Year Plan (Fall 2021)

September-December
Literacy and Numeracy
Grade 1
Senator Buchanan School, Lethbridge
Teacher: Aquinna Brokenshire

Contextual Information: This year plan includes both literacy and numeracy. I will be teaching literacy to grade 1s in September
and October. In the first week of November I will be switching over and teaching numeracy to this same group until I leave in mid
December. This was done so that I would get the opportunity to teach both literacy and numeracy, which are foundational skills for
teachers, especially in early elementary school.
There is going to be a lot of collaboration throughout the year about how the class is doing and where they should go next, so
it is likely that this plan will change during the course of the year. I have weekly collaborations with the other PSIII student as well as
other grade 1 teachers, and these will influence what I teach that week.

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Subjects: Year: Fall 2021
Literacy (ELA) &
Numeracy (Math)
Teacher: Aquinna Brokenshire
Year Plan
(September to
December)

Topics Dates Outcomes Materials and Activities and

(GLOs and SLOs) Resources Assessments

Introduction to August 31 1 : Students will listen, speak, read, write, view and - Book: Formative:
Writer’s Workshop - October 1 represent to explore thoughts, ideas, feelings and “Launching - Think-pair-share
& Jolly Phonics experiences. into Writing - Class discussions.
Workshop” - Jolly phonics
1.1: Discover and Explore by Lucy smartboard
- 1.1.1: Express ideas and develop understanding. Calkins and lessons.
- 1.1.2: Experiment with language and forms. Amanda - Jolly phonics
Hartman. printing sheets.
2 : Students will listen, speak, read, write, view and - Jolly phonics - Writing throughout
represent to comprehend literature and other texts in oral, smartboard the unit.
print, visual and multimedia forms, and respond program.
personally, critically and creatively. - Jolly phonics Summative:
writing - The students'
2.1: Use Strategies and Cues notebook summative
- 2.1.1: Use prior knowledge. - Blank papers assessment will be
- 2.1.2: Use comprehension strategies. - Lined papers from a compilation
- 2.1.3: Use textual cues. - “When we of their writing
- 2.1.4: Use phonics and structural analysis. are done, we throughout the
- 2.1.5: Use references. have just unit. Not one
begun” chart. writing will be
2.2: Respond to Texts - “I can revise taken as a
- 2.2.1: Experience various texts. my teaching summative
- 2.2.2: Construct meaning from texts. book” chart. assessment, but
- Individual instead they will be
2.3: Understand Forms, Elements and Techniques white boards given a grade

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 - 2.3.3: Experiment with language. and dry based on the
erase evidence of their
2.4: Create Original Text markers. success that I
- 2.4.3: Structure texts. - Pre-stapled have noted
booklets. throughout the unit
3 : Students will listen, speak, read, write, view and - A variety of in all of their
represent to manage ideas and information. picture books writings. Writings
(borrowed will be collected
3.1: Plan and Focus from the and notes will be
- 3.1.1: Focus attention. library frequently taken in
throughout my own grade
4 : Students will listen, speak, read, write, view and the unit). book in relation to
represent to create oral, print, visual and multimedia texts, - Students will how they are
and enhance the clarity and artistry of communication. need doing.
duotangs to
4.1: Enhance and Improve keep their
- 4.1.3: Enhance legibility. writing in.

4.3: Present and Share

- 4.3.1: Present information.

5 : Students will listen, speak, read, write, view and

represent to respect, support and collaborate with others.

5.2: Work within a Group

- 5.2.1: Cooperate with others.

Writer’s October 4 - 1 : Students will listen, speak, read, write, view and - Book: Formative:
Workshop, October 29 represent to explore thoughts, ideas, feelings and “Launching - Sight word reading
Guided Reading & experiences. into Writing and spelling.
Continue with Workshop” - Writing centres:
Jolly Phonics 1.1: Discover and Explore by Lucy games, spelling
- 1.1.1: Express ideas and develop understanding. Calkins and stations, word
- 1.1.2: Experiment with language and forms. Amanda family stations, etc.
Hartman. - Class discussions.

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2 : Students will listen, speak, read, write, view and - Sight word - Think-pair-share
represent to comprehend literature and other texts in oral, cards - Writing throughout
print, visual and multimedia forms, and respond - Word family the unit.
personally, critically and creatively. sheets - Jolly phonics
- Blank papers printing sheets.
2.1: Use Strategies and Cues - Lined papers
- 2.1.1: Use prior knowledge. - Duotangs for Summative:
- 2.1.2: Use comprehension strategies. students - Notes on students
- 2.1.3: Use textual cues. writing reading (and
- 2.1.4: Use phonics and structural analysis. - Pre-stapled potentially writing)
- 2.1.5: Use references. booklets of sight words will
- “When we be taken
2.2: Respond to Texts are done, we throughout the
- 2.2.1: Experience various texts. have just unit. Evidence of
- 2.2.2: Construct meaning from texts. begun” chart. their achievement
- “I can revise in this area will be
2.3: Understand Forms, Elements and Techniques my teaching used in their
- 2.3.3: Experiment with language. book” chart. overall summative
- Individual mark for the unit.
2.4: Create Original Text white boards - Students will be
- 2.4.3: Structure texts. and dry given a summative
erase mark based on the
3 : Students will listen, speak, read, write, view and markers. evidence of
represent to manage ideas and information. - A variety of achievement in
picture books their writing from
3.1: Plan and Focus (borrowed the writer's
- 3.1.1: Focus attention. from the workshops
library throughout the
3.4: Share and Review throughout unit.
- 3.4.1: Share Ideas and Information the unit).
- Jolly phonics
4 : Students will listen, speak, read, write, view and smartboard
represent to create oral, print, visual and multimedia texts, program.
and enhance the clarity and artistry of communication. - Jolly phonics
notebook.
4.1: Enhance and Improve

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 - 4.1.2: Revise and edit.
- 4.1.3: Enhance legibility.
- 4.1.4: Expand knowledge of language.
- 4.1.5: Enhance artistry.

4.2: Attend to Conventions

- 4.2.2: Attend to spelling.
- 4.2.3: Attend to capitalization and punctuation.

4.3: Present and Share

- 4.3.1: Present information.
- 4.3.2: Enhance presentation.

5 : Students will listen, speak, read, write, view and

represent to respect, support and collaborate with others.

5.2: Work within a Group

- 5.2.1: Cooperate with others.
- 5.2.2: Work in groups.

Switch From Literacy to Numeracy

Numbers 1-20 November 1. Develop Number Sense - Wooden Formative:

& Patterns 1- - 1.3: Demonstrate an understanding of counting by: shape blocks - Number games
December - Indicating that the last number said - Any other and centres.
3 identifies “how many” types of - Observations of
- 1.4: Represent and describe numbers to 20, blocks. student’s ability to
concretely, pictorially and symbolically. - Counting count from 1-20
- 1.6: Estimate quantities to 20 by using referents. worksheets and to identify
- 1.8: Identify the number, up to 20, that is: - Pattern numbers between
- One more worksheets 1 and 20.
- Two more - Base 10 - Observations of
- One less blocks. students’ abilities
- Two less - Props for to estimate
Than a given number number and quantities of
pattern objects.

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2. Use patterns to describe the world and to solve centres - Observations’ of
problems. (specifics to students abilities to
- 2.1: Demonstrate an understanding of repeating be decided in identify more than
patterns (two to four elements) by team and less than
- Describing collaboration numbers between
- Reproducing meetings). 1 and 20.
- Extending - Individual - Observation of
- Creating whiteboards students’ patterns
- 2.2: Translate repeating patterns from one and dry using
representation to another erase manipulatives.
- 2.3: Sort objects, using one attribute, and explain markers. - Student
the sorting rule. conversations
- Student pattern
creation (with
blocks, on
whiteboards, with
objects, etc.)

Summative:
- Worksheets done
throughout the
unit.
- Mid-unit interview
(after covering
numbers 1-20) of
students' abilities
to count between 1
and 20, identify
more and less
quantities and
represent numbers
between 1 and 20.
- End of unit
interview where
students create a
repeating pattern,

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 extend one,
translate a pattern,
and sort a set of
objects with one
attribute.

Mini Unit: December 1. Develop Number Sense - Base 10 Formative:

Introduction to 6- - 1.8: Identify the number, up to 20 that is: blocks. - Observations
Addition December - One more - Other types during addition
17 - Two more of blocks. centres.
- One less - Individual - Observations from
- Two less whiteboards class activities
Than a given number and dry using whiteboards.
- 1.9: Demonstrate an understanding of addition of erase - Class discussions.
numbers with answers to 20 and their markers.
corresponding subtraction facts, concretely, - Addition Summative:
pictorially and symbolically by: worksheets. - Worksheets
- Using familiar mathematical language to - Blocks, completed
describe additive and subtractive actions objects, and throughout the
- Creating and solving problems in context other items unit.
that involve addition and subtraction that will be - Quiz
- Modelling addition and subtraction, using a used in math - Final interview
variety of concrete and visual centres where students are
representations, and recording the process throughout given addition
symbolically. the unit. questions with
- 1.10: Describe and use mental mathematics blocks and
strategies for basic addition facts and related manipulatives that
subtraction facts to 18. they need to solve.

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 Class Schedule

Time Monday Tuesday Wednesday Thursday Time Friday

8:15-8:50 8-15-8:50

8:50-9:20 8:50-9:20

9:20-9:50 9:20-9:50

9:50-10:20 9:50-10:20

10:20-10:55 10:35-11:05

11:00-11:30 11:05-11:35

11:30-12:00 11:35-11:50

12:00-12:30

12:30-1:00

1:00-1:35

1:35-2:10

2:10-2:40

2:40-3:10

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 September 2021

Monday Tuesday Wednesday Thursday Friday

31 1 2 3

“Intro to me” lesson. “Intro to me” lesson. Students begin writer’s Writer’s Workshop
workshop.
First day for students A- First day for students N-
M Z First day with all
students.

6 7 8 9 10

No School - Labour Day Start Jolly Phonics (S) Writer’s Workshop Jolly Phonics (A) Writer’s Workshop

13 14 15 16 17

Writer’s Workshop Jolly Phonics (T) Writer’s Workshop Jolly Phonics (I) Writer’s Workshop

20 21 22 23 24

Writer’s Workshop Jolly Phonics (P) Writer’s Workshop Jolly Phonics (N) Writer’s Workshop

27 28 29 30 1

Writer’s Workshop Jolly Phonics (C/K) Writer’s Workshop Jolly Phonics (E) Writer’s Workshop

Seminar PM (1:00-3:00)

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 October 2021

Monday Tuesday Wednesday Thursday Friday

4 5 6 7 8

Writer’s Workshop & Jolly Phonics (H) Writer’s Workshop & Jolly Phonics (R) Writer’s Workshop &
Guided Reading Guided Reading Guided Reading

11 12 13 14 15

No school - No students No students No students No students

Thanksgiving Parent Teacher Parent Teacher
Interviews PM Interviews

18 19 20 21 22

Writer’s Workshop & Jolly Phonics (M) Writer’s Workshop & Jolly Phonics (D) Writer’s Workshop &
Guided Reading Guided Reading Guided Reading

25 26 27 28 29

Writer’s Workshop & Jolly Phonics (G) Writer’s Workshop & Jolly Phonics (O) Writer’s Workshop &
Guided Reading Guided Reading Guided Reading

Seminar AM - Sub
Plans Needed.

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 November 2021

Monday Tuesday Wednesday Thursday Friday

1 2 3 4 5

Numbers 1-20 start

8 9 10 11 12

No school - No school
Remembrance Day

15 16 17 18 19

Introduce patterns and Begin interviews for Finish interviews for Seminar PM
continue with numbers numbers 1-20 numbers 1-20
1-20

22 23 24 25 26

29 30 1 2 3

Begin interviews for Finish interviews for

patterns patterns

December 2021

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 Monday Tuesday Wednesday Thursday Friday
1 2 3

6 7 8 9 10

Begin addition Seminar all day - Sub

Plans needed

13 14 15 16 17

Finish addition -
students should now be
prepared for TM to
begin subtraction.

My last day

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