Required Materials |
Reimers, Fernando; Chopra, Vidur; Chung, Connie; Higdon, Julia; O'Donnell, E. (2016-07-28). Empowering Global Citizens: A World Course. Kindle Edition.
Lucy Calkins Units of Study |
Required Texts |
Character Development
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In morning meeting, begin to establish the rituals and routines of the class. Have students engage in exercises to develop friendships and class rules and behavioral expectations using Responsive Classroom Strategies for morning meeting.
Follow the format for Project Read Lessons
To supplement Project Read.*Unit 3 spans 15 school days Complete First 5 lessons in Unit 4Unit 3 (Letter Formation & CVC Words - Aligns with PR strokes - Use PR Language/Cueing, not Engage Language. Sequence differs from PR but easy to select what you need.) Unit 4 (Letter Formation & CVC Words - Aligns with PR strokes - Use PR Language/Cueing, not Engage Language. Sequence differs from PR but easy to select what you need.) Unit 4 Big Book Unit 4 Big Book, Pet Fun (incorporates all 5 short vowels in 2-3 word phrases per page) Narrative Writing - Workshop Model Narrative Writing - Workshop Model Tools for Students |
Lesson 2 (3-5 days) |
Language Lessons
Before the lesson, students should have some experience writing simple sentences. For example, "I like to eat macaroni." Some students may need a sentence stem to work with such as "I like to" where they complete the sentence while others may not need to be scaffolded with their ideas. Using random selection using popsicle sticks with each child's name on a popsicle stick in a cup ask the following questions:
Adopted from www.cpalms.org |
Lesson 3 (3-5 days) |
Fiction vs. Informational
Students need to be directly taught the difference between fact and fiction, especially in texts that appear to be informational such as the Eric Carle series. |
Lesson 4 (7-10 days) |
Lesson 5 (Daily) |
Narrative Writing - Workshop Model
Lucy Caulkins lessons |
Lesson 6 (4 Weeks) |
Complete Unit 4.5 in World Course
1. Learn about the different jobs that people perform in the neighborhood and the school and how those jobs may be similar or different depending on the context and one’s place the world. 2. Inspire students to appreciate the roles that others play in the community. 3. Act by taking a role in their classroom and helping with the everyday functioning of the classroom. |
Optional Lessons - |
Vocabulary
Text Based: curled, stored, protect, sprout, soak, soften, breaks, grows, seed, plant, pollination, scatter, seed coat, germination, root, soil, minerals, shoot, leaves, stem, bud, flower
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Reading
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Foundational Reading
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Writing
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Speaking & Listening
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Language
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Question
Complete sentence Key details Author-‐text Illustrator-‐ picture/illustration Photographer/photograph Text Illustration/photograph relationship Reasons Text Compare/contrast Different/alike Similar Reading for meaning Setting a purpose Non-‐fiction/informational text |
Tracking Letters
Tracking Blend Syllable Consonant Vowel Beginning sound Ending sound Sound/phoneme Letter Sound Word Consonant Long vowel Short vowel Sight words Accurately Smoothly With expression Strategy use Reading for meaning Setting a purpose |
opinion
Non-‐fiction/informational text Explanatory Topic Personal narrative Sequence of events Revise Edit Details Publish Produce Research Opinions Fact Recall Sources Background knowledge |
Complete sentence Turn-‐taking
Listening to speaker Eye contact Think-‐pair-‐share Complete sentence Clarification Ask questions Answer questions Describe Details Events Familiar Illustration Visual display Provide Additional Audibly Express Appropriate volume |
Uppercase/lowercase Plural
Naming words Action words Complete sentences Question words Capitalization Punctuation Period Question mark Exclamation mark/point Phonetic spelling Clarification Word endings (suffix) Word beginnings (prefix) Categorize Opposites/antonyms Synonyms Action words/verbs Audibly Express Complete sentences Appropriate volume |
