QUARTER 1
Reading Objectives:
Readers Build Good Habits (4 weeks)
· Readers work hard to develop good habits, build stamina, andlearn to work with partners.
RL1.2 - Retell stories, including key details, and demonstrates understanding
of their central message or lesson.
RL1.7 – Use illustrations and details in a story to describe its characters.
RI1.2 - Identify the main topic and retell key details of a text.
RI1.7 - Use the illustrations and details in a text to describe the key ideas.
RF1.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d. Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
RF1.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
Tackling the Tricky Parts (5 weeks)
· Readers think before, during and after to figure out what might be/have been tricky
· Readers use all their tricks when faced with hard parts
· Readers cross-check when something doesn’t make sense
· Readers partner to help each other
· Readers celebrate reading aloud with just-right books
RL1.1 – Ask and answer questions about key details in a text.
RI1.1 - Ask and answer questions about key details in a text.
RI1.4 - Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
RF1.1 – Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF1.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes) including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
RF1.3 – Know and apply grade-level phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable words.
L1.5b – Define words by category and one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Writing objectives
(5 weeks)
· Writers Learn Workshop Procedures that Support Independence: They Build Stamina, Volume, and Engagement.
· Writers Get their Stories Down on Paper
· Writers Zoom in on One Moment in Time
· Writers Lift the Level of Their Work: They Write Sequentially, with Focus and Detail.
· Writers Prepare their Writing for a Celebration.
W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W1.5 - With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as
needed.
Writing For Readers (4 weeks)
· Writers Write Stories that People Can Really Read
· Writers use Tools that Give Writers Extra Power
· Writers work with Writing Partners to Revise their Work: Make their Stories More Fun to Read.
· Writers Prepare for Publication
W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
L1.1d - Use personal possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L1.1f - Use frequently occurring adjectives.
L1.2b - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use end punctuation for sentences.
L1.2e - Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Reading Objectives:
Readers Build Good Habits (4 weeks)
· Readers work hard to develop good habits, build stamina, andlearn to work with partners.
RL1.2 - Retell stories, including key details, and demonstrates understanding
of their central message or lesson.
RL1.7 – Use illustrations and details in a story to describe its characters.
RI1.2 - Identify the main topic and retell key details of a text.
RI1.7 - Use the illustrations and details in a text to describe the key ideas.
RF1.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d. Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
RF1.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
Tackling the Tricky Parts (5 weeks)
· Readers think before, during and after to figure out what might be/have been tricky
· Readers use all their tricks when faced with hard parts
· Readers cross-check when something doesn’t make sense
· Readers partner to help each other
· Readers celebrate reading aloud with just-right books
RL1.1 – Ask and answer questions about key details in a text.
RI1.1 - Ask and answer questions about key details in a text.
RI1.4 - Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
RF1.1 – Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF1.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes) including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
RF1.3 – Know and apply grade-level phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable words.
L1.5b – Define words by category and one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Writing objectives
(5 weeks)
· Writers Learn Workshop Procedures that Support Independence: They Build Stamina, Volume, and Engagement.
· Writers Get their Stories Down on Paper
· Writers Zoom in on One Moment in Time
· Writers Lift the Level of Their Work: They Write Sequentially, with Focus and Detail.
· Writers Prepare their Writing for a Celebration.
W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W1.5 - With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as
needed.
Writing For Readers (4 weeks)
· Writers Write Stories that People Can Really Read
· Writers use Tools that Give Writers Extra Power
· Writers work with Writing Partners to Revise their Work: Make their Stories More Fun to Read.
· Writers Prepare for Publication
W1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
L1.1d - Use personal possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L1.1f - Use frequently occurring adjectives.
L1.2b - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use end punctuation for sentences.
L1.2e - Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.