Ms. Stone ELA October 2-6, 2017

Ms.
Stone ELA October 2-6, 2017
Ms. Stone Monday 10/3 Tuesday 10/4 Wednesday 10/5 Thursday 10/6 Friday 10/7
Student 1.1A – Recognize that spoken 1.1A – Recognize that spoken 1.1A – Recognize that spoken 1.1A – Recognize that spoken 1.1A – Recognize that spoken
Expectation words are represented in written words are represented in written words are represented in written words are represented in written words are represented in written
s English by specific sequences of English by specific sequences of English by specific sequences of English by specific sequences of English by specific sequences of
letters letters letters letters letters
1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower-
case letters case letters case letters case letters case letters
1.1C -Sequence the letters of the 1.1C -Sequence the letters of the 1.1C -Sequence the letters of the 1.1C -Sequence the letters of the 1.1C -Sequence the letters of the
alphabet. alphabet. alphabet. alphabet. alphabet.
1.3B - Combine sounds from 1.3B - Combine sounds from 1.3B - Combine sounds from 1.3B - Combine sounds from 1.3B - Combine sounds from
letters and common spelling letters and common spelling letters and common spelling letters and common spelling letters and common spelling
patterns (e.g., consonant blends, patterns (e.g., consonant blends, patterns (e.g., consonant blends, patterns (e.g., consonant blends, patterns (e.g., consonant blends,
long- and short-vowel patterns) to long- and short-vowel patterns) to long- and short-vowel patterns) to long- and short-vowel patterns) to long- and short-vowel patterns) to
create recognizable words create recognizable words create recognizable words create recognizable words create recognizable words
1.3D - Decode words with 1.3D - Decode words with 1.3D - Decode words with 1.3D - Decode words with 1.3D - Decode words with
common spelling patterns (e.g., common spelling patterns (e.g., common spelling patterns (e.g., common spelling patterns (e.g., common spelling patterns (e.g.,
-ink, -onk, -ick). -ink, -onk, -ick). -ink, -onk, -ick). -ink, -onk, -ick). -ink, -onk, -ick).
1.4A - Confirm predictions about 1.4A - Confirm predictions about 1.4A - Confirm predictions about 1.4A - Confirm predictions about 1.4A - Confirm predictions about
what will happen next in text by what will happen next in text by what will happen next in text by what will happen next in text by what will happen next in text by
"reading the part that tells". "reading the part that tells". "reading the part that tells". "reading the part that tells". "reading the part that tells".
1.21A – Form upper- and lower- 1.21A – Form upper- and lower- 1.21A – Form upper- and lower- 1.21A – Form upper- and lower- 1.21A – Form upper- and lower-
case letters legibly in text, using case letters legibly in text, using case letters legibly in text, using case letters legibly in text, using case letters legibly in text, using
the basic conventions of print the basic conventions of print the basic conventions of print the basic conventions of print the basic conventions of print (left-
(left-to-right and top-to-bottom (left-to-right and top-to-bottom (left-to-right and top-to-bottom (left-to-right and top-to-bottom to-right and top-to-bottom
progression), including spacing progression), including spacing progression), including spacing progression), including spacing progression), including spacing
between words and sentences. between words and sentences. between words and sentences. between words and sentences. between words and sentences.
1.22A –Use phonological 1.22A –Use phonological 1.22A –Use phonological 1.22A –Use phonological 1.22A –Use phonological
knowledge to match sounds to knowledge to match sounds to knowledge to match sounds to knowledge to match sounds to knowledge to match sounds to
letters to construct known words letters to construct known words letters to construct known words letters to construct known words letters to construct known words
1.28A – Share information and 1.28A – Share information and 1.28A – Share information and 1.28A – Share information and 1.28A – Share information and
ideas about the topic under ideas about the topic under ideas about the topic under ideas about the topic under ideas about the topic under
discussion, speaking clearly at an discussion, speaking clearly at an discussion, speaking clearly at an discussion, speaking clearly at an discussion, speaking clearly at an
appropriate pace, using the appropriate pace, using the appropriate pace, using the appropriate pace, using the appropriate pace, using the
conventions of language. conventions of language. conventions of language. conventions of language. conventions of language.
1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns
to spell to spell to spell to spell to spell
Performanc Spelling/Phonics - Using legible Spelling/Phonics - Using legible Spelling/Phonics - Using legible Spelling/Phonics - Using legible Spelling/Phonics - Using legible
e handwriting, create a flip book to handwriting, create a flip book to handwriting, create a flip book to handwriting, create a flip book to handwriting, create a flip book to
Indicator collect and maintain words that collect and maintain words that collect and maintain words that collect and maintain words that collect and maintain words that
follow the spelling and syllable follow the spelling and syllable follow the spelling and syllable follow the spelling and syllable follow the spelling and syllable
patterns taught in this unit. In a patterns taught in this unit. In a patterns taught in this unit. In a patterns taught in this unit. In a patterns taught in this unit. In a
small group or with a partner, small group or with a partner, small group or with a partner, small group or with a partner, small group or with a partner, read
read the collected words read the collected words read the collected words read the collected words the collected words
Ms. Stone ELA October 2-6, 2017
Reading - Listen to a well-known Reading - Listen to a well-known Reading - Listen to a well-known Reading - Listen to a well-known Reading - Listen to a well-known
story or fable read aloud. With a story or fable read aloud. With a story or fable read aloud. With a story or fable read aloud. With a story or fable read aloud. With a
partner, make personal partner, make personal partner, make personal partner, make personal partner, make personal
connections to the story or fable connections to the story or fable connections to the story or fable connections to the story or fable connections to the story or fable
and discuss evidence from the and discuss evidence from the and discuss evidence from the and discuss evidence from the and discuss evidence from the
text. Write about one personal text. Write about one personal text. Write about one personal text. Write about one personal text. Write about one personal
connection and explain how it connection and explain how it connection and explain how it connection and explain how it connection and explain how it
improved your comprehension improved your comprehension improved your comprehension improved your comprehension improved your comprehension
Vocabulary Sequence – putting events in a Sequence – putting events in a Sequence – putting events in a Sequence – putting events in a Sequence – putting events in a
story story story story story
Fable – fictional tale that teaches Fable – fictional tale that teaches Fable – fictional tale that teaches Fable – fictional tale that teaches Fable – fictional tale that teaches
a moral lesson, entertains, and a moral lesson, entertains, and a moral lesson, entertains, and a moral lesson, entertains, and a moral lesson, entertains, and
often includes animals with often includes animals with often includes animals with often includes animals with often includes animals with
human characteristics human characteristics human characteristics human characteristics human characteristics
Fantasy story – a story (that could Fantasy story – a story (that could Fantasy story – a story (that could Fantasy story – a story (that could Fantasy story – a story (that could
include pictures or statements) include pictures or statements) include pictures or statements) include pictures or statements) include pictures or statements)
that is not real or could not that is not real or could not that is not real or could not that is not real or could not that is not real or could not
happen happen happen happen happen
True story – a story (that could True story – a story (that could True story – a story (that could True story – a story (that could True story – a story (that could
include pictures or statements) include pictures or statements) include pictures or statements) include pictures or statements) include pictures or statements)
that is real or could actually that is real or could actually that is real or could actually that is real or could actually that is real or could actually
happen happen happen happen happen
Media – a variety of ways people Media – a variety of ways people Media – a variety of ways people Media – a variety of ways people Media – a variety of ways people
communicate with others (e.g., communicate with others (e.g., communicate with others (e.g., communicate with others (e.g., communicate with others (e.g.,
print, digital, electronic, social) print, digital, electronic, social) print, digital, electronic, social) print, digital, electronic, social) print, digital, electronic, social)
Narrative Narrative Narrative Narrative Narrative
Expository Expository Expository Expository Expository
Biography Biography Biography Biography Biography
Autobiography Autobiography Autobiography Autobiography Autobiography
Materials Literature books Literature books Literature books Literature books Literature books
Discovery Education Discovery Education Discovery Education Discovery Education Discovery Education
Writing Journals Writing Journals Writing Journals Writing Journals Writing Journals
Retell cards Retell cards Retell cards Retell cards Retell cards
Texas Treasures TE Texas Treasures TE Texas Treasures TE Texas Treasures TE Texas Treasures TE
Texas Treasures Big Book- Texas Treasures Big Book- Texas Treasures Big Book- Texas Treasures Big Book- Texas Treasures Big Book-
Teamwork Teamwork Teamwork Teamwork Teamwork
Texas Treasures Basal Reader- Texas Treasures Basal Reader- Texas Treasures Basal Reader- Texas Treasures Basal Reader- Texas Treasures Basal Reader-
Soccer – pg 112-127 Soccer - pg 112-127 Soccer - pg 112-127 Soccer – pg 112-127 Soccer – pg112-127
Pebble Go (Username:Dragons, Pebble Go (Username:Dragons, Pebble Go (Username:Dragons, Pebble Go (Username:Dragons, Pebble Go (Username:Dragons,
Password:gpisd) Password:gpisd) Password:gpisd) Password:gpisd) Password:gpisd)
Chart and Writing paper Chart and Writing paper Chart and Writing paper Chart and Writing paper Chart and Writing paper
Comprehension Anchor Charts Comprehension Anchor Charts Comprehension Anchor Charts Comprehension Anchor Charts Comprehension Anchor Charts
Students Book Bags or Boxes Students Book Bags or Boxes Students Book Bags or Boxes Students Book Bags or Boxes Students Book Bags or Boxes
Writing Plan first draft by generation Develop drafts by sequencing Develop drafts by sequencing Develop drafts by sequencing Develop drafts by sequencing
ideas; develop drafts by ideas through writing sentences; ideas through writing sentences; ideas through writing sentences; ideas through writing sentences;
sequencing ideas through writing revise drafts by adding or deleting revise drafts by adding or deleting revise drafts by adding or deleting revise drafts by adding or deleting
sentences; revise drafts by a word, phrase or sentence; edit a word, phrase or sentence; edit a word, phrase or sentence; edit a word, phrase or sentence; edit
adding or deleting a word, phrase drafts for grammar, punctuation, drafts for grammar, punctuation, drafts for grammar, punctuation, drafts for grammar, punctuation,
or sentence; edit drafts for and spelling using a teacher and spelling using a teacher and spelling using a teacher and spelling using a teacher
grammar, punctuation, and developed rubric. Write brief developed rubric. Write brief developed rubric. Write brief developed rubric. Write brief
spelling using a teacher stories that include a BME. stories that include a BME. stories that include a BME. stories that include a BME.
developed rubric. Write brief
stories that include a BME. Work on forming upper and Work on forming upper and Work on forming upper and Work on forming upper and
lowercase letters legibly in text, lowercase letters legibly in text, lowercase letters legibly in text, lowercase letters legibly in text,
Work on forming upper and including spacing between words including spacing between words including spacing between words including spacing between words
lowercase letters legibly in text, and sentences; recognize and and sentences; recognize and and sentences; recognize and and sentences; recognize and use
including spacing between words use capitalization for the use capitalization for the use capitalization for the capitalization for the beginning of
and sentences; recognize and beginning of sentences. beginning of sentences. beginning of sentences. sentences.
use capitalization for the
beginning of sentences.
Students will be given a fall Students will be given a fall Students will be given a fall Students will complete a craft that
Students will be given a fall prompt. Students will have to prompt. Students will have to prompt. Students will have to goes with their scarecrow writing.
prompt. Students will have to create a story with a BME. create a story with a BME. create a story with a BME.
create a story about a scarecrow
and use descriptive words.
Objective We will retell a story’s beginning, We will retell a story’s beginning, We will retell a story’s beginning, We will retell a story’s beginning, We will retell a story’s beginning,
middle, and end with attention to middle, and end with attention to middle, and end with attention to middle, and end with attention to middle, and end with attention to
the sequence of events. the sequence of events. the sequence of events. the sequence of events. the sequence of events.
Product I will be able to put a story’s I will be able to put a story’s I will be able to put a story’s I will be able to put a story’s I will be able to put a story’s
events in order using my own events in order using my own events in order using my own events in order using my own events in order using my own
words. words. words. words. words.
Small group Triangle: Letters & Sounds/Sight Square: Sight Words & Blending Circle: Sight Words & Blending Triangle: Letters & Sounds/Sight Square: Sight Words & Blending
Words Phonemes Phonemes Words Phonemes
Square: Sight Words & Blending Triangle: Letters & Sounds/Sight Square: Sight Words & Blending Hexagon: Sight Words & Triangle: Letters & Sounds/Sight
Phonemes Words Phonemes Chunking Words Words
Circle: Sight Words & Blending Hexagon: Sight Words and Triangle: Letters & Sounds/Sight Square: Sight Words & Blending Circle: Sight Words & Blending
Phonemes chucking words Words Phonemes Phonemes
Teaching The teacher will read the book The teacher will read Goldilocks The teacher will read the story The teacher will use PebbleGo to The teacher will use PebbleGo to
points and Cinderella (Fairytale). Explain and and the Three bears (Fairytale). The Bundles of Sticks (Fable). read the story of Ellen Ochoa to read a story about Barak Obama
activities review about story structure. Explain and review about story Students will explain and review the students. The teacher will to the students. The teacher will
Students will give reason why the structure. Students will give about story structure. Students explain that this story is a explain that a biography can be
story is a “Fairytale” and teacher reasons why the story is will give reasons why the story is biography. A biography is a true written about people who are alive
will write answers given on an considered a fairytale. a fable and teacher will create story about a person that is and people who have already
anchor chart. anchor chart of a fable. written by someone else. died.
Students will create a BME of Students will create a BME of Students will create a BME of The Students will complete a graphic Students will complete a graphic
Cinderella. Goldilocks and the Three Bears. Bundle of Sticks. organizer with facts from the story organizer with facts from the story
about Ellen Ochoa. about Barak Obama. They can
either the organizer from today or
Thursday to write a paragraph
about one of the two people.
Invitation to Monday Tuesday Wednesday Thursday Friday
Notice Invitation to Notice: Invitation to Notice More-Students Invitation to Collect: Invitation to Imitate/Celebrate: Invitation to Edit:
Display a sentence or group of will notice subject/predicate, Teacher will guide students to You will need to teach students Student shows what they know.
sentences from a familiar piece of verbs, nous, and punctuation. look through book boxes and how to imitate.  Type the mentor text
text (this is the mentor sentence familiar texts. The students are  Deconstruct the incorrectly several
of). Extend the invitation for looking for sentences containing sentence for its different way. Students
students to notice what is done the convention from the mentor prominent features. choose correct mentor
correctly in the sentence. Chart a sentence of the week. When  Show an imitation of sentence.
list showing what students students find a sentence, they your own or a students  Students underline
noticed in the sentences. Ask write it down in their writer’s and connect back to the subject and underline
specifically directed grammar notebook. After they are prominent features. predicate.
questions. collected, share a few and  Show students how to  Students circle capitals
celebrate the most powerful insert their ideas and and punctuation on a
examples. experiences and still collected sentence form
imitate the structure or the week.
pattern.  Provide space for
students to imitate
sentence.
Literacy  Read to self— Right  Read to self— Right  Read to self— Right  Read to self— Right  Read to self— Right
Stations now students will read now students will read now students will read now students will read now students will read
their Texas Treasures their Texas Treasures their Texas Treasures their Texas Treasures their Texas Treasures
book to practice book to practice book to practice book to practice book to practice fluency.
fluency. Students will fluency. Students will fluency. Students will fluency. Students will Students will be
be focusing on the story be focusing on the story be focusing on the story be focusing on the story focusing on the story
“Soccer.” (Students will “Soccer.” (Students will “Soccer.” (Students will “Soccer.” (Students will “Soccer.” (Students will
choose books to read choose books to read choose books to read choose books to read choose books to read
from the class library. from the class library. from the class library. from the class library. from the class library.
Leveled books will be Leveled books will be Leveled books will be Leveled books will be Leveled books will be
available once ALL available once ALL available once ALL available once ALL available once ALL
district assessment are district assessment are district assessment are district assessment are district assessment are
given. I PICK stands given. I PICK stands given. I PICK stands given. I PICK stands given. I PICK stands
for I – I choose a book, for I – I choose a book, for I – I choose a book, for I – I choose a book, for I – I choose a book,
P – Purpose – why do P – Purpose – why do P – Purpose – why do P – Purpose – why do P – Purpose – why do
you want to read it? I – you want to read it? I – you want to read it? I – you want to read it? I – you want to read it? I –
Interest – Does this Interest – Does this Interest – Does this Interest – Does this Interest – Does this
Word Sort: book interest me? C – book interest me? C – book interest me? C – book interest me? C – book interest me? C –
d, h, c, l ? Comprehension – Am I Comprehension – Am I Comprehension – Am I Comprehension – Am I Comprehension – Am I
understanding what I understanding what I understanding what I understanding what I understanding what I
am reading? K – Know am reading? K – Know am reading? K – Know am reading? K – Know am reading? K – Know
GPISD Sight – I know most of the – I know most of the – I know most of the – I know most of the – I know most of the
Words: words.) words.) words.) words.) words.)
funny, we,  Word Family Focus:  Word Family Focus:  Word Family Focus:  Word Family Focus:  Word Family Focus:
you, to, up Students will be Students will be Students will be Students will be Students will be
completing a pocket completing a pocket completing a pocket completing a pocket completing a pocket
chart activity that focus chart activity that focus chart activity that focus chart activity that focus chart activity that focus
Test Words: on the word family of on the word family of on the word family of on the word family of on the word family of
funny, we, the week. (Teacher will the week. (Teacher will the week. (Teacher will the week. (Teacher will the week. (Teacher will
you, to, up, use this as a weekly use this as a weekly use this as a weekly use this as a weekly use this as a weekly
dad, lug, grade) words with final grade) words with final grade) words with final grade) words with final grade) words with final
cot, den, lint blends (-st, nd, nk). blends (-st, nd, nk). blends (-st, nd, nk). blends (-st, nd, nk). blends (-st, nd, nk).
 Word Journey’s:  Word Journey’s:  Word Journey’s:  Word Journey’s:  Word Journey’s:
Students will have be Students will have be Students will have be Students will have be Students will have be
focusing on their own focusing on their own focusing on their own focusing on their own focusing on their own
focus in this station. focus in this station. focus in this station. focus in this station. focus in this station.
There will be different There will be different There will be different There will be different There will be different
choices of activities to choices of activities to choices of activities to choices of activities to choices of activities to
choose from while choose from while choose from while choose from while choose from while
practicing their Word practicing their Word practicing their Word practicing their Word practicing their Word
Journey’s focus. (i.e. Journey’s focus. (i.e. Journey’s focus. (i.e. Journey’s focus. (i.e. Journey’s focus. (i.e.
Sort & Write; Word Sort & Write; Word Sort & Write; Word Sort & Write; Word Sort & Write; Word
Hunting; Speed Sorting; Hunting; Speed Sorting; Hunting; Speed Sorting; Hunting; Speed Sorting; Hunting; Speed Sorting;
ABC order) ABC order) ABC order) ABC order) ABC order)
 Reading/Writing:  Reading/Writing:  Reading/Writing:  Reading/Writing:  Reading/Writing:
Students will choose Students will choose Students will choose Students will choose Students will choose
from a variety books to from a variety books to from a variety books to from a variety books to from a variety books to
read and draw a picture read and draw a picture read and draw a picture read and draw a picture read and draw a picture
of the BME. (Teacher of the BME. (Teacher of the BME. (Teacher of the BME. (Teacher of the BME. (Teacher
will use as a grade). will use as a grade). will use as a grade). will use as a grade). will use as a grade).
Phonics/ Word Journeys- Cut, sort, and Word Journey- Word Hunt Word Journeys- Speed Sort Word Journeys- Buddy Sort Word Journeys- Assessment
spelling Write
District Word Wall funny, you, we, District Word Wall: funny, you, District Word Wall: funny, you, District Word Wall funny, you, we,
District Word Wall: funny, you, to, up. we, to, up. we, to, up. to, up.
we, to, up.
Grammar Understand and use verbs (past, Understand and use verbs (past, Students will read and sort Understand and use verbs (past, Students will write 2 complete
present, future). Understand and present, future). Understand and complete and incomplete present, future). Understand and sentences in their writing journal.
use nouns (singular/plural, use nouns (singular/plural, sentences use nouns (singular/plural,
common/proper), pronouns (I and common/proper), pronouns (I and common/proper), pronouns (I and Understand and use verbs (past,
me), and time order transition me), and time order transition Understand and use verbs (past, me), and time order transition present, future). Understand and
words. words. present, future). Understand and words. use nouns (singular/plural,
use nouns (singular/plural, common/proper), pronouns (I and
Form upper and lowercase letters Form upper and lowercase letters common/proper), pronouns (I and Form upper and lowercase letters me), and time order transition
legibly in text, including spacing legibly in text, including spacing me), and time order transition legibly in text, including spacing words.
between words and sentences; between words and sentences; words. between words and sentences;
recognize and use capitalization recognize and use capitalization recognize and use capitalization Form upper and lowercase letters
for the beginning of sentences. for the beginning of sentences. Form upper and lowercase letters for the beginning of sentences. legibly in text, including spacing
legibly in text, including spacing between words and sentences;
between words and sentences; recognize and use capitalization
recognize and use capitalization for the beginning of sentences.
for the beginning of sentences.
__Small group / one on one __Small group / one on one __Small group / one on one __Small group / one on one __Small group / one on one
_Teacher reads questions/answer _Teacher reads questions/answer _Teacher reads questions/answer _Teacher reads questions/answer _Teacher reads questions/answer
choices at student request choices at student request choices at student request choices at student request choices at student request
__graphic organizer __graphic organizer __graphic organizer __graphic organizer __graphic organizer
_x__extra time for completing _x__extra time for completing _x__extra time for completing _x__extra time for completing _x__extra time for completing
work work work work work
___break apart/chunk work ___break apart/chunk work ___break apart/chunk work ___break apart/chunk work ___break apart/chunk work
__shorten instructions __shorten instructions __shorten instructions __shorten instructions __shorten instructions
__extra time for written responses __extra time for written responses __extra time for written responses __extra time for written responses __extra time for written responses
__x_peer tutors/partners __x_peer tutors/partners __x_peer tutors/partners __x_peer tutors/partners __x_peer tutors/partners
___Maniuplatives ___Maniuplatives ___Maniuplatives ___Maniuplatives ___Maniuplatives
____Word list ____Word list ____Word list ____Word list ____Word list

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