Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Oct. 7^th-11th

1R1 (text features)

Texts:  “Matthew and Tilly,” “Make New Friends” (poem)

I can listen to a story and make a text to self connection.

I can look at a book during independent reading time and tell my favorite part.

I can identify words that rhyme.

I can write a narrative using real or imagined events

I can produce and expand on simple sentences using capitalization, nouns, and punctuation.

1R9 (connections)

Comprehension Skills:  Text-to-self connections

1R2 (identify a main topic or central idea)

Decoding/Foundational Skills: 

UFLI Lesson 39 Short u Review

UFLI Lesson 40 Short e Review

1R3 (characters, settings, main events)

High Frequency Words:  was, put, what, do, have

1R4 (read beginning reader texts to student ability)

Vocabulary: accuse, crabby, stomp and wonder

1RF1 (text features)

Grammar Skills:  command of the conventions of language

1RF2 (phonemic awareness)

Writing Workshop: Writing Stories About Helping

Text: “Farmer Duck”

1W3 (write narratives)

1SL1a (collaborative discussions)

1L4 (meanings of words)

1RF3c (regularly spelled 1 syllable words)

1L6 (used words and phrases acquired through conversation)

Anchor Standard L1 (conventions of language)

Anchor Standard L2 (conventions of language)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Oct. 15th-18th

1R1 (text features)

Texts:  “McDuff and the Baby” and “Over in the Meadow: A Counting Rhyme”

I can listen to a story and make a text to self connection.

I can act out the main events of a story.

I can identify words that rhyme.

I can produce and expand on simple sentences using capitalization, nouns, and punctuation.

1R9 (connections)

Comprehension Skills:  Text-to-self connections

ISL2 (key details)

Decoding/Foundational Skills:

UFLI Lesson 41 Short Vowel Review

UFLI Lesson 42 FLSZ Rule

1RF2 (phonemic awareness)

High Frequency Words: said, of, her, his, come

1RF4 (read beginning reader texts to student ability)

Vocabulary: arrive, admire, squint, indulge

1SL1a (collaborative discussions)

Grammar Skills:  command of the conventions of language

1SL5 (visualization)

Writing Workshop: Writing Stories About Things We Can Do

Text: "All By Myself”

1W3 (write narratives)

1L4 (meanings of words)

1L6 (used words and phrases acquired through conversation)

1RF3c (regularly spelled 1 syllable words)

Anchor Standard L1 (conventions of language)

Anchor Standard L2 (conventions of language)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Oct. 21^st-25^th

1R1 (text features)

Texts: “Chrysanthemum and Bippity, Boppity, Bumblebee” and “Kitty Caught a Caterpillar”

I can listen to a story and make a text to self connection.

I can discuss the message in the story.

I can clap syllables in words.

I can program the Bee Bots to catch the items that kitty caught.

I can produce and expand on simple sentences using capitalization, nouns, and punctuation.

1R2 (identify a main topic or central idea)

Comprehension Skills:  text-to-self connections

Decoding/Foundational Skills:

UFLI Lesson 43 -all, -oll, -ull

UFLI Lesson 44 -ck

1R9 (connections)

High Frequency Words: make, there, be, out, so

1RF2 (phonemic awareness)

Vocabulary: miserable, possession, humorous, beam

1RF4 (read beginning reader texts to student ability)

Grammar Skills:  command of the conventions of language

1SL1a (collaborative discussions)

Writing Workshop: Writing stories about what we want to be when we grow up

Text: “When I Grow Up...”

1SL2 (ask and answer questions about key details)

1SL6 (Expresses thoughts, feelings and ideas)

1W3 (write narratives)

1L5 (understanding word relationships)

1RF3e (basic patterns)

1L6 (used words and phrases acquired through conversation)

Anchor Standard L1 (conventions of language)

Anchor Standard L2 (conventions of language)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

IR9 (connections)

Texts: “Goldfish and Chrysanthemum”

Assessment Week

Oct. 28th-Nov. 1st

ISL4 (describe familiar people, places, things and events)

Comprehension Skills:  Text-to-self connections

I can listen to a story and make a text to self-connection.

I can discuss the message in the story.

I can clap syllables in words.

I can program the Bee Bots to catch the items that kitty caught.

I can produce and expand on simple sentences using capitalization, nouns, and punctuation.

I can describe familiar people (friends) and add relevant details.

1W3 (write narratives)

Decoding/Foundational Skills:

UFLI Lesson 45 sh

UFLI Lesson 46 voiced th

ISL1 (collaborative conversation)

High Frequency Words: look, good, get, yes, where

1RF3a (common blends and digraphs)

Vocabulary: N/A

Anchor Standard L1 (conventions of language)

Grammar Skills:  command of the conventions of language

Anchor Standard L2 (conventions of language)

Writing Workshop: Writing stories about things they like to do with friends.

Text: “When I Was Five”

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:  Text to self connections (Goldfish and Chrysanthemums)-give during week 4

Writing: n/a

Optional: n/a

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

2A.1b. Use listening skills to identify the feelings and perspectives of others.

2B.1a. Recognize their similarities to and differences from others.

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Nov. 4^th – 8^th

1R1 (text features)

Texts: “The Stray Dog” and “My Dog’s First Poem”

I can choose a “just right” book for independent reading time

I can draw and write about my favorite part of a book

I can produce and expand on simple sentences using capitalization, nouns, and punctuation.

I can participate in a collaborative dicussion (small and large group)

1R2 (identify a main topic or central idea)

Comprehension Skills:  retelling

1R6 (describe how illustrations and details support the text)

Decoding/Foundational Skills: 

UFLI Lesson 47 Unvoiced th

UFLI Lesson 48 ch

1RF2 (phonemic awareness)

High Frequency Words:  want, water, from, little, say

1RF4 (read beginning reader texts to student ability)

Vocabulary: revisit, ecstatic, pursue, convince

1SL1a (collaborative discussions)

Grammar Skills:  conventions of language

1SL2 (ask and answer questions about key details)

Writing Workshop: Writing stories about animals they love

Text: “I Love Animals”

1W3 (write narratives)

1L4 (meanings of words)

1L6 (used words and phrases acquired through conversation)

1RF3a (common blends and digraphs)

Anchor Standard L1 (conventions of language)

Common and Proper Nouns (optional)

Anchor Standard L2 (conventions of language)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Nov. 12^th – 15^th

1R1 (text features)

Texts: “Extraordinary Egg” and “Over in the Meadow”

I can practice retelling a story.

I can draw and write about a favorite part in a story.

I can identify patterns in a story.

1R2 (identify a main topic or central idea)

Comprehension Skills:  retelling

1RF1 (text features)

Decoding/Foundational Skills: 

UFLI Lesson 49 Digraph Review

UFLI Lesson 50 wh and ph

1RF2 (phonemic awareness)

High Frequency Words:  for, again, down, going, love

1RF4 (read beginning reader texts to student ability)

Vocabulary: ordinary, extraordinary, accurate, inaccurate

1SL1a (collaborative discussions)

Grammar Skills: conventions of language

1SL2 (ask and answer questions about key details)

Writing Workshop: Writing stories about special places

Text: “Chinatown”

1SL3 (develop and answer questions to clarify what a speaker says)

1SL4 (describe familiar people, places, things and events)

1SL5 (visualization)

1W3 (write narratives)

1L4 (meanings of words)

1RF3a (common blends and digraphs)

1L6 (used words and phrases acquired through conversation)

Anchor Standard L1 (convention of language)

Pronouns (optional)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Nov. 18^th – 22^nd

1R1 (text features)

Texts: “Fritz and the Beautiful Horses” and review poems

I can make text to self-connections.

I can practice retelling a story.

I can draw and write the events in a story.

I can work with others to construct a bridge using various building materials.

I can create a response to a text, author, theme, or personal experience.

1R2 (identify a main topic or central idea)

Comprehension Skills:  retelling

1R9 (connections)

Decoding/Foundational Skills: 

UFLI Lesson 51 -ng

UFLI Lesson 52 -nk

1RF1 (text features)

High Frequency Words:  many, people, play, went, as

1RF4 (read beginning reader texts to student ability)

Vocabulary: splendid, glossy, stumble, dependable

1SL1a (collaborative discussions)

Grammar Skills: conventions of language

1SL2 (ask and answer questions about key details)

Writing Workshop: Stories about family members

Text: “Daddy Calls Me Man”

1SL4 (describe familiar people, places, things and events)

1SL6 (expresses thoughts, feelings and ideas clearly)

ISL3 (develop and answer questions to clarify what the speaker says and identify a speaker’s point of view)

1W3 (write narratives)

1W4 (create a response to a text)

1L4 (meanings of words)

1RF3a (common blends and digraphs)

1L6 (used words and phrases acquired through conversation)

Anchor Standard L1 (convention of language)

Verbs (optional)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Dec. 2nd-6th

1R2 (identify a main topic or central idea)

Texts: “Pedro Goes Buggy”

Assessment Week

I can listen to a story and make a text to self connection.

I can discuss the message in the story.

I can clap syllables in words.

I can program the Bee Bots to catch the items that kitty caught.

I can write narratives which recount real or imagined experience or events

I can participate in collaborative conversations.

I can describe familiar people, places, things, and events with relevant details.

I can express my thoughts, feelings, and ideas clearly using complete sentences.

1RF2 (phonemic awareness)

Comprehension Skills:  retelling

1W3 (write narratives)

1RF3a (common blends and digraphs)

1RF3b (long vowels)

Decoding/Foundational Skills:

UFLI Lesson 53 Digraph Review

UFLI Lesson 54 a_e

Anchor Standard L1 (

Optional: Using Nouns and Verbs in Sentences

High Frequency Words: your, very, all, day, did

Vocabulary: N/A

Grammar Skills:  conventions of language

Writing Workshop: Writing stories about family activities

Text: “Growing Vegetable Soup”

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:  Pedro Goes Buggy retelling

Writing: n/a

Optional: n/a

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

2A.1a. Recognize that others may experience situations differently from them.

2A.1b. Use listening skills to identify the feelings and perspectives of others.

2B.1a. Recognize their similarities to and differences from others.

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Dec. 9th – 13th

1R4 (identify specific words that express feelings and senses)

Texts: “Did You See What I Saw? Poems About School,” “School Bus,” and “Sliding Board”

I can listen and visualize a poem.

I can find sensory details in a story to help me make images in my mind.

I can self-monitor my reading.

I can write narratives which recount real or imagined experience or events

I can participate in collaborative conversation

I can write a story about something that makes me sad or mad.

1R8 (identify specific information an author or illustrator gives that supports

Comprehension Skills:  Identify Sensory Details and Make Mental Images

1RF4 (read beginning reader texts, appropriate to individual student ability)

Decoding/Foundational Skills: 

UFLI Lesson 55 i_e

UFLI Lesson 56 o_e

1SL1 (participate in collaborative discussions)

High Frequency Words: could, would, should, were, if

1W3 (write narratives which recount real or imagined experiences or events)

Vocabulary: glide, thrilling, commute, stuff

1W7 (recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways)

Grammar Skills:  conventions of language

1SL4 (describe familiar people, places, things, and events with relevant details expressing ideas clearly.

Writing Workshop: Writing stories about things that make them sad or mad.

Text: “Knuffle Bunny”

1SL6 (express thoughts, feelings, and ideas clearly, using complete sentences when appropriate

1L4 (determine or clarify the meaning of unknown and multiple-meaning words and phrases)

1L6 (use words and phrases acquired through conversations, reading and being read to, and responding to texts

1RF3b (long vowels)

Anchor Standard L1 (convention of language)

Using this/that and these/those (optional)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Dec. 16th – 20th

1R4 (read beginning reader texts to student ability)

Texts: “Sheep Out to Eat” and “Hippopotamus Stew”

I can listen and visualize a poem.

I can find sensory details in a story to help me make images in my mind.

I can self-monitor my reading.

I can write narratives which recount real or imagined experience or events

1SL1a (collaborative discussions)

Comprehension Skills:  Self-Monitor and Visualize

1RF4 (read beginning reader texts to student ability)

Decoding/Foundational Skills: 

UFLI Lesson 57 VCe

UFLI Lesson 58 u_e, /yu/

IW3 (write narratives which recount real or imagined experiences or events)

High Frequency Words: both, does, him, how, now

1RF3b (long vowels)

Vocabulary: appetite, chomp, commotion, and pout

Grammar Skills:  conventions of language

Writing Workshop: Open Week/Assessment Week (Check on progress)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Jan. 6th – 10th

1R1 (text features)

Texts: “When Winter Comes” and “In a Winter Meadow”

I can listen and visualize a poem.

I can find sensory details in a story to help me make images in my mind.

I can self-monitor my reading.

I can write a story about something I observed in my classroom.

1R9 (connections)

Comprehension Skills:  Identify Sensory Details and Visualize

1R2 (identify a main topic or central idea)

Decoding/Foundational Skills: 

UFLI Lesson 59 Review VCe

UFLI Lesson 60 _ce

1R3 (characters, settings, main events)

High Frequency Words: every, other, mother, brother, sat

1R4 (read beginning reader texts to student ability)

Vocabulary: scurry, dart, wilt, wonder

1RF1 (text features)

Grammar Skills:  conventions of language

1RF2 (phonemic awareness)

Writing Workshop: Writing stories about something observed in the classroom

Text: “Mouse Views”

1W3 (write narratives which recount real or imagined experiences or events)

1SL1 (participate in collaborative discussions)

1SL4 (describe familiar people, places, things, and events with relevant details)

1SL6 (express thoughts, feelings, and ideas clearly using complete sentences)

1RF3b (long vowels)

Anchor Standards L1

Imperative Sentences (optional)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Jan. 13th – 17th

1R1 (text features)

Texts: “The Snowy Day” and “Listen”

I can listen and visualize a poem.

I can find sensory details in a story to help me make images in my mind.

I can self-monitor my reading.

I can write a story about somethat that was fun and not fun.

1R9 (connections)

Comprehension Skills:   Visualize

1R2 (identify a main topic or central idea)

Decoding/Foundational Skills: 

UFLI Lesson 61 _ge

UFLI Lesson 62 VCe Review and Exceptions

1R3 (characters, settings, main events)

High Frequency Words: woman, women, boy, man, dad

1R4 (read beginning reader texts to student ability)

Vocabulary: frigid, heaping, firm, and adventure

1RF1 (text features)

Grammar Skills:  conventions of language

1RF2 (phonemic awareness)

Writing Workshop: Writing stories about times that were fun and times that were not fun.

Text: N/A

1W3 (write narratives which recount real or imagined experiences or events)

1W7 (recall and represent relevant information from experience or gather information from provided sources to answer a question in a variety of ways)

1SL1 (participate in collaborative discussions)

1SL4 (describe familiar people, places, things, and events with relevant details)

1RF3b (long vowels)

Anchor Standard L1 (conventions of language)

Possessive Pronouns (optional)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Jan. 21st– 24th

1R1 (text features)

Text: “Full, Full, Full of Love”

Assessment Week

I can visualize a story.

I can write a stroy about a fantasy field trip.

I can write a story about a fantasy class pet.

1R9 (connections)

Comprehension Skills:  Visualize

1R1 (key details)

Decoding/Foundational Skills: 

UFLI Lesson 63 -es

UFLI Lesson 64 -ed

1R8 (supporting ideas)

High Frequency Words: toward, over, or, will

1SL1 (collaborative conversation)

Vocabulary: N/A

1RF3f (recognize root words)

Grammar Skills:  conventions of language

1W3 (imagined events)

Writing Workshop: Writing stories about a fantasy field trip and fantasy class pet.

Text: N/A

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:  Full, Full, Full of Love

Optional: n/a

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

2A.1a. Recognize that others may experience situations differently from them.

2A.1b. Use listening skills to identify the feelings and perspectives of others.

2B.1a. Recognize their similarities to and differences from others.

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Jan. 27th – 31st

1R1 (text features)

Texts: “The Frog Who Wanted to See the Sea” and “One Duck Stuck”

I can make wonders about a story.

I can make predictions about a story.

I can use the story to support my ideas.

I can write a story about a wish.

1R7 (story elements)

Comprehension Skills:  Wonder and Make Predictions

1R8 (supporting ideas)

Decoding/Foundational Skills: 

UFLI Lesson 65 -ing

UFLI Lesson 66 Closed and Open Syllables

1SL1 (collaborative conversation)

High Frequency Words: their, old, cold, told, jump

1SL2 (key details)

Vocabulary: zip, vanish, unseen, terrified

1RF1 (features of print)

Grammar Skills:  conventions of language

1RF2 (phonemic awareness)

Writing Workshop: Writing stories about wishes.

Text: “Wait and See”

1L4 (meanings of unknown words)

1L5 (word relationships)

1L6 (respond to texts)

1RF3f (recognize root words)

1RF3c (one syllable words)

1RF3e (two syllable words)

1W3 (imagined events)

ISL3 (POV)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Feb. 3rd – 7th

1R1 (text features)

Texts: “The Story of Jumping Mouse” and “Mice”

I can make wonders about a story.

I can make predictions about a story.

I can use the story to support my ideas.

I can write a silly story about an animal.

1R6 (POV and purpose)

Comprehension Skills:  Wonder

1SL1 (collaborative conversation)

Decoding/Foundational Skills: 

UFLI Lesson 69 -tch

UFLI Lesson 70 -dge

1SL2 (key details)

High Frequency Words: one, two, three, four, five

1W4 (respond to text)

Vocabulary: exhausted, great, generous, reappear

1RF4 (accuracy and fluency)

Grammar Skills:  conventions of language

1L4 (meaning of unknown words)

Writing Workshop: Writing a silly animal story.

Text: “Sheep on a Ship”

1L5 (word relationships)

1L6 (respond to text)

1RF3a (digraphs)

1W3 (imagined events)

ISL3 (POV)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Feb. 10th – 14th

1R1 (text features)

Texts: “Biblioburro: A True Story from Columbia” and “When You Can Read”

I can make wonders about non-fiction stories.

I can make predictions about a story.

I can use the story to support my ideas.

I can write personal stories about fun days and school.

1R8 (supporting ideas)

Comprehension Skills:  Wonder

1SL1 (collaborative conversations)

Decoding/Foundational Skills: 

UFLI Lesson 72 Long VCC

UFLI Lesson 73 _y as i

1SL2 (key details)

High Frequency Words: don’t, won’t, too, any, into

1RF4 (accuracy and fluency)

Vocabulary: remote, enrich, inconvenient, convenient

1RF1 (text features)

Grammar Skills:  conventions of language

1L4 (meanings of unknown words)

Writing Workshop: Writing personal stories about fun days and personal stories about school.

Text: “The Snowy Day” and “Chrysanthemum”

1L6 (respond to text)

1RF3a (letter correspondence)

1W3 (narratives of real experiences)

1W7 (recall and represent information)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Feb.

24th – 28th

1R1 (text features)

Texts: “Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah” and “No Two Alike”

I can make wonders about non-fiction stories.

I can make predictions about a story.

I can use the story to support my ideas.

I can use feelings to write a story about doing something for the first time.

1R9 (connections)

Comprehension Skills:  Wonder and Make Predictions

1R2 (identify a main topic or central idea)

Decoding/Foundational Skills: 

UFLI Lesson 74 _y as e

UFLI Lesson 75 -le

High Frequency Words: who, school, eat, girl, goes

1R6 (POV and purpose)

Vocabulary: lunge, earn, train, persuade

1RF1 (text features)

Grammar Skills:  conventions of language

1RF4 (accuracy and fluency)

Writing Workshop:  Using feelings to write stories about doing something for the first time

Text: “Best Friends Sleepover”

1W4 (respond to text)

1L4 (meaning of unknown words)

1L5 (word relationships)

1L6 (responds to text)

1RF3a (letter correspondence)

1W3 (narratives about real events)

1W7 (recall and represent information)

1SL1 (collaborative conversation)

1SL4 (describe relevant details)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

March 3rd – 7th

1R1 (text features)

Texts: “A Bad Case of Stripes”

Assessment Week

I can draw and write what I wonder about a text.

I can write a story about a time I felt grown up using feeling words.

1R8 (supporting ideas)

Comprehension Skills:  Wonder

1R9 (making connections)

Decoding/Foundational Skills: 

UFLI Lesson 78 or, ore /or/

UFLI Lesson 80 er /er/

1SL1 (collaborative conversations)

1RF3a (common blends)

High Frequency Words: thought, father, then, than, them

1W3 (narratives of real experiences)

Vocabulary: N/A

1W7 (recall and represent relevant information)

Grammar Skills:  conventions of language

1SL1 (collaborative conversations)

Writing Workshop: Writing about times that a student felt grown up including feeling words.

Text: “Down the Road”

1SL3 (POV)

1SL4 (describe relevant details)

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:

 “A Bad Case of Stripes”

Optional: n/a

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

2B.1a. Recognize their similarities to and differences from others. 2B.1b. Express respectful curiosity about the history and lived experiences of others.

2B.1c. Recognize bullying behaviors and practice safety and courage in seeking help from a trusted adult to respond

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Mar. 10th – 14th

1R1 (text features)

Texts: “Doctors Help,” “No Two Alike,” “One Duck Stuck,” and “When Winter Comes”

I can discuss information from non-fiction books.

I can make text-to-self connections in books.

I can publish a story and share it in the author’s chair.

1R5 (word relationships)

Comprehension Skills:  Text-to-Self Connections

1R7 (story elements)

Decoding/Foundational Skills: 

UFLI Lesson 81 ir, ur /er/

UFLI Lesson 82 Spelling /er/: er, ir, ur, w+or

1R8 (ideas in text)

High Frequency Words: after, work

1R9 (make connections)

Vocabulary: healthy, unhealthy, patient, prevent

1RF1 (text features)

Grammar Skills:  conventions of language

1RF4 (accuracy and fluency)

Writing Workshop: Publish stories and authors chair.

1L4 (meaning of unknown words)

1L5 (word relationships)

1L6 (responds to text)

1RF3a (common blends)

1W3 (narratives of real experiences)

1SL1 (Collaborative Discussion)

1SL3 (POV)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Mar. 17th – 21st

1R1 (key details)

Texts: “A Day in the Life of a Garbage Collector” and “People Who Help: A Kid’s Guide to Community Hero’s- Trash Collectors”

I can find differences and similarities in two nonfiction books.  

I can make text-to-self connections in books.

I can write a true story using everything I learned from the narrative unit.

1R6 (POV and Purpose of the text)

Comprehension Skills:  Compare and Contrast

1R8 (ideas in text)

Decoding/Foundational Skills: 

UFLI Lesson 83 R-Controlled Vowel Review

UFLI Lesson 84 ai, ay /a/

1SL1 (collaborative conversation)

High Frequency Words: head, read

1SL2 (key details)

Vocabulary: collect, inspect, dump, landfill

1RF4 (accuracy and fluency)

Grammar Skills:  N/A

1L4 (meaning of unknown words)

Writing Workshop: Assessment Week

1L6 (respond to text)

1W3 (narratives)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Mar. 24th – 28th

1R1 (text features)

Texts: “Construction Workers Help” and “Bulldozer”

I can find differences and similarities in two nonfiction books. 

I can make text-to-self connections in books.

I can write facts about myself, my class and my school.

1R7 (story elements)

Comprehension Skills:  Compare and Contrast

1R2 (identify a main topic or central idea)

Decoding/Foundational Skills: 

UFLI Lesson 85 ee, ea, er /e/

UFLI Lesson 86 oa, ow, oe /o/

1R8 (supporting details)

High Frequency Words: never, ever, only

1R4 (read beginning reader texts to student ability)

Vocabulary: construct, architect, excavate, operate

1SL1 (collaborative conversation)

Grammar Skills:  conventions of language

1SL2 (key details)

Writing Workshop: Writing facts about themselves, the class, and about a place in the school.

Text: “Bee” and “Meet My Neighbor… The Dentist”

1RF4 (accuracy and fluency)

1L4 (meanings of unknown words)

1L5 (word relationships)

1L6 (respond to texts)

1RF3a (letter correspondence)

1W2 (Informative/explanatory texts)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Mar. 31st – Apr. 4th

1R1 (text features)

Texts: “Dentists Help”

Assessment Week

I can make text-to-self connections in books.

I can interview and write about a friend.

1R9 (connections)

1RF3a (letter correspondence)

Comprehension Skills:  Compare and Contrast

1W2 (Informative/explanatory texts)

1W6 (research and exploration)

1SL1 (collaborative conversation)

1SL3 (POV)

1SL4 (relevant details)

Decoding/Foundational Skills: 

UFLI Lesson 87 ie, igh /i/

UFLI Lesson 89 oo, u /oo/

High Frequency Words: give, live

Vocabulary: N/A

Grammar Skills:  n/a

Writing Workshop: Interviewing and writing a book about a friend.

Text: N/A

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:

 “Dentists Help”

Optional: n/a

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

2C.1a. Identify ways to interact with others that protect personal and collective safety and wellbeing, including establishing, maintaining, and respecting boundaries.

2C.1b. Demonstrate adaptability in social contexts that consider community and personal wellbeing.

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Apr. 7th– 11th

1R1 (text features)

Texts: “Bugs for Lunch” and “A House Spiders Life”

I can discuss information in non-fiction books.

I can wonder about non-fiction topics.

I can learn new information from texts and illustrations in non-fiction books.

I can write facts about objects.

1SL1 (collaborative conversation)

Comprehension Skills:  Text-to-Self Connections

1SL2 (key details)

Decoding/Foundational Skills: 

UFLI Lesson 90 oo /u/

UFLI Lesson 91 ew, ui, ue /u/

1R7 (story elements)

High Frequency Words: walk, talk, because, children

1RF4 (accuracy and fluency)

Vocabulary: multiple, risky, locate, munch

1L4 (meaning of unknown words)

Grammar Skills:  n/a

1L6 (respond to texts)

Writing Workshop: Writing facts about objects.

Text: “Firetrucks”

1RF3a (letter correspondence and blends)

1W2 (informative/explanatory text)

1W6 (research and exploration)

1SL3 (POV)

1SL6 (express thoughts and feelings)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Apr. 21st– 25th

1R1 (text features)

Texts: “A Butterflies Life Cycle” and “Caterpillars”

I can discuss information in non-fiction books.

I can wonder about non-fiction topics.

I can learn new information from texts and illustrations in non-fiction books.

I can help my class research an animal.

1R9 (connections)

Comprehension Skills:  Text-to-Self Connections

1SL1 (collaborative conversation)

Decoding/Foundational Skills: 

UFLI Lesson 93 au, aw, augh /aw/

UFLI Lesson 94 ea /e/, a /o/

1SL2 (key details)

High Frequency Words: review

1SL5 (visualization)

Grammar Skills:

1R7 (story elements)

Writing Workshop: OPEN WEEK; Shared research about a variety of animals.

Text: N/A

1RF4 (accuracy and fluency)

1L6 (respond to texts)

1RF3b (long vowels and conventions)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

Apr. 28th– May 2nd

1R1 (text features)

Texts: “An Elephant Grows Up” and “A Pig is Big”

I can discuss information in non-fiction books.

I can wonder about non-fiction topics.

I can learn about patterns and contractions in books.

I can write an informative piece using everything I learned from the informative unit.

1ISL1 (collaborative conversations)

Comprehension Skills:  Wonder

1SL2 (key details)

Decoding/Foundational Skills: 

UFLI Lesson 95 oi, oy /oi/

UFLI Lesson 96 ou, ow /ow/

1W6  (research and exploration)

High Frequency Words: even, picture

1R4 (read beginning reader texts to student ability)

Vocabulary: popular, gather, vegetation, remain

1RF1 (text features)

Grammar Skills:  n/a

1L4 (meaning of unknown words)

Writing Workshop: Assessment Week and Earth Day Writing

1L6 (use phrases and words in conversation)

1W6 (research and exploration)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

May 5^th- May 9th

1R1 (text features)

Texts: “A Turtles Life Cycle”

AND

Assessment Week “A Life Cycle of a Ladybug”

I can discuss information from non-fiction books.

I can learn about how animals change.

I can write my opinion about the best food and the worst food.

1SL1 (collaborative discussion)

Comprehension Skills:  Wonder and Text-to-Self Connections

1SL2 (key details)

Decoding/Foundational Skills: 

UFLI Lesson 98 kn /n/, wr /r/, mb /m/

UFLI Lesson 99 -s and -es

1R7 (story elements)

High Frequency Words: move, great

1W4 (respond to text)

Vocabulary: inactive, hibernate, restart, snap

1RF4 (accuracy and fluency)

Grammar Skills:  n/a

1L4 (meaning of unknown words)

Writing Workshop: Writing stories about the best and worst food.

Text: “Vegetables”

1L5 (word relationships)

1L6 (words in conversation)

1RF3a (letter sound correspondence: digraph and blends)

1RF3f (suffixes)

1W1 (opinion)

1W7 (recall and represent relevant information)

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:

 “A Lifecycle of a Ladybug”

Optional: n/a

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

2A.1b. Use listening skills to identify the feelings and perspectives of others

3C.1a. Identify ways they can help their classroom community. 3C.1b. Identify ways they can help their family.

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

May 12th– 16th

1R1 (text features)

Texts: “Seeds” and “Up, Down and Around”

I can discuss non-fiction books.

I can use text-features to learn new information.

I can use text-features to discuss the story.

I can write my opinion about activities that make me feel good.

1R5 (genres)

Comprehension Skills:  Text Features

1R7 (story elements)

Decoding/Foundational Skills: 

UFLI Lesson 100 -er/-est

UFLI Lesson 101 -ly

1RF4 (accuracy and fluency)

High Frequency Words: though, once

1L5 (word relationships)

Vocabulary: source, develop, scatter, flourish

1L4 (meaning of unknown words)

Grammar Skills:  n/a

1L6 (words in conversation)

Writing Workshop: Writing opinion to stories about activities that make them feel good.

Text: Reading Makes You Feel Good

1RF3f (suffixes)

1W1 (opinion)

1W7 (recall and represent relevant information)

1SL1 (collaborative conversation)

1SL3 (POV)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

May 19th– 23rd

1R1 (text features)

Texts: “Throw Your Tooth on the Roof” and “My Loose Tooth”

I can discuss non-fiction books.

I can use text-features to learn new information.

I can use text-features to discuss the story.

I can write my opinion about a given topic.

1R7 (POV and illustrations)

Comprehension Skills:  Text Features

1R9 (connections)

Decoding/Foundational Skills: 

UFLI Lesson 103 un-

1W4 (respond to text)

High Frequency Words: enough, watch, been

1SL1 (collaborative conversation)

Vocabulary: replace, gleam, favor, interview

1RF1 (text features)

Grammar Skills:  n/a

1RF2 (phonemic awareness)

Writing Workshop: Opinion Writing

1SL2 (key details)

1RF4 (accuracy and fluency)

1L5 (word relationships)

1L6 (words in conversation)

1RF3f (root words)

1W1 (opinion)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

May 27th– 30th

1R1 (text features)

Texts: “An Elephant Grows Up” and “The Napping House”

I can discuss non-fiction books.

I can use text-features to learn new information.

I can use text-features to discuss the story.

I can write my opinion using everything I learned.

1R5 (genres)

Comprehension Skills:  Text Features

1R2 (identify a main topic or central idea)

Decoding/Foundational Skills: 

UFLI Lesson 107 Double Rule -ed, -ing

1R3 (characters, settings, main events)

High Frequency Words: few, kind, find, mind

1R4 (read beginning reader texts to student ability)

Vocabulary: essential, inessential , stage, restless

1RF4 (accuracy and fluency)

Grammar Skills:  n/a

1L4 (meaning of unknown words)

Writing Workshop: Assessment Week

1L6 (words in conversation)

1RF3f (suffixes)

1W1 (opinions)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

June 2nd– 6th

1RF4 (accuracy and fluency)

Texts: PebbleGo and Review of Previous Books

I can research a topic.

I can create questions about a chosen topic.

I can explore a website.

I can explore movement words in poetry.

1SL1 (collaborative conversation)

Comprehension Skills:  Text Features and Research

1SL2 (diverse texts and formats)

Decoding/Foundational Skills: 

UFLI Lesson 108 Doubling Rule -er, -est

1W4 (respond to text)

High Frequency Words: word, four, answer

1W6 (research and explore)

Vocabulary: knowledge, research, credible, compare

1L6 (words in conversation)

Grammar Skills:  n/a

1RF3f (suffixes)

Writing Workshop: Exploring movement words in poetry.

Poems: “Cat,” “My Puppy,” “Jump or Jiggle,” “Lessie,” “Swimming,” “Rope Rhyme,” “Hide and Seek Shadow,” and “Swinging”

1W4 (poetry)

1R4 (feelings and senses)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

June 9th– 13th

1R1 (text features)

Texts: “Julius”

I can identify a stories message.

I can make text-to-self connections.

I can explore sound words in poetry.

1R9 (connections)

Comprehension Skills:  Text-to-self connections

1R2 (identify a main topic or central idea)

Decoding/Foundational Skills: 

UFLI Lesson 109 Drop -e Rule

1W4 (respond to a text)

High Frequency Words: learn, young, large

1SL1 (collaborative conversation)

Vocabulary: slurp, odd, untidy, tidy

1SL6 (expression)

Grammar Skills:  n/a

IRF4  (accuracy and fluency)

Writing Workshop:  Exploring sound in poetry.

Poems: “Riding the Train,” “Ears Hear,” “Our Washing Machine,” “Showers,” “To Walk in Warm Rain”

1L4 (meaning of unknown words)

1L5 (word relationships)

1L6 (words in conversation)

1RF3f (suffixes)

Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

June 16th– 20th

1R1 (text features)

1W4 (poetry)

Texts: “Avalanches”

Assessment Week

I can identify text features.

I can write a poem about an object in the clssroom using figurative language.

1R4 (feelings and senses)

Comprehension Skills:  Text Features

1SL1 (collaborative conversation)

Decoding/Foundational Skills: 

UFLI Lesson 110 -y to i Rule

1SL2 (diverse texts and formats)

High Frequency Words: earth, most, change

1RF3f (suffixes)

Vocabulary: Review

Grammar Skills:  n/a

Writing Workshop: Writing poems objects in the classroom using figurative language.

Poems: “Sleeping Bag,” “First Snow,” and “Umbrellas”

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:

 “Avalanche”

Optional: n/a

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.

Innovative Problem-Solver: Students evaluate real life problems and how to work together. 

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information.

1B.1b. Identify family, peer, school, and community assets that contribute to their identity in multiple groups and communities.

2A.1a. Recognize that others may experience situations differently from them.

2A.1b. Use listening skills to identify the feelings and perspectives of others.