
support their responses.
 Ask partners to share and
compare their responses.
Encourage them to discuss how
their responses are similar
 or different.
You may want to have
children complete their writing
during daily small-group time.
Comprehension:
Read aloud the title Baseball Hour
and introduce the book. Today we
will read an informational text. It
has facts in it. Have children
examine the cover. Prompt them to
think about what the book will be
about. Ask: What sport do
you think this book will be about?
 blend the two sounds.
3. Slide the last letter over. Say
its sound. Say the first two
blended sounds, the last sound,
and the blended word: /chŏ/ /p/,
chop.
1. 4. Display cards as shown.
Say the digraph letters and sound.
The consonant letters ch stand for
one sound, /ch/.
2. 5. Slide the next letter
over. Say the sound. This is one
vowel followed by a consonant,
so the sound will be short o. Then
blend the two sounds.
3. 6. Slide the last letter
over. Say its sound. Say the first
two blended sounds, the last
sound, and the blended word:
/chŏ/ /p/, chop.
Sound-by-Sound Blending
Repeat for the word chip and
much.
Comprehension:
YOU DO:
INDEPENDENT PRACTICE
Blending Practice Write the
words below. Then choose a
volunteer to model the activity.
Explain that you will point to two
words in random order and the
child will read them aloud.
Phonics:
I Do:
Spotlight on Letters Review
Sound/Spelling Card for (digraph) ch,
cheetah. Say the picture name, say the
sound, and give the spelling.
Write chin for children to see, and use
the SOUND-BY-SOUND
BLENDING routine below to model
blending the word using Letter Cards
ch, i, n.
1. Display Letter Cards as shown. Say
the digraph letters and sound. The
letters ch stand for the sound /ch/.
2.Slide the next letter over. This is one
vowel followed by a consonant, so I
will use the short i sound. Say the
sound. Then blend the two sounds.
3.Slide the last letter over. Say its
sound. Say the first two blended
sounds, the last sound, and the
blended word: /chi/ /n/, chin.
Display Letter Cards as shown. Say
the digraph letters and sound. The
letters ch stand for the
sound /ch/.
Slide the next letter over. This is one
vowel followed by a consonant, so I
will use the short i sound. Say the
sound. Then blend the two sounds.
 Repeat the blending routine as Slide the last letter over. Say its sound.
needed. Continue until each Say the first two blended sounds, the
child has had a turn and all the last sound, and the blended word: /chĭ/
words have been blended /n/, chin.
and read.
chick Repeat the routine with the cards for
rush rich and chip. (Note that children will
rich learn the trigraph _tch later.)
chin
ship
such We Do:
chop Blend and Read. Project Display and
Chet Engage: Blend and Read 4.2 or use
Start Right Reader page 108.
Writing: 1. Line 1 Have children read the line.
1. 1. chin Dad has a beard on his Then prompt a conversation about the
chin. words: Which words rhyme? What
2. 2. chop She will chop the else do you notice about the words? If
onion. necessary, lead children to compare
3. 3. much She likes soccer very the words (same: short vowels;
much. rhyming words: chip/hip, chop/hop;
4. 4. chip The mug has a chip in different: short vowels; beginning
it. consonants in hip/hop,chip/chop/chill).
5. 5. rich She got rich by selling Point to each word, and have children
jam. read the line chorally. Provide
6. 6. chick A mother bird fed its corrective feedback as needed.
chick.
REVIEW 2.Line 2 Continue with these words.
7. 7. shop We bought milk at a Then call on volunteers to reread
shop. selected words until children can
8. 8. wish He got his wish for a identify the words quickly.
bike.
9. 3.Review For Line 3, have children
10. 9. rush We had to rush home. read the words chorally.
10. ship The ship went across the
ocean. 4.Challenge For children who are
CHALLENGE ready for a challenge, have them read
11. 11. girl The girl rides her
the words with medial and final
bike. consonant blends in Line 4 and share
12. 12. boy The boy reads his how they figured them out. Discuss
book. word meanings with the group.

5.Sentences For Lines 5–6, call on

children to blend selected decodable
words. Then have the group read the
sentences chorally.

You Do It

INDEPENDENT PRACTICE

Option 1 Model how to write and

spell the word chop sound by sound.
Then have children identify sounds
and use
Printable: Letter Cards to form these
words: chat, chin, Chick. Have a child
spell each word aloud, using the Blend
and Read display for reference, while
others check their own work.
Option 2 Children complete Know It,
Show It page 93.

Writing:
7. 1. chin Dad has a beard on his
chin.
8. 2. chop She will chop the
onion.
9. 3. much She likes soccer very
much.
10. 4. chip The mug has a chip in it.
11. 5. rich She got rich by selling
jam.
12. 6. chick A mother bird fed its
chick.
REVIEW
 11. 7. shop We bought milk at a
shop.
12. 8. wish He got his wish for a
bike.
13.
14. 9. rush We had to rush home.
10. ship The ship went across the ocean.
CHALLENGE
13. 11. girl The girl rides her bike.
14. 12. boy The boy reads his book.
15.

Writing
Objective: We will begin the Objective: We will write a procedural
prewriting stage for a procedural text on how to make a new friend.
text on how to make a new friend.
Product: I will draw the steps of how
Product: I will be able to create a to make a new friend.
circle map on steps to making a new
friend.
 Have children draw a
picture that shows and write
Teacher will help students create a
sentences that tell how the players
list of ideas on what people do to
used teamwork to improve their
make friends,
skills. Encourage them to recall
facts and details from the book to
The teacher will generate a class support their responses.
circle map demonstrating step by
step details for making lemonade.
This will give students an idea of
how procedural text are written
and vocabulary used.

Teacher will then give students

time to generate their circle
map/thinking for their chosen
 steps.
(10 minutes) Day 1: Invitation to
Notice – Spending Your Allowance:
Know Your Nouns
Standard: Use and understand
common nouns.
Write sentence on chart paper:
Jacques saved his allowance, penny
by penny, until he had enough to buy
a small home-movie camera.
Invite students to notice and write
their initials on what they notice.
E (15 minutes) Mini Lesson –
M Empowering Writers
Top Banana Page 235-236 of
P
Empowering Writers. Choose
O
another student to be the “top
W banana” of the week. Use the song
E “Top Banana” on page 292, to
R introduce your “top banana.” Follow
I procedure 1-5 page 236.
N (25 minutes) - Independent Writing
– Students spent the previous week
G
using the writing process to write a
(10 minutes) Day 2: Invitation to
Compare and Contrast: Write this
sentence below the sentence you wrote
yesterday to allow student to compare
and contrast: He saved stuff, thing by
thing, until he had enough to get
something. Carl saved his treats, bone
by bone, until he had enough to open
his own PetSmart.
(15 minutes) Mini Lesson –
Empowering Writers –
Expository/Informative/Research –
Introduce the Simplified
Expository/Informative Pillar – p. 49
Explain to students that an
expository/informative text begins by
introducing the topic and the middle
provides two facts about the topic and
the end is the conclusion. Talk about
author’s purpose.
(10 minutes) Day 3: Invitation to
Imitate - Imitate Together: Invite
writers to use interactive or shared
writing to compose a sentence with
you.
Imitate Independently: Students use
the model to create their own
sentences on index cards, using nouns
to help our readers see the world they
are creating with the stuff of specific
nouns. Make sure students write their
name after an em dash on the line after
their sentence to show they wrote that
sentence
(15 minutes) Mini Lesson –
Empowering Writers – Response to
Expository/Informative Texts: Follow
lesson plan on pgs. 123 -124 Split the
lesson. Day 1 do procedure 1 & 2. Do
the rest the next day.
(10 minutes) Day 4: Invitation to
Celebrate –
Pass out the index cards so we can edit
the sentences as a class.
(15 minutes) Mini Lesson –
Empowering Writers
Response to Expository/Informative
Texts: Follow lesson plan on pgs. 123
-124 Split the lesson. Day 2 steps 2-4.
(10 minutes) Day 5: Invitation to
Apply– Select a couple of sentences
that were edited the previous day and
ask questions as students find an
interesting or favorite sentence:
 “Can you tell who or what it’s
about?” Students talk it over
with a neighbor.
 “Which nouns paint the
strongest or weakest picture?”
The class continues the
discussion and charts thinking.
You may chart thinking on the
anchor chart you created on
Day 1.
 “When you write today, think
about how the nouns you use
are painting a picture with
specific stuff.”
You may choose to tape or glue some
of those index cards to the chart paper
with the ITN sentences you charted the
previous day, or you can create a list of
nouns below the sentences like anchor
chart below:
(15 minutes) Mini Lesson –
Empowering Writers - Response to
Expository/Informative Texts: Follow
lesson plan on pgs. 123 -124 Split the
lesson.
Day 3. Step 5
 brief narrative that includes a
beginning, middle, and end. Students
W should continue working on their
R writing. Most students should be
I close to start publishing their story.
T will meet with students to
T
proofread and help them correct their
E mistakes. Make sure to not write on
R their paper. Write on a post-it and
S give it to the student so he/she can
make the changes. Praise their work!