Required Materials |
Reimers, Fernando; Chopra, Vidur; Chung, Connie; Higdon, Julia; O'Donnell, E. (2016-07-28). Empowering Global Citizens: A World Course. Kindle Edition.
Project Read Scope and Sequence Project Read Volume I Project Read Volume 2 Lucy Calkins Units Landmark 1 Assessment checklist Landmark 2 Informational Writing Rubric |
Required Texts |
Sounds by Robert N Knight (Landmark 1)
Sound (In elaboration section of sound scope under Reading Science) (Landmark 2) Resources for research: ReadWorks.org
|
Foundational Reading and Skills Daily |
Using the workshop model, students work on foundational reading skills as outlined by the Project Read Lesson Structure, literary reading using grade-level independent and read aloud trade-books, and narrative writing using Lucy Calkins as the foundation.
Handwriting lessons from Project Read |
|
Consonant Digraphs (ch,sh,th,wh, -tch)
/e/ Exclamatory sentences Open Vowels /-s/, /-es/ |
Project Read Lessons: 12, 13, 14
Project Read Spelling: Lesson 16, Lesson 17, Lesson 19, Lesson 20 Engage Skills Unit 1.2 |
Daily |
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
Continue to reinforce rituals, routines, and social-emotional expectations through the integration of Responsive Classroom. This can be in conjunction with the mindfulness curriculum. |
Lesson 1 (5-7 Days) |
In ELA block, expose students to a variety of nonfiction texts giving them time to independently explore and discover differences in nonfiction texts. Follow with brainstorming sessions of shared findings and develop charts for students to refer to throughout unit. These charts will display names and examples of text features found in nonfiction texts. Have students engage in exercises to develop awareness of learning that happens using these text features.
|
Lesson 2 (2 Weeks) |
Students will engage in a variety of nonfiction texts about sounds and other topics. Teacher provides opportunities for planning and informational writing using Lucy Caulkins as the foundation. See Suggested Materials section below for additional lessons and activities.
|
Lesson 3 (2 Weeks) |
Lesson 4 (2 Weeks) |
Complete this lesson on literacy across science and ELA
Informational Writing in Science - Teach Using the Write Aloud Process |
Lesson 5 (1 Week) |
World Course Lessons Unit 1.1
Complete Last Two Lessons |
Suggested Texts |
Optional Lessons |
Vocabulary
|
Reading
|
Foundational Reading
|
Writing
|
Speaking and Listening
|
Language
|
|
Question
Complete sentence Key details Main idea/topic Details Retell Cause and effect Comparison Connection Clarification Heading Table of contents Glossary Text features Illustrations Reasons Compare/contrast Different/alike Non-‐fiction/informational text |
Tracking Letters
Blend Syllable Consonant Vowel Beginning sound Ending sound Sound/phoneme Sound Word Long vowel Short vowel Sight words |
Opinion
Closure Non-‐fiction/informational text Explanatory Topic Closure Narrative Sequence of events Temporal Words Revise Edit Details Publish Produce Collaborate Digital Tools Research Recall Sources Background knowledge |
Turn-‐taking
Listening to speaker Eye contact Think-‐pair-‐share Describe Details Events Familiar Illustration Visual display Provide Additional |
Uppercase/lowercase Plural
Naming words Action words Complete sentences Question words Capitalization Punctuation Period Question mark Exclamation mark/point Phonetic spelling Comma Clarification Word endings (suffix) Word beginnings (prefix) |
Fry Words |
Sight Words |
|
you, the, of,
a, to, in, is, that, it, he, was, for, on, are, as, with,his, they, I, at, be, this, have, your, were, what |
What
They Your |
