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 |
Required Texts |
Where is Home Little Pip? by Kharma Wilson and Jane Chapman
Little Penguin The Emperor of Antarctica by Jonathan London The Mitten, Jan Brett (Read Aloud) and another Jann Brett story of your choice Stone Soup (as told around the world) |
Daily |
Continue to reinforce rituals, routines, and social-emotional expectations through the integration of Responsive Classroom. This can be in conjunction with the mindfulness curriculum.
|
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 |
|
Beginning consonant blends (sl,bl,fl,cl,gl, pl)
Beginning consonant blends (tr,fr,pr,cr,dr,shr, br,gr,thr) Beginning consonant blends (sc,sp,sw,sm,sk, squ,sn,st) W blends (tw,dw) |
Lesson 1 (5-7 Days): Required to meet standard RL 1.4 for this unit |
Through whole group and small group reading instruction teacher will identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Have students engage in exercises that allow them to try and find these types of words within a story. Students should be able to identify words that show feelings and explain how they know. They may do this independently or in small collaborative groups. Teacher may choose to use read aloud, independent leveled readers or small group book titles. Complete this Read-Write-Think Lesson using Poetry to elicit the senses.
Remind students of major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Provide students with opportunities both verbal and written to demonstrate understanding of this expectation. Complete this ReadWorks lesson on Classifying Texts as Fiction or Non-Fiction Complete this lesson on Paired Text from A-Z Reader on Queen Ant's Birthday and Ants, Ants, and More Ants |
Lesson 2 (2 Weeks) |
Teacher will provide students with multiple opportunities to identify who is telling the story at various points in a text. This can be done in whole or small group. Teacher will expect students to give reasons for their thinking. Students may use drawings or words to show they can identify who is telling a story at various points in the text.
Using the Questioning Activity for The Mitten, build students' skills with asking and answering questions. |
Lesson 3 (2 Weeks) |
Students will be able to compare and contrast the adventures and experiences of characters in stories. Teacher will expose students to multiple stories with characters that have differences and similarities. Teacher will use venn diagram to have children expand on this process.
Using the Compare and Contrast Lesson and SMART Partner Reading Strategy, explicitly instruct students on comparing and contrasting character experiences and adventures. |
Lesson 4 |
Complete the first half of World Course Unit 2
Complete associated lesson on manufacturing ice cream - From Cow to Cream
|
Suggested Materials
|
The Hat by Jan Brett
The Three Snow Bears by Jan Brett Charlie the Caterpillar by Dom Deluise Frog and Toad Series by Arnold Lobel Lost in the Snow (N/A) |
Optional Lessons |
Lesson and Activities for Brave Irene - Storyline Video Book
|
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 Text Compare/contrast Different/alike Similar Non-‐fiction/informational text |
Tracking
Letters Blend Syllable Consonant Vowel Beginning sound Ending sound Sound/phoneme Word Consonant Long vowel Short vowel Sight words |
Non-‐fiction/informational text
Explanatory Topic Closure Revise Edit Details Publish Produce Collaborate Digital Tools Research Opinions Fact Recall Sources Background knowledge |
Turn-‐taking
Listening to speaker Eye contact Think-‐pair-‐share Describe Details Events Familiar Illustration Visual display Provide Additional |
Capitalization Punctuation
Period Question mark Exclamation mark/point Phonetic spelling Comma Clarification Word endings (suffix) Word beginnings (prefix) Categorize Opposites/antonyms Synonyms Action words/verbs Complete sentences Relationships |
Fry Words |
Sight Words |
|
do,
many, some, two, come, or, one, had, by, words, but, not, all, we, when, can, said, use, an, each, which, she, how, their, if |
were
two, do, many, any |
