Harcourt Book 1-5 by 2CxzIx

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									                                                                                     1st Grade ELA – Catch a Dream – Theme 3




Teacher: ____________________________________                          School Year: ___________________

                               Ascension Parish Comprehensive Curriculum

                   Grade 1: English/Language Arts         Book: Gather Around
                                     Theme 6: It’s My Turn Now
                                        Story #31: Baboon
                               Time Frames: Approximately 5 days
                                              At-A-Glance




                    Reading                                                Writing




           -/oo/, as in booth                              -Transitional Words in Writing
           -Plot                                            (first, second, and finally)
           -Sequence/Summarize Events
                                                                                               1st Grade ELA – Catch a Dream – Theme 3




         Guiding Questions                                                  Focus GLEs
                                         GLEs                                       GLEs
1. Can student demonstrate an                 Demonstrate an understanding of phonics by: decoding simple words using
   understanding of phonemic                  word-attack strategies including letter-sound correspondence for consonants
   awareness?                                 spelled with one letter, and with diagraphs, short and long vowel spelled
2. Can students demonstrate phonics
                                          2a with short and long vowels spelled with one letter, diphthongs, consonant
   of /oo/ through decoding and               blends, r-controlled vowels, and long vowels spelled with more than one
   encoding?                                  letter, including silent e (focus: /oo/ as in booth (Application)
3. Can student identify the plot of a         Demonstrate an understanding of phonics by: identifying and reading words
   story, including identifying the       2c from common word families (Application)
   problem?                              12d Identify story elements, including plot (Comprehension)
4. Can students summarize during              Identify and use knowledge of parts of speech, including: simple
   reading to self-check                  39c transitional words including first, second, and finally (Application)
   understanding, and retell events in        Spell grade-appropriate words, including: one-syllable words
   sequential order?                          And selected grade appropriate two-syllable words with regular
5. Can students identify and use          40a spellings for long and short vowel sounds: cool, tool, toot, tooth,
   simple transitional words in               booth, boot, use, rule (Application)
   writing, including first, second,          Spell grade appropriate words, including: high frequency words boy & few
   and finally?                          40b (Application)
                                                             1st Grade ELA – Catch a Dream – Theme 3

                                       GLE Alignment
                                       Story: Baboon
                                (The bolded GLEs are documented.)


Phonemic Awareness (Reading): /oo/

Demonstrate understanding of phonemic awareness by:
1a.  creating and stating a series of rhyming words, including consonant blends (Knowledge)
1b.  distinguishing which words have the same target sounds (i.e., beginning, medial, and
     final) in a given set of spoken words (Knowledge)
1c.  distinguishing short-vowel sounds related to the same letter in one-syllable spoken words
     (e.g., the e is short in hen) (Knowledge)
1d.  segmenting single-syllable real words with a many as four sounds (phonemes) and
     blending as many as four sounds (phonemes) into single syllables real or nonsense words
     (Application)
1e.  adding, deleting, or substituting sounds (phonemes) to create new words (Application)

Phonics (Reading): /oo/

Demonstrate an understanding of phonics by:
2a.  decoding simple words using word-attack strategies including letter-sound
     correspondence for consonants spelled with one letter, and with diagraphs, short and
     long vowel spelled with short and long vowels spelled with one letter, diphthongs,
     consonant blends, r-controlled vowels, and long vowels spelled with more than one
     letter, including silent e (focus: /oo/) (Application)
2c.  identifying and reading words from common word families (Application)
2e.  reading high-frequency, grade-appropriate nonphonetic words with automaticity
     against, careful, fire, quietly, shook (Knowledge)

Reading and Responding (Reading): Plot

3.     Use pictures and context clues to confirm meaning of unfamiliar words (Application)
6.     Identify words in categories with shared conceptual and definitional characteristics
       (Comprehension)
8.     Identify the author and the illustrator of a book (Knowledge)
12d.   Identify story elements, including plot (Comprehension)
13.    Identify literary devices, including alliteration (Knowledge)
14.    Retell a story’s beginning, middle and end (Comprehension)
15.    Retell important facts from informational texts (Comprehension)
17.    Identify themes in text and relate to personal prior experience or experience of others
       (Application)
18.    Demonstrate oral reading fluency of at least 20 words per minute in first grade text with
       appropriate phrasing and intonation (Application)
22a.   Identify the main idea and some details in a text (Comprehension)
22b.   After finishing a story, discuss predictions made during reading to determine whether they
       were reasonable (Comprehension)
22c.   Making simple inferences about characters and events (Comprehension)

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                                                                1st Grade ELA – Catch a Dream – Theme 3

22d.   Resolving questions about meaning by using prior knowledge, basic reasoning skills,
       context clues, and pictures during read alouds (Comprehension)
24.    Identify an author’s purpose for writing (Comprehension)
25a.   Apply basic reasoning skills including identifying simple causes and effects in stories
       (Application)

Writing (Language)

26.    Write simple stories with a central idea or event; a beginning, middle, and end; and details
       (Application)

Participate in group writing activities and processes, including:

28a.   using prewriting strategies, including listing, brainstorming, and drawing to generate
       ideas for writing(Application)
28b.   planning for writing by completing a partially completed graphic organizer. (Application)
28c.   writing a first draft of a story, letter, or descriptions using complete sentences.
       (Application)
28f.   creating class written texts for publication (Application)
31a.   Write for various purposes including responses that include simple judgments
       (Application)
31b    Write for various purposes, including responses that follow simple formats including
       envelopes, lists, and journals (Application)
32.    Write a legible sentence demonstrating proper figure grounding on a line and with
       appropriate spacing between words (Application)

Grammar (Language): Transitional Words (first, second, finally)

33b.   Use standard English punctuations, including: periods, exclamation points, and question
       marks at the end of sentences at the end of sentences (Application)
34.    Capitalize the first word of a sentence, names of people, the pronoun I, and the names of
       months and days (Application)
38.    Identify different types of sentences including telling and asking (Comprehension)
39a.   Identify parts of speech including: basic singular and plural nouns, pronouns verbs
       (Knowledge)
39c.   Identify and use knowledge of parts of speech, including: simple transitional words
       including first, second, finally

Spelling: /oo/

40a.   Spell grade-appropriate words, including: one-syllable words and selected grade
       appropriate two-syllable words with regular spellings for long and short vowel
       sounds: (Application) cool, tool, toot, tooth,booth, boot, use, rule (Application)
40b.   Spell grade appropriate words, including: high frequency grade level words
       including words with irregular spellings: boy & few (Comprehension)
42a.   Spell unfamiliar words using various phonics strategies including segmenting
       (Application)

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                                                                 1st Grade ELA – Catch a Dream – Theme 3

42b.     Spell unfamiliar words using various phonics strategies including sounding out (blending)
         (Application)
42c.     Spell unfamiliar words using various phonics strategies including matching familiar words
         and word parts (Application)
42c.     Spell unfamiliar words using various phonics strategies including using word walls and
         word banks (Application)

Speaking & Listening

45.      Speak clearly at a speed and volume appropriate for purpose and setting (Application)
49a.     Retell stories with sequential order using vocabulary from the story (Comprehension)
49b.     Retell stories with the descriptive words to answer questions about characters, settings,
         and events or experiences of others (Comprehension)
50.      Recite parts of familiar literature to the class (Knowledge)
52.      Give oral presentations that have recognizable organization (sequence and summarize)
         (Application)
53.      Use active listing strategies (e.g., making eye contact, asking questions, restating
         procedures) (Comprehension)
54.      Listen and orally respond to information presented in a variety of media (Comprehension)


             Harcourt Insertions                            Harcourt Deletions
     None                                         None

                                 Key Vocabulary Strategies
     Provide a description, explanation or example of the new term instead of giving
      students a definition. Ask students to restate the description, explanation or example
      in their own words. (Only after this process should a definition be developed.)
     Have students construct a picture, symbol or graphic representation of the term.
     Use graphic organizers.
     Include vocabulary games in practice activities.

                                       Assessment Ideas
     2a, 2c, -Teacher Made Assessment – Students may read a new passage including
      words that contain spelling patterns addressed within this story.
     12d- Teacher Made Assessment – LEAP-like format to assess students’ performance
      in identifying plot in a new passage, using a graphic organizer to categorize
      information, and reading and comprehending information on simple charts and/or
      graphs
     39c-Rubric
     40a, 40b-Pre- and Post-Tests: /or/ words and high-frequency words: boy & few and a
      short dictated sentence(s).


Reading Strategies


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                                                             1st Grade ELA – Catch a Dream – Theme 3

Refer to Reading Strategies Chart located in the beginning of the Ascension Parish
Comprehensive Curriculum English/Language Arts document.

Technology Related Activities

1. Websites that target various skills:
     www.starfall.com
     http://www.sadlier-oxford.com/phonics/control_page/front2.htm
     http://www.internet4classrooms.com/skills_1st.htm
     http://jc-schools.net/tutorials/interactive.htm
     http://www.dositey.com/
     http://www.globalclassroom.org/ecell00/javamath.html
     http://www.linktolearning.com/language.htm
     http://www.geocities.com/EnchantedForest/Tower/1217/reading.html

Supplemental Resources

See Teacher-Made Supplemental Resources document for materials that correlate to skills within
this story.




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                                                                                       1st Grade ELA – Catch a Dream – Theme 3



Name/School_________________________________                                           Story No.:______________

Grade         ________________________________                                 Story Name:________________


                                                  Feedback Form
            This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.



   Concern and/or                                Changes needed*                                  Justification for changes
   Activity Number




* If you suggest an activity substitution, please attach a copy of the activity narrative formatted
like the activities in the APCC (i.e. GLEs, guiding questions, etc.).

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