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1st Grade Reading Scope and Sequence Overview 2009 2010 1st 6wks

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1st Grade Reading Scope and Sequence Overview 2009 2010 1st 6wks Powered By Docstoc
					                                                                               1st Grade Reading Scope and Sequence Overview 2009 ~ 2010
                                           1st 6wks                               2nd 6wks                               3rd 6wks                          4th 6wks                           5th 6wks                             6th 6wks

                              •listening actively                     •listening actively                                                      •listening actively                  •listening actively                 •listening actively
Listening &


                                                                      •oral language development             •listening actively
 Speaking

                              •oral language development                                                                                       •oral language                       •oral language                      •oral language
                                                                         •speaking in complete               •oral language
                              •speaking in complete                                                                                            development                          development                         development
                                                                      sentences                              development
                              sentences                               •oral predictions                                                        •response to literature              •response to literature             •response to literature
                                                                                                             •response to literature
                              •participate in conversations           •response to literature                                                  •dramatic interpretations            •dramatic interpretations           •dramatic interpretations
     Phonological Awareness




                                                                      •rhyming
                              •rhyming                                                                       •rhyming
                                                                      •onset/rime
                              •differences between words and                                                 •identifying medial sounds
                                                                      •differences between words
                              sentences                                                                      •manipulate initial/ending
                                                                      and sentences
                              •sounds of letters                                                             sounds
                                                                      •sounds of letters
                              •hearing sounds in sequence    ∙                                               •segmenting
                                                                      •segmenting
                                                                                                                                               •sight words
                                                                                                                                                                                                                        •sight words
                                                                                                                                               •onset/rime
                                                                      •letter sound correspondence           •short vowels                                                          •sight words                        •segmenting
                                                                                                                                                •synonyms
                              •letter sound correspondence            •onset/rime (word families)            •onset/rime                                                            •segmenting                         •decoding
                                                                                                                                               •word parts
                                                                                        •vowels (short &       •sight words                                                             •long and short vowels
   Phonics




                                      •rhyming                                                                                                 •decoding                                                                •syllables
                                                                      long)             •sight words         •segmenting                                                               •decoding
                              •vowels (short)                                                                                                  •blends                                                                  •inflectional ending (-ed)
                                                                                 •segmenting                 •decoding                                                              •onset/rime
                              •sight words                                  •decoding                        •inflectional ending (-s, -ing)
                                                                                                                                               •inflectional endings (-s,-ing)
                                                                                                                                                                                     •inflectional ending (-es, -ing)   •blends/diagraphs
                              •consonant digraphs                                                                                               •consonant & vowel diagraphs                                            •silent e •vowel diphthongs
                                                                              •inflectional endings (-s, -                 •blends                                                              •blends
                                                                                                                                               •manipulating ending letters                                                  •r-controlled vowels
                                                                      ing)                  •blends                       •vowel digraphs                                                •consonant & vowel diagraphs
                                                                                                                                                                            •long
                                                                                                                                                                                                                        •hard/soft sounds
                                                                                                                                               &short vowels
                              •directionality
   Print Awareness




                                •one to one match                                                                                              •capitalization                      •capitalization                     •capitalization
                                                                      •capitalization                        •capitalization
                              •parts of a book                                                                                                 •punctuation                         •punctuation                        •punctuation
                                                                      •punctuation                           •punctuation
                              •spacing                                                                                                         •letter recognition                  •letter recognition                 •letter recognition
                                                                      •letter recognition                    •letter recognition
                              •first/last of a sentence                                                                                        •paragraphs                          •paragraphs                         •paragraphs
                              •punctuation/spelling/ capitalization   •paragraphs                            •paragraphs
                                                                                                                                               •spelling                            •spelling                           •spelling
                                                                      •spelling                              •spelling
                                                                                                                                               •features of nonfiction              •features of nonfiction             •features of nonfiction
                              •print conveys meaning
   Vocabulary




                              •prior knowledge                        •prior knowledge                       •prior knowledge                  •prior knowledge                     •prior knowledge                    •prior knowledge
                              •sight words                            •sight words                           •sight words                      •sight words                         •sight words                        •sight words
                              •word meaning                           •word meaning                          •word meaning                     •word meaning                        •word meaning                       •word meaning
                              •parts of speech                        •parts of speech                       •parts of speech                  •parts of speech                     • parts of speech                   • parts of speech
                              •context clues                          •context clues                         •context clues                    •context clues                       •context clues                      •context clues
                                                                      •sight words
                              •sight words                                                                   •sight words                      •sight words                         •sight words                        •sight words
   Fluency




                                                                      •rereading
                              •rereading                                                                     •rereading                        •decoding                            •decoding                           •decoding
                                                                       •decoding
                              •decoding                                                                        •reading with expression           •reading with expression           •reading with expression           •reading with expression
                                                                      •reading with expression
                              •reading with expression                                                       •words per minutes                     •20 WPM                            •30 WPM                             •40 WPM
                                                                           •self selection of books
                •genres
                                                                    •genres                   •monitor comprehension    •visualize                •summarize
Comprehension   •prior knowledge          •genres
                                                                    •questioning              •active and connect       •infer                    •synthesize
                •using literature         •questioning
                                                                    •reading strategies       •genres                   •determine importance     •genres
                •creating mental images   •predicting
                                                                    •response to literature   •questioning              •genres                   •questioning
                •making connections       •reading strategies
                                                                    •predicting               •predicting               •response to literature   •predicting
                •reading strategies       •story elements
                                                                    •important ideas          •response to literature   •inferring                •response to literature
                •predicting               •response to literature
                                                                    •sequencing               •retelling nonfiction     •drawing conclusion       •cause and effect
                •response to literature
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                          1st Six Weeks - August 24 - October 2 (29 days of instruction)
                                                                  Processes/ Skills/                         Performance
               Standards                        Lesson                                     Vocabulary                                       Resources/ Materials
                                                                      Concepts                                 Indicator
1B respond appropriately and                                   appropriately                                                    ESL Strategy
courteously to directions and                                  responding to                                                    R For second language learners when
questions (K-3)                                                directions                                                       introducing new concepts include a visual
                                                               participate and                                                  representation, acting out, describing using the
1C participate in rhymes, songs,                                                                                                senses, concrete objects, non-linguistic
                                                               contribute to
conversations, and discussions (K-3)                                                                                            representations and hands-on experiences.
                                                               conversations
1E listen responsively to stories and                          listen responsively                                              R It is important to activate prior knowledge
                                                                                                          Teacher
other texts read aloud, including                                                                                               and use knowledge of reading skills in the
                                                                                                          observation of        native language to transfer skills into English.
selections from classic and
                                                                                                          engaged and
contemporary works (K-3); and
                                                                                                          meaningful
3B) use verbal and nonverbal                                   verbal communication numbers               participation in
communication in effective ways such                           for introductions and shapes               whole and small        Principles of Learning: Accountable Talk
                                                                                                                                 Accountable Talk is the observable indicator of a
as in making announcements, giving                             conversations         colors               group discussions      rigorous curriculum and socializing intelligence.
directions, or making introductions (K-                                              directions (ex.                             Students must use sound evidence from the criteria
                                                                                                                                 charts, rubrics, and sample responses to discuss how to
3);                                                                                  up, down, left,                             improve their own thinking and writing as well as that
                                                                                     right)                                      of others. Teachers model the use of Accountable Talk
3C) ask and answer relevant questions                                                                                            in individual, group and whole class discussions.
                                                                                     locations within
and make contributions in small or                             participate and       the campus and                              Model Stems for Student Responses:
large group discussions (K-3);                                 contribute to         classroom                                   I discovered that....
                                                               conversations         centers                                     This reminds me of....
4(A) learn the vocabulary of school                            learn school          schedule         Teacher                    I predict....
such as numbers, shapes, colors,                               vocabulary                                                        I noticed that....
                                                                                                      observation of
                                                                                                                                 I wonder....
directions, and categories (K-1);                                                                     effective                  I was confused by....
                                                                                                      communication
                                                                                                                                 Student Comments: I agree because..I disagree
                                                                                                      using school               because... Why do you think that? Can you tell me
                                                                                                      vocabulary                 more about that? Can you show me in the text? Can
                                                                                                                                 you explain that another way?
5(A) recognize that print represents                           understand print
spoken language and conveys                                    conveys a message
meaning such as his/her own name
and signs such as Exit and Danger
(K-1);


                                                                                 Page 3 of 65                                                       7/22/2011 11:31 AM
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                          1st Six Weeks - August 24 - October 2 (29 days of instruction)
                                                                  Processes/ Skills/                         Performance
               Standards                        Lesson                                     Vocabulary                                       Resources/ Materials
                                                                      Concepts                                 Indicator
5(B) know that print moves left-to-      Interactive Read- control directionality
right across the page and top-to-        Alouds                                                                                        Teaching Phonemic Awareness
bottom (K-1);                                                                                               Application of             1. Phonemic Awareness is a critical component
                                         Week One                                                                                      of reading instruction but not an entire reading
5(D) know the difference between                                  understand print       letters            concepts of print          program. It absolutely needs to be taught, but
                                         •Fairy Tales p.1-4
                                                                                                            demonstrated
individual letters and printed words     Little Red Riding hood, conveys a message       words                                         should only be 10-15 minutes per day of your
                                         Cinderella, The                                 sight words        during guided              reading instruction.
(K-1);
                                         Three Pigs                                                         reading,                   2. If you focus on just a few types of phonemic
5(E) know the order of the alphabet                               learn the order of the sequence                                      awareness, you get better results. There are a
                                         Week Two                                                           independent
(1);                                     •Fairy Tales          p.
                                                                  alphabet               order                                         lot of skills in phonemic awareness, but
                                                                                                            reading and or             research has found that blending and
5(F) know the difference between         227-230                  use the conventions of capital letters    small group                segmentation are the 2 critical skills that must
                                         The Ugly Duckling        written text to convey lower case letters instruction
capital and lowercase letters (K-1);                                                                                                   be taught. Instruction must focus on blending
                                         Thr Three Bears                                 ending
5(G) recognize how readers use                                    meaning                                                              and segmenting words at the phoneme, or
                                         The Frog Prince                                  punctuation                                  sound level. This is an auditory task.
capitalization and punctuation to        Week Three
                                                                                          (period, question                            3. Research has found that you get better
                                         •Prior Knowledge
comprehend (K-1);                                                                         mark)                                        results when teaching phonemic awareness to
                                         p. 1-4
5(H) understand that spoken words                               understand the                                                         small groups of children rather than an entire
                                         Good Night Moon
                                                                                                                                       class.
are represented in written language      Frog and Toad Are      directionality of words
                                                                                                                                       4. Phonemic awareness needs to be taught
                                         Friends
by specific sequences of letters (K-     Hello, Goodbye
                                                                                                                                       explicitly. The instructional program must
1);                                                                                                                                    show children what they are expected to do.
                                         Window
                                                                                                                                       Teachers must model skills they want children
                                         Week Four              recognize parts of       cover
5(I) recognize that different parts of   •Prior Knowledge
                                                                                                                                       to perform before the children are asked to
a book such as cover, title page,                               book - cover, title page title page                                    demonstrate the skill.
                                         p. 1-4
                                                                                         author                                        5. Teachers increase effectiveness when the
and table of contents offer              Olivia
                                                                                                                                       manipulation of letters is added to phonemic
information (K-1);                       Snowflake Bentley                               illustrator
                                                                                                                                       awareness tasks. Phonemic awareness is an
                                         Week Five
                                                                segmenting orally                             Teacher observation of   auditory skill, but once children start to
6(A) demonstrate the concept of          Making Connections
                                                                                                              segmenting orally        become familiar with the concept, teachers can
words by dividing spoken                 p. 9-12                sentences into words
                                                                                                              sentences into words     introduce letter tiles or squares and manipulate
                                         Frog and Toad Are
sentences into individual words (K-      Friends
                                                                                                                                       them to form sounds and words.
1) produce rhyming words and
6(C)                                     Blueberries for Sale   distinguish rhyming                           Teacher observation of
                                         Goodnight Moon                                                       students' ability to
distinguish rhyming words from                                  words from non-
                                                                                                              orally demonstrate the
non-rhyming words (K-1)                                         rhyming words                                 difference between
                                                                                                              rhyming and non-
                                                                                                              rhyming words


                                                                                Page 4 of 65                                                            7/22/2011 11:31 AM
                                                        Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                           1st Six Weeks - August 24 - October 2 (29 days of instruction)
                                                                   Processes/ Skills/                         Performance
               Standards                         Lesson                                     Vocabulary                                       Resources/ Materials
                                                                       Concepts                                 Indicator
6(F) segment one-syllable spoken          Interactive Read- orally segment words beginning                 DIBELS/IDEL
words into individual phonemes,           Alouds            (including CVC       sounds
including three and four phoneme          (Cont.)           words)               final sounds
words, clearly producing                                 Week                           middle sounds
                                          Six
beginning, medial, and final sounds
                                          • Predicting
(K-1)understand that written words
7(B)                                      p. 37-40                                                         Application during Guided Reading will
                                          Blueberries for Sal                                              shared reading     be conducted in
are composed of letters that
                                          Farmer Duck
represent sounds (K-1)                                                                                                        native language only
                                          Stellaluna            understand letter-
                                          Hattie and the Fox                                                                  if the student scores
7(C) learn and apply letter-sound                               sound                                      Application during                          Testing window
                                          Puss and Boots                                                                      at risk or deficit on
correspondences of a set of               Tuesday
                                                                correspondences                            guided reading                              for DIBELS/ IDEL
                                                                                                                              2 or more of the
consonants and vowels to begin to         Have You Seen My                                                 (Running records)                             September 10-21
                                                                                                                              assessment
read (K-1)                                Duckling?
                                                                                                                              indicators on
7(D) learn and apply the most                                                         consonants           Short vowels and DIBELS (Word Use           First Grade High
common letter-sound                                             understand letter-    vowels               consonants         is tested but is not     Frequency Words -
correspondences, including the                                  sound                                      assessed on        used as an indicator     all words
                                                                correspondences                            DIBELS/IDEL        for determining          highlighted in green
sounds represented by single letters
                                                                with an emphasis on                                           language of              should be reviewed
(consonants and vowels);
                                                                short and long vowels                                         instruction). If a       and posted on word
consonant blends such as bl , st , tr ;                                                                                       student is at grade
                                                                       continue                                                                        wall during the first
consonant digraphs such as th , sh ,                            teach/reteach                                                 level in his/her         six weeks
ck ; and vowel digraphs and                                     consonants                                                    native language,
diphthongs such as ea , ie , ee (1)                                                                                           Guided Reading will
7(G) use letter-sound knowledge to                                                                         Application during be conducted in
read decodable texts (engaging and                                                                         guided reading     English.
                                                                apply knowledge of
coherent texts in which most of the                                                                        (Running records)
                                                                letter sound
words are comprised of an                                       correspondence when
accumulating sequence of letter-                                reading predictable
sound correspondences being                                     text
taught) (1)



                                                                                Page 5 of 65                                                    7/22/2011 11:31 AM
                                                          Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                             1st Six Weeks - August 24 - October 2 (29 days of instruction)
                                                                     Processes/ Skills/                         Performance
               Standards                           Lesson                                     Vocabulary                                       Resources/ Materials
                                                                         Concepts                                 Indicator
9(C) read orally from familiar texts                                  reading and rereading                   Application during Books should be chosen on the students'
with fluency (accuracy, expression,                                   of teacher selected                     guided reading     independent reading level (based on
appropriate phrasing, and attention                                   material reading                        (Running records) previous end-of-year assessment)
to punctuation) (1); and                                              with expression
                                                                                                                                    Reading Levels:
                                                                                                                                    Every student reads at a specific level regardless of the
11(A) discuss meanings of words                                       develop vocabulary                      Teacher               grade in which he or she is placed. The reading level
                                                                      through listening and                   observation of        will change depending upon the material the student is
and develop vocabulary through                                                                                                      reading. The following three levels apply:
                                         vocabulary theater           discussing meanings                     effective use of
meaningful/concrete experiences                                                                                                     Independent—no more than 1 in 20 words is difficult,
                                                                      of words including                      learned vocabulary    70 wpm, 80-100% comprehension. The material can
(K-2)                                                                                                                               be read without teacher involvement and is likely to be
                                                                      concrete experiences                                          something that the student would choose.
11(B) develop vocabulary by                                                                                                         Instructional—no more than 1 in 10 words is difficult,
listening to and discussing both                                                                                                    80 wpm, 60-80% comprehension. The material is most
                                                                                                                                    likely found in school and read with teacher
familiar and conceptually                                                                                                           involvement.
                                                                                                                                    Frustrational—more than 1 in 10 words is difficult,
challenging selections read aloud                                                                                                   less than 90 wpm, 59% and less comprehension.
(K-3) identify words that name                                                                                                      Students will get little out of reading the material.
11(C)                                     GUIDED                      categorize persons,     places                                Fluency:
                                          COMPREHENSION               places, things and      things                                Fluency is integrally related to comprehension and is a
persons, places, or things and            Week One            Story                                                                 critical component of successful reading. Fluency
words that name actions (K-1)             Impressions p. 210,         action words            persons action                        consists of rate, accuracy, automaticity, phrasing, and
                                          235 Chart: Setting,                                 words                                 expression. It gives language its musical quality, its
                                          Characters, Problem,                                                                      rhythm and flow. One way to become a good reader is
12(A) use prior knowledge to              Protagonist, Antagonist,
                                                                      use prior knowledge     prior knowledge Teacher               by reading materials that are a good match for an
                                                                      to make predictions     predict         observations          individual‘s reading ability.
anticipate meaning and make sense         Resolution
                                          Week Two                    and understand text     probably        during whole
of texts (K-3)                            Venn-Diagram p. 216,
                                                                                                              group discussions
12(B) establish purposes for              252 Story Map p.216, establish purpose for
                                          267                  reading                                        of Read Aloud and
reading and listening such as to be
                                          Week Three                                                          Shared Reading
informed, to follow directions, and       Prior Knowledge
to be entertained (K-3)                   K-W-L-S p.211, 238
                                          Probable Passages P. creating visual images                         Illustrations of
12(E) draw and discuss visual
                                          209, 223
images based on text descriptions                                     based on their                          images based on
(1-3)                                                                 understanding of the                    reading by the
                                                                      text                                    teacher




                                                                                     Page 6 of 65                                                       7/22/2011 11:31 AM
                                                         Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                            1st Six Weeks - August 24 - October 2 (29 days of instruction)
                                                                    Processes/ Skills/                         Performance
               Standards                          Lesson                                     Vocabulary                                       Resources/ Materials
                                                                        Concepts                                 Indicator
13(E) describe how illustrations          GUIDED                   understand the role of                   Teacher                 Internet Sources
                                          COMPREHENSION            the author/illustrator                   questioning "Does       Phonics
contribute to the text (K-1)              Week Four
                                                                   and how illustrations                    the author do this      http://www.kidzone.ws/phonics/index.htm
14(A) distinguish different forms         Anticipation/Research                                                                     Vocabulary
                                          Guide p. 208             contribute meaning to                    or does the
of texts such as lists, newsletters,                                                                                                http://jc-
                                          Semantic Map and         the text                                 illustrator?", "how     schools.net/tutorials/vocab/index.html
and signs and the functions they          Question Map p. 209                                               does the                Comprehension
serve (K-3)                               Week Five                                                         illustration            http://www.readwritethink.org/
                                          Connection Stems p.                               illustrations
14(F) understand literary terms by                                                                          contribute or           http://readinglady.com/
                                          214, 242-243                                                                              http://literacytoolbelt.tripod.com/
distinguishing between the roles of       Drawing Conclusions p.                            author          change the
                                          215, 246-248
                                                                                                                                    http://www.readingquest.org/strat/home.htm
the author and illustrator such as                                                                          meaning of the          l
                                          Week Six
the author writes the story and the       Predict-o-gram p. 208,
                                                                                                            story?"                 Word Study
illustrator draws the pictures (K-1)      232                                                                                       http://www.betterendings.org/homeschool/
                                          "I Wonder" Statements                                                                     Words/Root%20Words.htm
14(C) distinguish fiction from            p. 211, 236-237                                                                           http://reading.uoregon.edu/pa/pa_teach.php
                                                                                          fiction                                   Reading Resources
nonfiction, including fact and                                     distinguish between    nonfiction                                www.ed.helper.com
fantasy (K-3)                                                      fiction and nonfiction
                                                                                                            Contributing to
14(D) recognize the                                                texts and recognize
                                                                                                            charts and sorting
distinguishing features of                                         unique features of
                                                                                                            classroom library
familiar genres, including stories,                                narrative texts and
poems, and informational texts                                     poems
(1-3) TAKS Obj. 3                                                                                                                   Genres

                              Narrative

                                                                                                               Fiction                   Nonfiction            Poetry

                                                                                                                                        Informational         nursery
        Setting                                                                                                      personal
                       Plot       Characters    Problem Resolution                                           fairy                                            rhymes
                                                                                                                                all about books    alphabet
                                                                                                                                                    books
       Time    Place




                                                                                  Page 7 of 65                                                     7/22/2011 11:31 AM
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         2nd Six Weeks - October 5 - November 6 (25 days of instruction)
                                                                  Processes/ Skills/                         Performance
                Standards                       Lesson                                   Vocabulary                                       Resources/ Materials
                                                                      Concepts                                 Indicator
1C participate in rhymes, songs,                               participate and        rhymes                                  ESL Strategies
conversations, and discussions (K-3)                          contribute to
                                                                                                                              R For second language learners when
                                                              conversations                                                   introducing new concepts include a visual
1E listen responsively to stories and                         listen responsively                                             representation, acting out, describing using
other texts read aloud, including                                                                                             the senses, concrete objects, non-linguistic
                                                                                                                              representations and hands-on experiences.
selections from classic and
contemporary works (K-3); and                                                                                                 R It is important to activate prior
                                                                                                                              knowledge and use knowledge of reading
2A connect experiences and ideas with                         verbalize and share    experiences                              skills in the native language to transfer skills
those of others through speaking and                          previous               share             Teacher observation    into English.
listening (K-3); and                                          experiences with                           of engaged and
2B compare language and oral                                  those of others
                                                              contribute life        cultures              meaningful
traditions (family stories) that reflect                      experiences                                participation in        Listening Rubric
customs, regions, and cultures (K-3).                                                                    whole and small
                                                                                                                              Yes!      •I was a good listener.
                                                                                                        group discussions.    OK        •I tried to listen most of the time.
3A) choose and adapt spoken language                                                                                          Not Yet   •I forgot to listen.
appropriate to the audience, purpose,
and occasion, including use of                                                                                                   Speaking Rubric
appropriate volume and rate (K-3);
                                                                                                                              Yes! •I shared my ideas and showed my journal entry.
                                                                                                                              •I spoke loud enough for everyone to hear.
3C) ask and answer relevant questions                         participate and                                                 •I looked at my audience.
and make contributions in small or                            contribute to                                                   OK •I shared some of my ideas and showed my journal
large group discussions (K-3);                                conversations                                                   entry.
                                                                                                                              •I had to be encouraged to speak loud enough to be heard.
                                                                                                                              •I had to be encouraged to look at my audience.
                                                                                                                              Not Yet:
5(E) know the order of the alphabet                           learn the order of
                                                                                                                              •I showed my journal entry, but didn‘t share my ideas.
(1);                                                          the alphabet                             Application of         •I didn‘t speak loud enough to be heard.
                                                                                                                              •I didn‘t look at my audience.
                                                                                                       concepts of print
5(G) recognize how readers use                                use the conventions
                                                              of written text to                       demonstrated during
capitalization and punctuation to
                                                                                                       guided reading,
comprehend (K-1);                                             convey meaning
                                                                                                       independent reading
5(J) recognize that there are correct                         identify the correct                     and or small group
spellings for words (1);                                      sequence of letters                      instruction
                                                              to form words
                                                                                Page 8 of 65                                                                        7/22/2011
                                                        Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                          2nd Six Weeks - October 5 - November 6 (25 days of instruction)
                                                                   Processes/ Skills/                          Performance
               Standards                         Lesson                                    Vocabulary                                             Resources/ Materials
                                                                       Concepts                                  Indicator
6(B) identify, segment, and                                     kinesthetically        syllables
                                          Interactive
combine syllables within spoken                                 demonstrate
                                          Read-Alouds           segmentation of words
words such as by clapping syllables                    Week     into syllables
and moving manipulatives to               One
                                          Author's Study
represent syllables in words (K-1)        Main Idea
                                          p. 57-60
6(C) produce rhyming words and            Chrysanthemum         distinguish and                           Teacher observation of students' ability to
                                          Lilies Purple         produce rhyming                           orally demonstrate the difference between
distinguish rhyming words from            Plastic Purse         words and non-                            rhyming and non-rhyming words
non-rhyming words (K-1)                   Week Two              rhyming words                                                     Read Alouds
                                          Author's Study
6(D) identify and isolate the initial     Important vs.
                                                                identify initial and                      DIBELS/IDEL            One of the most important things adults can do in
                                                                ending sound of                                                  preparing children for success in school and in
and final sound of a spoken word          Unimportant                                                                            reading is to read aloud with them.
(K-1)                                     p. 61-64              words                                                            ☺Listeners build listening and comprehension
                                          Chester's Way                                                                          skills through discussion during and after reading.
7(A) name and identify each letter        Wemberly Worried      distinguish orally                                               ☺Listeners increase their vocabulary foundation by
of the alphabet (K-1)                     Julius the Baby of    the alphabet                                                     hearing words in context.
7(B) understand that written words        the World             understand and                            Application during ☺Listeners improvevarietymemory and language
                                                                                                                                 skills as they hear a
                                                                                                                                                          their
                                                                                                                                                                 of writing styles and
                                          Week Three
are composed of letters that                                    apply letter-sound                        Shared Reading         paraphrase their understanding.
                                          Character
                                                                correspondence                                                   ☺Listeners gain information about the world
represent sounds (K-1)                    Development and                                                                        around them.
7(C) learn and apply letter-sound         Setting       p.                                                Application during ☺Listeners develop individual interests in a broad
                                          119-124                                                                                variety of subjects and they develop imagination
correspondences of a set of                                                                               guided reading
                                          Strega Nona                                                                            and creativity: what better way to build skills which
consonants and vowels to begin to         Swimmy                                                          (Running Records) foster inquiry?
read (K-1)                                Tops and Bottoms
                                          Week Four
7(D) learn and apply the most             Main Idea
                                                                understand letter-                        Teacher
common letter-sound                       p. 111-114            correspondence                            observations of
correspondences, including the            No David!        A    with an emphasis on                       students'                  The following Reader Response criteria may be
                                          House is a House      two letter blends                         understanding and          helpful. Be sure to develop the criteria WITH your
sounds represented by single letters      for Me                                                                                     students after analyzing models.
                                                                        continue to                       ability to identity
(consonants and vowels);                  Joseph Had a                                                                               Criteria for Reader Response:
                                          Little Overcoat       teach short and long                      and use short
consonant blends such as bl , st , tr ;                                                                                                Includes the title and author
                                          A Chair for my        vowels and                                vowels and                   Provides a brief summary
consonant digraphs such as th , sh ,      Mother                consonants                                consonants                   Makes a personal connection
ck ; and vowel digraphs and                                                                                                            Shows your reaction and what you learned
                                          No David!                                                                                    Uses evidence from the text to support your
diphthongs such as ea , ie , ee (1)                                                                                                       thinking


                                                                                   Page 9 of 65                                                                       7/22/2011
                                                          Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                            2nd Six Weeks - October 5 - November 6 (25 days of instruction)
                                                                     Processes/ Skills/                         Performance
               Standards                           Lesson                                   Vocabulary                                       Resources/ Materials
                                                                         Concepts                                 Indicator
7(E) blend initial letter-sounds with      Interactive                                                                                    Concepts of Print
                                                                                                                                    Context:
common vowel spelling patterns to          Read-Alouds                                                                              Even before children learn to read, they need a firm
read words (1-3)                                         Week                                                                       understanding of how the world of print works. Children
                                           Five                                                                                     who have plenty of experiences with books and printed
7(F) decode by using all letter-                                   apply letter-sound     decoding                                  material understand concepts of print. Others without
                                           Beginning/Middle/E
sound correspondences within               nding                   correspondence                                                   such experiences may lack such understanding.
                                                                                                                                    Goals:
regularly spelled words (1-3)              p. 103-106                                                                               •To explore the different concepts of print
                                           The Wednesday                                                                            •To understand how to talk with children about the
7(G) use letter-sound knowledge to                                 apply knowledge of                                               concepts
                                           Surprise
read decodable texts (engaging and                                 letter-sound                               Application during    •To model a typical session with young children
                                           Swimmy                                                                                   Materials/Preparation:
coherent texts in which most of the        Blueberries For         correspondence                               guided reading      Simple, easy-to-read books
                                           Sal                     when reading                               (Running Records)     Activity:
words are comprised of an                  The Art Lesson                                                                           Concepts of print is a global term that includes concepts
                                                                   predictable text                                                 related to conventions, purpose, and functions of print.
accumulating sequence of letter-           Week Six                                                                                 As we work with young children, we can help them
sound correspondences being                Sequence of                                                                              develop an understanding of the following concepts:
                                           Events                                                                                   •The purpose of print – that it carries meaning
taught) (1)                                                                                                                         •The different forms of print – signs, newspapers, books,
                                           p. 99-102
8(B) use common spelling patterns                                  demonstrate oral       spelling patterns                         etc.
                                           Alexander and the                                                                        •The relationship between print and the spoken word
to read words (1)                          Wind Up Mouse           reading of words                                                 •How to hold a book and turn pages one at a time •How
                                           Make Way for            using spelling                                                   stories work – many have a beginning, middle, and end
                                           Ducklings                                                                                •The concept of a word and word boundaries
                                                                   patterns like CVC                                                •The difference between a word and a letter
                                           Goldilocks and the                                                                       •The parts of a book – front cover, back cover, title page,
9(A) read regularly in independent-        Three Bears             read independently     leveled books       ▪Reading Log          etc.
level materials (texts in which no         Goggles!                leveled books                              ▪Reader's Response    •Directionality – how to read left to right, top to bottom
                                                                                                                                    Think aloud as you read with children. "Thinking aloud"
more than approximately 1 in 20                                                                               Notebook              is an effective teaching strategy. For example, you might
                                                                                                                                    say, "The cover of the book gives me a lot of good
words is difficult for the reader) (1)                                                                                              information about the story. It tells me the title and who
9(B) read regularly in instructional-                              read instructional     guided reading      ▪Guided reading       wrote the story and drew the pictures. Remembering the
                                                                                                                                    title of the book will help me better understand the story
level materials that are challenging                               materials with                             ▪Extension activity   as I read."
but manageable (texts in which no                                  teacher support                            from guided reading
more than approximately 1 in 10
                                                Internet Sources
words is difficult for the reader; a            Read Aloud
"typical" first grader reads                    http://www.trelease-on-reading.com/rah.html
approximately 60 wpm) (1)                       ELL Strategies
                                                http://www.colorincolorado.org/educators/teaching

                                                                                   Page 10 of 65                                                                         7/22/2011
                                                http://www.colorincolorado.org/educators/teaching
                                                Concepts of Print
                                                http://teams.lacoe.edu/DOCUMENTATION/classrooms/patti/k-
                                                1/teacher/assessment/print/concepts.html

                                                          Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                            2nd Six Weeks - October 5 - November 6 (25 days of instruction)
                                                                     Processes/ Skills/                         Performance
               Standards                           Lesson                                   Vocabulary                                       Resources/ Materials
                                                                         Concepts                                 Indicator
9(D) self-select independent level                                select independently independent         ▪Reading Log          Critical Features of Vocabulary Instruction
reading such as by drawing on                                     appropriate reading                      ▪Reader's Response
personal interest, by relying on                                  material                                 Notebook
knowledge of authors and different
types of texts, and/or by estimating
text difficulty (1-3)
11(A) discuss meanings of words                                   develop vocabulary                       Teacher observation
and develop vocabulary through                                    through listening an                     of effective use of
meaningful/concrete experiences                                   discussing meanings                      learned vocabulary
(K-2)                                                             of words including
                                                                  concrete experiences


11(C) identify words that name                                    categorize persons,
persons, places, or things and                                    places, things and
words that name actions (K-1)                                     action words

12(A) use prior knowledge to      GUIDED                          use prior knowledge to                         persons         places                things                actions
anticipate meaning and make sense COMPREHENSION
                                   (Author Study)
                                                                  make predictions and
                                                                  understand text
of texts (K-3)                    Week One
                                         Coding the Text p.213,
12(D) monitor his/her own                Mind and Alternative     apply                    strategies                                 Activating Prior Knowledge
                                         Mind Portraits p.216,    comprehension            reread                                One of the most important variables with learning is a
comprehension and act                    255                                                                                     student's prior knowledge. By tapping into what students
purposefully when comprehension          Week Two                 strategies               clues                                 already know, teachers help with the learning process.
                                         Paired Questioning p.                                                                   This is because learning is relating the new information,
breaks down using strategies such                                                                                                or concepts, to what we already know. Activating prior
                                         212
as rereading, searching for clues,                                                                                               knowledge is like preparing the soil before sowing the
                                         Thick and Thin
                                                                                                             Participation in    seeds of knowledge says Jim Cummins.
and asking for help (1-3)                Questions p. 213                                                                        Strategies to activate prior knowledge include:
                                         Week Three                                                          whole and small     ▪Concept Map
                                         Draw and Label                                                     group discussion     ▪K-W-L
                                                                                                            using accountable
                                                                                  Page 11 of 65                    talk                                               7/22/2011
                                                                                                                     Participation in
                                                                                                                     whole and small
                                         Draw and Label                  listen actively and                        group discussion       ▪K-W-L
13(A) listen to stories being read                                                                                                         ▪Brainstorming
                                         Visualizations p. 215           responsibly to stories                     using accountable
aloud (K-1)                                                                                                                                ▪Graphic Organizer
                                         Draw and Label                                                                    talk            ▪Introduction of Key Words
                                                                         read aloud
                                         Retelling For ____
13(B) participate actively (react,       p. 215                          recognize patterned
                                         Bio Pyramid p. 223              text to actively
speculate, join in, read along) when
predictable and patterned selections                                     respond during read
are read aloud (K-1)                                                     alouds
                                                     Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                       2nd Six Weeks - October 5 - November 6 (25 days of instruction)
                                                                Processes/ Skills/                         Performance
               Standards                      Lesson                                    Vocabulary                                      Resources/ Materials
                                                                    Concepts                                 Indicator
14(B) understand simple story            GUIDED              identify event of a    first       next
                                                                                                                                  Genres
structure (K-1)                          COMPREHENSION                   story                     then last
                                         (Author Study)                                        different
14(D) recognize the                      Week Four                       categorize books by genres
                                         Main Idea Table
distinguishing features of                                               genres
                                         p.216, 253                                                                        Fiction                        Nonfiction              Poetry
familiar genres, including stories,      Fact Book/Main Idea
                                         Book                                                                                        personal                                 nursery
poems, and informational texts                                                                                                                           Informational
                                                                                                               realistic   fairy                                              rhymes
(1-3) TAKS Obj. 3                           Title            Main
                                                                                                                                                  all about books alphabet
14(E) understand literary forms by       Supporting Supporting                                                                                                     books
recognizing and distinguishing           Week Five Details
                                         Details

among such types of text as stories,     Sequence Chain p. 216,
                                         251
poems, and information books (K-         Foldable:
2)
14(G) analyze characters,                                                analyze characters       characters       Character analysis
including their traits, feelings,                                        in depth from            traits           of characters from           Text to Text Connections (TTTC)
                                                B   M    E
                                                                         various text                              stories read                 This part is just like…
relationships, and changes (1-3)
                                                                                                                                                That reminds me of…
Obj. 2identify the importance of
14(H)                                    Week Six                                                 setting          Story Maps of a              I read another book where…
                                         Sequence Chain             p.                                             variety of texts read        This is similar to…
the setting to a story's meaning         216, 251                        Analyze story
(1-3) Obj. 2                             Story Map p. 226, 267           elements of setting,                      independently,
                                         Event Mobile:                   problem and plot in plot                  during guided
14(I) recognize the story                                                                                          reading, and shared
                                                                         depth from various
problem(s) or plot (1-3) Obj. 2                                                                                    reading or read aloud Text to Self Connections (TTSC)
                                                                         text
                                                                                                                                                That reminds me of…
                                                    Event
                                                    Mobile
                                                                                                                                                That made me think of the time…
                                                                                                                                                I can relate….


                                                                                          Page 12 of 65                                                                  7/22/2011
                                             Mobile
                                                                                                                           That made me think of the time…
16(A) connect his/her own                                                           text to text    connections made       I can relate….
experiences with the life                                                           text to self    during reading (both
                                             Title            verbalize and share
experiences, languages, customs,                                                    text to world   oral and
                                                              previous
and culture of others (K-3)                                                                         written/drawn0         Text to World Connections (TTWC)
                                   Setting           Events   experiences with
                                                                                                                           That reminds me of…
16(B) compare experiences of                                  those of others
                                        Characters                                                                         This is like…
characters across cultures (K-3)                                                                                           I know about this… but I didn‘t know that.




                                                                             Page 13 of 65                                                            7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         3rd Six Weeks - November 9 - December 18 (25 days of instruction)
                                                                  Processes/ Skills/                         Performance
               Standards                        Lesson                                   Vocabulary                                      Resources/ Materials
                                                                      Concepts                                 Indicator
1(A) determine the purpose(s) for                              listen responsively solve problems                            R For second language learners when
                                                                                      appreciate                             introducing new concepts include a visual
listening such as to get information,                                                                                        representation, acting out, describing using the
to solve problems, and to enjoy and                                                                                          senses, concrete objects, non-linguistic
appreciate (K-3)                                                                                                             representations and hands-on experiences.
1(B) respond appropriately and                                 appropriately
                                                                                                                                 R It is important to activate prior knowledge
courteously to directions and                                  responding to                                                     and use knowledge of reading skills in the
questions (K-3)                                                directions                                                        native language to transfer skills into English.
1(C) participate in rhymes, songs,                             participate and
conversations, and discussions (K-                             contribute to
3)                                                             conversations
1(D) listen critically to interpret
and evaluate (K-3)                                                                                      Teacher observation
1(E) listen responsively to stories                                                                       of engaged and             Discussions:
                                                               listen responsively                                                It is important to set the standard and expectations for
and other texts read aloud,                                                                                 meaningful            a discussion. Possible criteria includes:
                                                                                                          participation in        RFreely participates
including selections from classic                                                                                                 RListens carefully and respectfully
and contemporary works (K-3)                                                                             whole and small          RShares personal experiences and opinions
                                                                                                                                  RDisplays tolerance for different opinions
1(F) identify the musical elements                             listen responsively     rhyme     repeat group discussions.        RShows confidence in own judgment
                                                                                                                                  RDemonstrates ability to modify thinking
of literary language such as its                               and orally identify
rhymes or repeated sounds (K-1)                                rhymes and repeated                                                Other resources to help in facilitating a quality
                                                                                                                                  discussion are Literature Circles by Harvey Daniels,
                                                               sounds                                                             Strategic Reading by Jeffrey Wilhelm, and Invitations
3A) choose and adapt spoken language                           respond using           volume (voice)                             by Regie Routman.

appropriate to the audience, purpose,                          appropriate volume      occasion
and occasion, including use of                                 (voice)                 purpose
appropriate volume and rate (K-3);
3C) ask and answer relevant questions                          participate and
and make contributions in small or                             contribute to
large group discussions (K-3);                                 conversations




                                                                                 Page 14 of 65                                                                       7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         3rd Six Weeks - November 9 - December 18 (25 days of instruction)
                                                                  Processes/ Skills/                         Performance
               Standards                        Lesson                                   Vocabulary                                      Resources/ Materials
                                                                      Concepts                                 Indicator
5(G) recognize how readers use                                use conventions of     capital letters   Teacher observation      Phoneme Segmentation
                                                                                                                                Strategically Integrate Familiar and New
capitalization and punctuation to                             written text to        ending            of students ability to   Information
comprehend (K-1);                                             convey meaning         punctuation       recognize a              1. Recycle instructional and practice examples used
                                                                                     (period &         paragraph in written     for blending. Blending and segmenting are sides of
                                                                                                                                the same coin. The only difference is whether
                                                                                     question mark)    text during Shared       children hear or produce a segmented word. Note:
                                                                                                       Reading                  A segmenting response is more difficult for
5(J) recognize that there are correct                         use the conventions of syllable                                   children to reproduce than a blending response.
spellings for words (1);                                      written text to convey segment                                    Example: "Listen, my lion puppet likes to say the
                                                              meaning                                                           sounds in words. The sounds in mom are /mmm/ -
                                                              recognize features of a indent                                    /ooo/ - /mmm/. Say the sounds in mom with us. "
5(K) recognize the distinguishing                                                                                               2. Concurrently teach letter-sound correspondences
features of a paragraph (1).                                  paragraph
                                                                                                                                for the sounds children will be segmenting in
                                                              (indentation, a                                                   words.
                                                              paragraph is a group                                              Example: Letter sound /s/ and words sun and sit.
                                                              of sentences)                                                     Put down letter cards for familiar letter-sounds.
6(B) identify, segment, and                                   demonstrate the ability                  Teacher observation      Then, have children place pictures by the letter that
                                                                                                                                begins with the same sound as the picture.
combine syllables within spoken                               to identify and                          of students ability to
                                                                                                                                3. Non-example: Use letter-sounds that have not
                                                              segment syllables in                     orally demonstrate the   been taught when teaching first sound in pictures
words such as by clapping syllables                           words                                    difference between       for phoneme isolation activities.
and moving manipulatives to                                                                            rhyming and non-         4. Make the connections between sounds in words
represent syllables in words (K-1)                                                                     rhyming words            and sounds of letters.
                                                                                                                                Example: After children can segment the first
6(C) produce rhyming words and                                demonstrate the ability blend            DIBELS                   sound, have them use letter tiles to represent the
                                                              to encode (blend) 1 to                                            sounds.
distinguish rhyming words from                                                                                                  5. Non-example: Letters in mastered phonologic
                                                              4 phoneme words
non-rhyming words (K-1)                                                                                                         activities are not used. Explicit connections
                                                                                                                                between alphabetic and phonologic activities are
6(E) blend sounds to make spoken                              orally segment         beginning         DIBELS/IDEL              not made.
words, including three and four                               words (including       sounds final                               6. Use phonologic skills to teach more advanced
                                                                                                                                reading skills, such as blending letter-sounds to
phoneme words, through ways such                              CVC words)             sounds                                     read words.
as moving manipulatives to blend                                                     middle sounds                              Example: (Give children a 3-square strip and the
                                                                                                                                letter tiles for s, u, n.) Have children do familiar
phonemes in a spoken word (1)                                                                                                   tasks and blending to teach stretched blending with
                                                                                                                                letters.
6(F) segment one-syllable spoken
words into individual phonemes,
including three and four phoneme
words, clearly producing
beginning, medial, and final sounds
(K-1)
                                                                             Page 15 of 65                                                                       7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         3rd Six Weeks - November 9 - December 18 (25 days of instruction)
                                                                  Processes/ Skills/                         Performance
               Standards                        Lesson                                   Vocabulary                                      Resources/ Materials
                                                                      Concepts                                 Indicator
7(D) learn and apply the most                                 understand letter-  consonants           Short vowels and         Closed Syllable
                                                                                                                             ���� End with one or more consonants.
common letter-sound                                           sound               vowels               consonants assessed   ���� The vowel sound is usually short.
                                                              correspondences                          on DIBELS/IDEL        ���� Diacritical mark: breve
correspondences, including the                                                                                               Examples in words
sounds represented by single letters                          with an emphasis on                                            ���� met, catnip, scratch, plant
                                                              short and long                                                 Open Syllable
(consonants and vowels);                                                                                                     ���� End in a vowel
                                                              vowels                                                         ���� The vowel sound is long
consonant blends such as bl , st , tr ;                                                                                      ���� Diacritical mark: macron
                                                              continue to
consonant digraphs such as th , sh ,                          teach/reteach
                                                                                                                             Examples in words
                                                                                                                             ���� me, hobo, veto
ck ; and vowel digraphs and                                   consonants                                                     Vowel - Consonant-’e’ Syllable (Silent-e)
                                                                                                                             ���� A vowel followed by a consonant and a silent ‗e.‘
diphthongs such as ea , ie , ee (1)                                                                                          ���� The first vowel makes a long sound.
7(E) blend initial letter-sounds with                         ability to            word families                            ���� Diacritical mark: macron
                                                                                                                             Examples in words
common vowel spelling patterns to                             manipulate initial                                             ���� Pipe, decide, complete
                                                              letter sound with                                               ‘r’ controlled Syllable
read words (1-3)                                                                                                             ���� A vowel followed by an ‗r‘ (ar, er, etc.)
                                                              common vowel                                                   ���� The ‗r‘ gives the vowel a unique sound.
                                                              spelling patterns                                              ���� Mark the syllable type with the letter ‗r‘
7(G) use letter-sound knowledge to                                                                     Application during    above the syllable.
                                                                                                                             Examples in words
read decodable texts (engaging and                            apply knowledge of                       guided reading        ���� dirt, farmer, start
coherent texts in which most of the                           letter sound                             (Running Records)     Vowel Pair Syllable
                                                                                                                             ���� Two adjacent vowels that make one sound
words are comprised of an                                     correspondence                                                 ���� Such as: ai, ay, ou, ow, oi, oy, ee, ea, ie, ei, oo
                                                                                                                             ���� Mark the syllable type with ‗vp‘ above
accumulating sequence of letter-                              when reading                                                   the syllable.
sound correspondences being                                   predictable text                                               Examples in Words
                                                                                                                             ���� food, boil, oat, cowboy, mainstay
taught) (1)                                                                                                                  Consonant –le Syllable
                                                                                                                             ���� A consonant followed by an ―le‖ comes at the end of
8(A) decode by using all letter-                              ability to decode                                              a word.
sound correspondences within a                                using letter-sound                                             ���� There is no vowel sound, only the consonant and the l
                                                                                                                             are pronounced. Such as: cle, zle, fle
word (1-3)                                                    correspondence                                                 ���� Mark the syllable type with C-le or ‗f‖
                                                                                                                             above the syllable.
8(B) use common spelling patterns                             ability to                                                     Examples in Words
to read words (1)                                             manipulate initial                                             ���� ripple, snuggle, table
                                                              letter sound with
                                                              common vowel
                                                              spelling patterns



                                                                             Page 16 of 65                                                                      7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         3rd Six Weeks - November 9 - December 18 (25 days of instruction)
                                                                  Processes/ Skills/                         Performance
               Standards                        Lesson                                   Vocabulary                                      Resources/ Materials
                                                                      Concepts                                 Indicator
8(C) use structural cues to                                   apply structural        compound                                Fluency
                                                                                      base word                               According the National Reading Panel (2000),
recognize words such as                                       cues to recognize                                               fluency is the ability to read text with speed,
compounds, base words, and                                    words, such as                                                  accuracy and proper expression. Fluent readers:
                                                                                                                              ☻Recognize words automatically
inflections such as -s, -es, -ed, and                         compound, base,                                                 ☻Read aloud effortlessly and with expression
-ing (1-2)                                                    and inflectional                         ▪teacher observation   ☻Do not have to concentrate on decoding
                                                              endings (plurals)                                               ☻Can focus on comprehension
                                                                                                       if effective use of
8(E) recognize high frequency                                 recognize high                           decoding skills        Why is fluency important?
irregular words such as said , was ,                          frequency words                          ▪running records       ―Fluency is important because it provides a bridge
                                                                                                                              between word recognition and comprehension.‖
where , and is (1-2)                                                                                   graphic organizers     (Reading Links, 2002, p. 9).
8(F) use knowledge of word                                    identify word order                      ▪eye spy game
                                                                                                                              Fluency doesn‘t ensure comprehension, but
order (syntax) and context to                                                                                                 comprehension is difficult without fluency. If a
support word identification and                                                                                               reader is constantly stopping to decode and figure
                                                                                                                              out unknown words, most likely meaning will be
confirm word meaning (1-3) Obj.                                                                                               disrupted and the process of reading becomes long
1                                                                                                                             and laborious.
9(C) read orally from familiar texts                          reading and rereading                    Application during                                  Books should be
                                                                                                                              When students make gains in reading fluency, they
with fluency (accuracy, expression,                           of teacher selected                      guided reading                                      chosen on the
                                                                                                                              are able to put their energies into comprehension and
                                                              material                                 (Running Records)      are able to analyze, interpret, draw conclusions, and
                                                                                                                                                           students'
appropriate phrasing, and attention                                                                                           infer meaning from texts.
                                                              reading with                                                                               independent reading
to punctuation) (1)                                           expression
                                                                                                                              The 3 Components of Fluency  level (based on
                                                                                                                              ☻Accuracy: Also known as automaticity, it refers to
                                                                                                                                                           previous DRA level
9(D) self-select independent level                            self select books at    independent      Teacher observation    the person's ability to read words in a text.
                                                                                                                              ☻Rate: The speed a personfrom the beginning
                                                                                                                                                            reads.
reading such as by drawing on                                 independent level       reading level                           ☻Prosody: Refers to stress, intonation, and pauses.
                                                                                                                                                           of the year or
personal interest, by relying on                              from classroom                                                  Commonly known as "reading with feeling".
                                                                                                                                                           current Running
knowledge of authors and different                            library
                                                                                                                                                           Records)
                                                                                                                              In order to implement fluency teaching into reading
types of texts, and/or by estimating                                                                                          instruction, teachers need to be aware of the three
                                                                                                                              components of fluency.
text difficulty (1-3)

                                                                              Page 17 of 65                                                                    7/22/2011
10(A) read fiction, nonfiction, and                               read different        nonfiction
poetry, including classic and                                     genres for pleasure   fiction
contemporary works, for pleasure                                  and or for            poetry
and/or information (1)                                            information




                                                         Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                           3rd Six Weeks - November 9 - December 18 (25 days of instruction)
                                                                    Processes/ Skills/                         Performance
               Standards                          Lesson                                   Vocabulary                                                  Resources/ Materials
                                                                        Concepts                                 Indicator
11(A) discuss meanings of words          Vocabulary Theater develop vocabulary                           Teacher observation
and develop vocabulary through                              through listening                            of effective use of
meaningful/concrete experiences                             and discussing                               learned vocabulary
(K-2)                                                       meanings of words
                                                            including concrete
                                                            experiences


11(C) identify words that name                                    categorize persons,
persons, places, or things and                                    places, things and
words that name actions (K-1)            GUIDED                   action words
                                         COMPREHENSION
                                                (Fiction)                                                        persons        places           things            actions
12(A) use prior knowledge to      Week One                        use prior knowledge schema
anticipate meaning and make sense Reciprocal Teaching             to make predictions possibly
of texts (K-3)                    p. 231                          and understand text
                                         Discussion Web     p.
                                         227, 269
12(C) retell or act out the order of     Week Two                retell in sequence                      Student work
important events in stories (K-3)        Double Entry Journal p. important events in                     Guided Reading
                                         214, 244-245
                                                                                                                                Internet Sources
                                                                 stories                                 DRA/EDL
                                         Drawing Connections
12(D) monitor his/her own                p. 215, 246-248         utilize reading       comprehension     Guided Reading         Fluency
comprehension and act                    Week Three              strategies such as    clues             DRA/EDL                http://www.busyteacherscafe.com/units/fluen
                                         Probable Passages p. rereading, context                                                cy.htm
purposefully when comprehension                                                        monitor
                                         209, 233                                                                               http://www.opencourtresources.com/ocr/sight
breaks down using strategies such                                clues, and asking for                                          _words/grade1_sight.html
                                         Summary Cube
                                         p. 227, 268             help to monitor                                                Comprehension
as rereading, searching for clues,
                                         Week Four               comprehension                                                  http://home.att.net/~teaching/litcircl/chardev.
and asking for help (1-3)                                                                                                       pdf
                                         Lyric Retelling     p.
                                                                                                                                http://home.att.net/~TEACHING/litcircl/plot

                                                                                 Page 18 of 65                                                               7/22/2011
                                         Lyric Retelling   p.                                                                 pdf
12(G) identify similarities and          224, 263             compare/contrast     compare             Teacher observation    http://home.att.net/~TEACHING/litcircl/plot
differences across texts such as in      Retelling p. 225     topics, characters,  contrast            during whole group     map.pdf
                                         Week Five            and problems in text                     discussions            http://www.enchantedlearning.com/graphicor
topics, characters, and problems (1-     Narrative Pyramid p.                                                                 ganizers/storymap/
2)                                                                                                     Guided Reading         http://www.teachingheart.net/minioffice.html
                                         226, 267
13(B) participate actively (react,       Story Map         p. participate actively participate
                                         226, 267             during Shared
speculate, join in, read along) when
predictable and patterned selections                           Reading
are read aloud (K-1)



                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         3rd Six Weeks - November 9 - December 18 (25 days of instruction)
                                                                  Processes/ Skills/                         Performance
               Standards                        Lesson                                   Vocabulary                                                  Resources/ Materials
                                                                      Concepts                                 Indicator
13(C) respond through talk,                                    respond to literature interpret         Teacher observation
                                          Interactive
movement, music, art, drama, and                               through movement,
                                          Read-Alouds
writing to a variety of stories and                    Week
                                                               music, drama, and
poems in ways that reflect                One                  writing that reflect
                                          Questioning          understanding
understanding and interpretation (K-
                                          p. 5-8
1)                                        Where's Spot?
13(D) connect ideas and themes            Owl Moon             make text to text
                                          Click, Clack Moo     connections
across texts (1-3)                        Week Two                                                                                   Genres
                                          Questioning/
                                          Making
14(C) distinguish fiction from            Connections                                  fiction
nonfiction, including fact and            p. 13-16                                     nonfiction
                                                                                                                Fact                Fiction                    Fantasy
fantasy (K-3)                             Use various                                  fantasy
                                          Thanksgiving
14(D) recognize the                       books                distinguish between
distinguishing features of                Week Three
                                                               fiction and
familiar genres, including stories,       Important Ideas p.                                           Contributing to
                                          119-124              nonfiction texts and
poems, and informational texts                                                                         charts and sorting
                                          Various Christmas    recognize unique
(1-3) Obj. 3                                                                                           classroom library
                                          books                features of narrative
                                          Week Four            texts and poems



                                                                              Page 19 of 65                                                              7/22/2011
                                                                                                   Contributing to
                                                           nonfiction texts and
                                                                                                   charts and sorting
                                                           recognize unique
                                                                                                   classroom library
                                       books               features of narrative
14(E) understand literary forms by     Week Four           texts and poems
recognizing and distinguishing         Retelling
                                       p. 85-89
among such types of text as stories,   Various holiday
poems, and information books (K-       books
2)                                     Week 5
                                       Alliteration
14(G) analyze characters,                                                          characters
                                       p. 165-168
including their traits, feelings,      How the Grinch                              relationships   Complete character
relationships, and changes (1-3)       Stole Christmas                             feelings        analysis
                                       Dr. Seuss's ABC's                           changes
Obj. 2
                                                           discuss story           setting         Complete story maps
14(H) identify the importance of
                                                           elements
the setting to a story's meaning
(1-3) Obj. 2
14(I) recognize the story                                                          story problem
problem(s) or plot (1-3) Obj. 2




                                                                           Page 20 of 65                                 7/22/2011
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edge




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used
s of




nces




that




with




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the l




        Page 23 of 65   7/22/2011
and




rs to




        Page 24 of 65   7/22/2011
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Page 27 of 65   7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         4th Six Weeks - January 5 - February 19 (33 days of instruction)
                                                                 Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
1(A) determine the purpose(s) for                              Listen responsively    research          Thinking Maps              Criteria for Active Listening:
listening such as to get                                                              gather            Following                    Prepare to expect to learn
                                                                                      solve problems    Directions Sheet             Determine the speaker‘s purpose
information, to solve problems,                                                                                                      Listen with a purpose
and to enjoy and appreciate (K-3)                                                                       Think-Pair-Share             Determine the speaker‘s main idea (s)
                                                                                                        Turn to your partner         Think of questions that will lead you to
                                                                                                                                   explore the topic further
1(B) respond appropriately and                                 Appropriately          responsible                                    Analyze, evaluate and critique speaker‘s main
                                                                                                                                   points
courteously to directions and                                  responding to
                                                                                                                                     When appropriate, write notes
questions (K-3)                                                directions
1(C) participate in rhymes, songs,                             Participate and                          Teacher checklist of
conversations, and discussions (K-                             contribute to                            student participation
3)                                                             conversations                                                      ESL Strategy
                                                                                                                                  Learning key phrases through Total Physical
1(D) listen critically to interpret                            Listen responsively                      Tree Map of story         Response
and evaluate (K-3)                                                                                      reading
                                                                                                                                  ▪Total Physical Response (TPR) activities greatly
1(E) listen responsively to stories                            Listen responsively                                                multiply the language input and output that can be
and other texts read aloud,                                                                                                       handled by beginning English language learners
                                                                                                                                  (ELLs).
including selections from classic                                                                                                 ▪TPR activities elicit whole-body responses when
and contemporary works (K-3)                                                                                                      new words or phrases are introduced. Teachers can
                                                                                                                                  develop quick scripts that provide ELLs and other
1(F) identify the musical elements                             Listen responsively                      matching rhymes or
                                                                                                                                  students with the vocabulary and/or classroom
of literary language such as its                                                                        repeated sounds           behaviors related to everyday situations. For
                                                                                                        (alliteration , tongue    example, "Take out your math book. Put it on your
rhymes or repeated sounds (K-1)                                                                                                   desk. Put it on your head. Put it under the chair.
                                                                                                        twisters) 1-2 sentences
                                                                                                        long.                     Hold it in your left hand."
                                                                                                                                  ▪Students become ready to talk sooner when they
3A) choose and adapt spoken                                    Listen responsively                      Oral presentation of      are learning by doing. TPR activities help students
language appropriate to the audience,                                                                   work                      adjust to school and understand the behaviors
purpose, and occasion, including use                                                                                              required and the instructions they will hear. This
                                                                                                                                  will help them in mainstream classrooms, in the
of appropriate volume and rate (K-3);                                                                                             halls, during lunchtime, during fire drills, on field
                                                                                                                                  trips, and in everyday life activities.
                                                                                                                                  ▪TPR strategies are good teaching strategies for all
3(B) use verbal and nonverbal                                  Listen responsively                                                students, not just ELLs.
communication in effective ways
such as in making announcements,
giving directions, or making
introductions (K-3)
                                                                                 Page 28 of 65                                                                      7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         4th Six Weeks - January 5 - February 19 (33 days of instruction)
                                                                 Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
3C) ask and answer relevant                                    Participate and        Group              Think-Pair-Share         Think-Pair-Share is a cooperative discussion
questions and make contributions in                            contribute to             Discussion                              strategy developed by Frank Lyman and his
small or large group discussions (K-                           conversations                                                     colleagues in Maryland. It gets its name from the
3(D) present dramatic                                          Present dramatic       Acting             Act out stories,        three stages of student action, with emphasis on
interpretations of experiences,                                interpretation         Drama              poems or plays          what students are to be DOING at each of those
                                                                                                                                 stages.
stories, poems, or plays (K-3)
3(E) gain increasing control of                                Demonstrate correct complete              Orally demonstrate      1) Think. The teacher provokes students' thinking
                                                                                                                                 with a question or prompt or observation. The
grammar when speaking such as                                  use of grammar      sentence              language
                                                                                                                                 students should take a few moments (probably not
using subject-verb agreement,                                  when speaking       past, present,        development             minutes) just to THINK about the question.
complete sentences, and correct                                                    future
                                                                                                                                 2) Pair. Using designated partners, nearby
tense (K-3)                                                                                                                      neighbors, or a desk mate, students PAIR up to talk
                                                                                                                                 about the answer each came up with. They compare
4(C) clarify and support spoken                                Present dramatic       props              Act out using props     their mental or written notes and identify the
                                                               interpretation                                                    answers they think are best, most convincing, or
messages using appropriate props                                                                                                 most unique.
such as objects, pictures, and
                                                                                                                                 3) Share. After students talk in pairs for a few
charts (K-3); and                                                                                                                moments (again, usually not minutes), the teacher
4(D) retell a spoken message by                                                       retell (first, next, Orally demonstrate    calls for pairs to SHARE their thinking with the
                                                                                      then, last)          using flow charts     rest of the class. She can do this by going around in
summarizing or clarifying (K-3).                                                                                                 round-robin fashion, calling on each pair; or she
                                                                                         summarize                               can take answers as they are called out (or as hands
                                                                                                                                 are raised). Often, the teacher or a designated
                                                                                                                                 helper will record these responses on the board or
5(I) recognize that different parts                            recognize and use      table of content   Identify and find       on the overhead.
of a book such as cover, title page,                           table of content                          Scavenger Hunt
and table of contents offer
information (K-1);
5(J) recognize that there are                                  use conventions of                        Phoneme mapping
correct spellings for words (1);                               written text to
                                                               convey meaning                                                         Phonics Instruction
5(K) recognize the distinguishing                              recognize features
features of a paragraph (1).                                   of a paragraph                                                   Oral Word Play Games using big words
                                                               (indentation, a
                                                                                                                                ����   Counting Syllables with Pictures
                                                               paragraph is a group                                             ����   Two, Three and Four Syllable Words
                                                               of sentences)                                                    ����   Beginning and Ending Game
                                                                                                                                ����   Second Syllable Sound Game
                                                                                Page 29 of 65                                                                 7/22/2011
                                                                                                                                   ���� Second Syllable Sound Game


                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         4th Six Weeks - January 5 - February 19 (33 days of instruction)
                                                                 Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
7(D) learn and apply the most                                                                              Guided reading          Guided Reading will be conducted in
common letter-sound                                                                                        DIBELS-ORF              native language only if the student scores
correspondences, including the                                                                             DRA                     at risk or deficit on 2 or more of the
sounds represented by single                                                                               running records         assessment indicators on DIBELS (Word
                                                                                                                                   Use is tested but is not used as an
letters (consonants and vowels);
                                                                                                                                   indicator for determining language of
consonant blends such as bl , st ,
                                                                                                                                   instruction). If a student is at grade level
tr ; consonant digraphs such as th ,                                                                                               in his/her native language, Guided
sh , ck ; and vowel digraphs and                                                                                                   Reading will be conducted in English.
diphthongs such as ea , ie , ee (1)
7(E) blend initial letter-sounds                                                                                                       Regular, Irregular, and Sight Words
with common vowel spelling
patterns to read words (1-3)                                   apply all                                                           Regular Words - Have common phoneme-
                                                                                                                                   grapheme relationships and can be sounded
7(F) decode by using all letter-                               letter/sound
                                                                                                                                   out (decoded)
sound correspondences within                                   correspondence           diphthongs                                 Examples: cat, may, outside, yellow,
                                                               such as: bl. st, tr,                        Application of          interesting
regularly spelled words (1-3)
                                                               th, sh, ck, ea, ie, ee                      strategies during       Irregular Words - Have uncommon
7(G) use letter-sound knowledge                                                                            guided reading and      phoneme-grapheme relationships and cannot
to read decodable texts (engaging                                                                          independent reading     be sounded out (decoded)
and coherent texts in which most                                                                                                   Examples: was, come, give, of
                                                                                                                                   Sight Words - Words that are recognized
of the words are comprised of an                                                                                                   automatically
accumulating sequence of letter-                                                                                                   Examples: the, and, this, when
sound correspondences being
taught) (1)                                                                     Internet Sources
8(A) decode by using all letter-                                                Dictionary Activities
sound correspondences within a                                                  http://www.education-
word (1-3)                                                                      world.com/a_lesson/lesson/lesson206.shtml
8(B) use common spelling patterns
                                                                                Comprehension Websites
to read words (1)                                                               http://www.readingrockets.org/articles/82
                                                                                http://literacytoolbelt.tripod.com/#Comprehensio

                                                                                 Page 30 of 65                                                                  7/22/2011
                                                                                http://www.readingrockets.org/articles/82
                                                                                http://literacytoolbelt.tripod.com/#Comprehensio
                                                                                n%20Strategies
                                                                                http://literacytoolbelt.tripod.com/Readers%20Wo
                                                                                rkshop/Reader's%20Workshop.htm


                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         4th Six Weeks - January 5 - February 19 (33 days of instruction)
              Standards                         Lesson            Processes/ Skills/     Vocabulary         Performance                     Resources/ Materials
                                                                      Concepts                                Indicator
8(C) use structural cues to                                    apply structural cues  past              guided reading            Buddy Reading
recognize words such as                                        to recognize words,    present           DIBELS-ORF
                                                               such as compound,                                               Meet the Book Conference: Date: __
compounds, base words, and                                                            future            DRA                    * What do you think the book will be about?
                                                               base, and inflectional                   running records        * Have you read other books in the series or by the
inflections such as -s, -es, -ed,                              endings                                                         same author?
and -ing (1-2)                                                                                                                      * Set-up first book discussion meeting: Page # ___
8(E) recognize high frequency                                                                                                       First Book Discussion Meeting: Date: __
irregular words such as said , was ,                                                                                                * What is happening in the book so far? (Retell the
where , and is (1-2)                                                                                                                story together)
                                                                                                                                    * What connections have you made while reading?
9(C) read orally from familiar                                                          accuracy            Buddy reading           * Share ―thick‖ questions and discuss your
texts with fluency (accuracy,                                                            expression                                 answers.
                                                                                        phrasing                                    * Make predictions about what will happen next in
expression, appropriate phrasing,                                                                                                   the story.
                                                                                        attention
and attention to punctuation) (1)                                                                                                   * Set-up next meeting: Page # _____
                                                                                        punctuation
10(B) use graphs, charts, signs,                                use graphs, charts,     graphs              orally in writing       Second Book Discussion Meeting: Date: __
captions, and other informational                               signs to gather         signs               individual and small    * What is happening in the book so far? (Retell the
                                                                                                                                    story together)
texts to acquire information (1)                                information from        captions            group        whole      * What have you noticed about the author‘s craft?
                                                                informational text      charts              group                   * Share ―thick‖ questions and discuss your
                                                                                                                                    answers.
11(A) discuss meanings of words                                                                                                     * Make predictions about what will happen next in
and develop vocabulary through                                                                                                      the story.
                                                                                                                                    * Set-up next meeting: Page # _____
meaningful/concrete experiences
(K-2)                                                                                                                               Final Book Discussion Meeting: Date: __
11(B) develop vocabulary by                                     develop vocabulary                          individual and small    * What is happening at the end? (Retell the ending
                                                                                                                                    together)
listening to and discussing both                                by listening/                               group                   * Were you surprised by the way the story ended?
familiar and conceptually                                       discussing both                             whole group             Did you like the ending?
                                                                familiar and                                use of vocabulary       * Share ―lingering‖ questions about the story.
challenging selections read aloud                                                                                                   * Prepare for and sign up for a book talk.
                                                                challenging read                            orally and written to
(K-3)
                                                                alouds                                      respond


                                                                                 Page 31 of 65                                                                       7/22/2011
                                                               challenging read
                                                               alouds

11(C) identify words that name
persons, places, or things and
words that name actions (K-1)




                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         4th Six Weeks - January 5 - February 19 (33 days of instruction)
                                                                 Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
12(C) retell or act out the order                              retell in sequence                       student work
of important events in stories (K-                             important events in                      reader response
3) Obj. 1 & 3                                                  stories and
                                                               nonfiction text
13(A) listen to stories being read                             listen actively and                      written response
aloud (K-1)                                                    responsibly to                           graphic organizers
                                                               stories read aloud                       Thinking Maps
13(B) participate actively (react,                             participate actively
speculate, join in, read along)                                during Shared
when predictable and patterned                                 Reading
selections are read aloud (K-1)
13(C) respond through talk,
movement, music, art, drama, and
writing to a variety of stories and
poems in ways that reflect
understanding and interpretation
(K-1)
                                                                                                                              Reading Fluency is highly related to reading
13(D) connect ideas and themes                                                                                                comprehension. Help students increase his/her
across texts (1-3)                                                                                                            fluency by using the following strategies:
                                                                                                                              ☺Echo your partner: you read a sentence or
13(E) describe how illustrations                               understand the role                                            section of the text first; the student follows
contribute to the text (K-1)                                   of the author                                                  closely-echoing your reading.
                                                               /illustrator and how                                           ☺Read the entire section of text to the
                                                               illustrations                                                  student; next the student reads it to you.
                                                               contribute meaning                                             ☺Recast stories as scripts and invite students
                                                                                                                              to perform them.
                                                               to the text                                                    ☺Have students read the text several times in
                                                                                                                              a row, each time working on their fluency.
                                                                               Page 32 of 65                                                                     7/22/2011
                                                                    distinguish between                          Attribute chart         a row, each time working on their fluency.
14(C) distinguish fiction from
                                                                                                                                         ☺Engage students in choral reading, shared
nonfiction, including fact and                                      fiction and                                  Organize library by     reading, and readers theater.
fantasy (K-3)                                                       nonfiction texts and                         genre                   ☺Share poetry by reading it together a
14(D) recognize the distinguishing                                  recognize unique                             Double Bubble           number of times.
                                                                    features of narrative                        Tree Map
features of familiar genres,
                                                                    texts and poems                                Book sort
including stories, poems, and
informational texts (1-3)
                                                          Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                            4th Six Weeks - January 5 - February 19 (33 days of instruction)
                                                                    Processes/ Skills/                         Performance
               Standards                           Lesson                                   Vocabulary                                         Resources/ Materials
                                                                        Concepts                                 Indicator
14(E) understand literary forms by
recognizing and distinguishing
among such types of text as
stories, poems, and information
books (K-2)
15(A) identify relevant questions                                                           gather               Whole group                Questions help focus and give direction to
                                                                                            research             chart questions          research. Through investigations you can show
for inquiry such as "What do pill                                                                                                         students the value of questions and their role in
bugs eat?" (K-3)                                                                            glossary             KWL                      learning. You can also show them that real research
                                                                                                                                          involves using a variety of means to get information,
15(D) use alphabetical order to                                     utilize ABC order to                         Scavenger Hunt-Use       not simply paraphrasing one or two sources.
locate information (1-3)                                            locate info in                               glossary to find         Formulating questions is a complex task for any
                                                                                                                                          researcher. Students will need a model of how to
                                                                    glossary                                     meaning of terms
                                                                                                                                          formulate questions that will lead to investigations.
15(A) identify relevant questions
for inquiry such as "What do pill
bugs eat?" (K-3)



     ESL Strategies: For student reading
     Decoding and comprehension
     ELLs benefit when they are introduced to reading through sequenced decodable books that build on previously learned letters, sounds, and words. These books start out
     combining only a few consonants and vowels. Simple decodable books allow ELLs to read engaging and interesting stories even though they may only know a few letter
     sounds. Fast-paced lessons can include activities for hearing sounds in words, identifying the sounds associated with specific letters, and blending letter sounds into words. You
     can conduct these phonics activities through games and chants in which the whole-class responds.

     After you review the sounds that students will encounter in their decodable books, conduct guided reading so that students follow along in their books as you model fluency.
     Read the selection again, stopping frequently to help student comprehension by clarifying concepts, teaching unknown words, asking questions about the story, and letting
     children connect these stories to their own experiences.
                                                                                     Page 33 of 65                                                                    7/22/2011
After the guided reading, have students reread their decodable books with a partner. They can take turns reading by alternating sentences. This helps them focus on what they
are reading because each student only reads a small chunk. Reading with a partner also creates a safety zone where they can feel comfortable reading aloud.

Finally, conclude the activities with a class debate or an essay based on the reading.




                                                                                  Page 34 of 65                                                                  7/22/2011
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our




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 ing

 not



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ands




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rch
tion,




        Page 40 of 65   7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         5th Six Weeks - February 22 - April 16 (33 days of instruction)
                                                                 Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
1(A) determine the purpose(s) for                                                                                              Listening comprehension
                                                                                                                               Listening to stories read aloud by the teacher is one
listening such as to get                                                               solve problems   Teacher observation    effective way for students to enrich vocabulary. It is
                                                               listen responsively
information, to solve problems,                                                        appreciate              Read            also an easier way for you to introduce
and to enjoy and appreciate (K-3)                                                                                              comprehension skills such as the main idea and
                                                                                                        passages and answer
                                                                                                                               cause and effect because the students are not having
1(B) respond appropriately and                                                                          comprehension          to do the arduous work of decoding, learning new
                                                               appropriately                            questions              words, and trying to comprehend the story while
courteously to directions and                                                                                                  also attempting to think about elements of the story.
                                                               respond to directions
questions (K-3)
                                                               listen critically to                                            You can do this through discussions with students
1(D) listen critically to interpret                                                                     dramatic               or by thinking aloud about what might be the main
and evaluate (K-3)                                             interpret                                interpretations of     idea or the cause and effect in a section you just
                                                                                                        stories                finished reading. When reading aloud to ELLs:
1(E) listen responsively to stories                                                                                            ☺Show and read the front and back pages of the
and other texts read aloud,                                                                                                    book, as well as the dedication or table of contents
                                                               listen responsively                                             page.
including selections from classic                                                                                              ☺Use pictures, maps, objects, or drawings on the
and contemporary works (K-3)                                                                                                   board.
                                                                                                                               ☺Provide background knowledge on concepts that
2A connect experiences and ideas                                                                                               students will need to comprehend the story.
                                                               verbalize and share
with those of others through speaking                                                                                          ☺Introduce the characteristics/elements of the
                                                               experiences                                                     story (characters, setting, problem, solution, plot).
and listening (K-3); and
                                                                                                                               ☺Pre-teach five to six key words they will
3(D) present dramatic                                          dramatic                                                        encounter frequently and will need to use for the
interpretations of experiences,                                interpretations of                                              discussions.
                                                                                                        Rubric on              ☺Model how a reader self-corrects when making a
stories, poems, or plays (K-3)                                 stories                                  understanding of       mistake.
4(C) clarify and support spoken                                use props                                stories through        ☺Think aloud about what you are reading; stop
                                                               appropriately during                                            every once in a while and summarize what you
messages using appropriate props                                                                        dramatic               have read so far.
                                                               dramatic                                                        ☺Provide opportunities for students to summarize
such as objects, pictures, and                                                                          performance
                                                               interpretations of                                              or retell the story through dramatic retellings; or
charts (K-3); and                                              stories                                                         use picture cards to put the story's events in
                                                               recognize parts of     chapters          Labeling parts of a    sequence.
5(I) recognize that different parts
of a book such as cover, title page,                           book - chapters, table table of contents book
                                                               of contents, glossary,        glossary
and table of contents offer                                    and subtitles               subtitles
information (K-1);




                                                                                 Page 41 of 65                                                                    7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         5th Six Weeks - February 22 - April 16 (33 days of instruction)
                                                                  Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                      Concepts                                 Indicator
5(J) recognize that there are                                  identify correct                         Application of         Big Books
correct spellings for words (1);                               sequence of letters                      concepts of print      Poems
                                                               to form words                            Match the correct
                                                                                                        spellings to words
                                                                                                        (sight word and
                                                                                                        chunks)
7(D) learn and apply the most                                                      consonants           Short vowels and
                                                               understand letter-  vowels               consonants assessed
common letter-sound
                                                               sound                                    on DIBELS/IDEL
correspondences, including the
                                                               correspondences
sounds represented by single                                                                                                   First Grade High Frequency Words
                                                               with an emphasis on
letters (consonants and vowels);                                                                                               STARFALL.com
                                                               short and long
consonant blends such as bl , st ,                                                                                             Johnny Can Spell
                                                               vowels
                                                                                                                               Fountas and Pinnell
tr ; consonant digraphs such as th ,                           continue to
sh , ck ; and vowel digraphs and                               teach/reteach
diphthongs such as ea , ie , ee (1)                            consonants

7(E) blend initial letter-sounds
                                                               ability to            word families      Application during     Making and Writing Words (Shell
with common vowel spelling
                                                               manipulate initial    chunks             Guided Reading         Education)- Timothy Rasinski
patterns to read words (1-3)
                                                               letter sound with
7(F) decode by using all letter-                               common vowel
sound correspondences within                                   spelling patterns     decoding
regularly spelled words (1-3)                                                                                                     Fluency Instruction

7(G) use letter-sound knowledge                                                                                                Teachers need to select and facilitate the best
to read decodable texts (engaging                                                                                              methods of fluency instruction for their
and coherent texts in which most                                                                                               children and their classrooms. The following
                                                               apply knowledge of
                                                                                                                               four components are needed for good fluency
of the words are comprised of an                               letter sound                                                    instruction.
accumulating sequence of letter-                               correspondence                                                  Model fluent reading.
sound correspondences being                                                                                                    Use guided oral reading instruction.
                                                                                                                               Give students ways to practice and perform.
taught) (1)                                                                                                                    Implement word study activities to build
8(A) decode by using all letter-                                                                                               accuracy.
sound correspondences within a
word (1-3)
                                                                               Page 42 of 65                                                                   7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         5th Six Weeks - February 22 - April 16 (33 days of instruction)
                                                                 Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
8(B) use common spelling patterns                                                                                                     Choral Reading
to read words (1)                                                                                                                  Choral Reading, like Duet Reading, is designed to:
                                                                                                                                   improve sight vocabulary develop effective read
8(C) use structural cues to                                                                                                        aloud skills develop ability to sight read aloud.
recognize words such as                                        apply knowledge of compound
                                                                                                                                   In order for skills to improve students need to:
compounds, base words, and                                     letter sound       words
inflections such as -s, -es, -ed,                              correspondence     base words                                       ▪point to the word as it is spoken
                                                                                                                                   ▪read those words aloud that are known
and -ing (1-2)                                                                                                                     ▪hear others read aloud at the same time to "fill in
8(D) identify multisyllabic words                                                                                                  the blanks"
by using common syllable patterns Identifying syllables in     apply knowledge of open              ▪Assessment - Give a Choral Reading is where the whole class reads aloud
(1-3)                             words-Phonics                                                     word and have student from the same selection. The teacher also reads and
                                                               open and closed    closed                                  sets the pace as well as modeling proper
                                        Fountas & Pinnell
                                        (409-412)              syllable patterns  syllable patterns break it into boxes   pronunciation and variation in tone.
                                                                                                         representing syllables
                                                                                                                  ▪Open and        CHORAL READING CHECKLIST
                                                               recognize high                            closed word sorts         Did you ... (circle answer)
8(E) recognize high frequency
                                                               frequency words                           ▪Phoneme Mapping
irregular words such as said , was ,                                                                                               1) read aloud all the words that you knew how to
where , and is (1-2)                                                                                                               pronounce YES NO

8(F) use knowledge of word order                                                                         Running Records           2) try to say words you did not know when you
(syntax) and context to support                                                                                                    heard others YES NO

word identification and confirm                                                                                                    3) speak loud enough to be heard, but not too loud
word meaning (1-3)                                                                                                                 YES NO

8(G) read both regular and                                                                                                         4) put life in your voice and pause at the punctuation
irregular words automatically such                                                                                                 YES NO
as through multiple opportunities                                                                                                  5) follow the pace set by the teacher YES NO
to read and reread (1-3)
                                                                                                         ▪Application during       6) point at the words as they were being spoken YES
9(C) read orally from familiar                                 reading and                                                         NO
                                                               rereading of teacher                      Guided Reading
texts with fluency (accuracy,                                                                            (Running Records)
                                                               selected material                                                   7) make an effort to improve your performance YES
expression, appropriate phrasing,                                                                        *Books should be chosen   NO
and attention to punctuation) (1)                                      reading with                      on the students'          Reading Partner‘s Initials _______ Score __ / 7
                                                               expression                                independent reading
10(B) use graphs, charts, signs,                                                                         level (based mid-year
captions, and other informational                                                                        assessment)
texts to acquire information (1)                                                                         ▪Choral reading

                                                                               Page 43 of 65                                                                          7/22/2011
                                                      Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                        5th Six Weeks - February 22 - April 16 (33 days of instruction)
                                                                 Processes/ Skills/                        Performance
              Standards                       Lesson                                    Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
11(A) discuss meanings of words         vocabulary theater develop vocabulary                          Teacher observation
                                                              through listening and                                              ESL Strategy - Paired Reading
and develop vocabulary through                                                                         of effective use of
                                                              discussing meaning of                                            Prepare the students for the reading exercise
meaningful/concrete experiences                                                                        learned vocabulary      by asking them to make predictions about the
                                                              words including
(K-2)                                                                                                                          text using headings, or relate the text to their
                                                              concrete experiences                                             prior knowledge. Remind the students of
                                                                                                                                   reading strategies to use while they read, such
11(C) identify words that name                                                         places             Highlight in             as visualizing the meaning as they read and
persons, places, or things and                                                         things             sentences, passages,     summarizing mentally.
words that name actions (K-1)                                                          persons            and poems                This exercise is useful for integrating the four
                                                                                       action words       Student generated        modes. The text needs to be at the students'
                                                                                                                                   independent reading level (no more than 1 in
                                                                                                          Tree Map of words        20 difficult words). The students work in
                                                                                                          from guided reading      pairs, each student independently reading text
                                           persons   places      things      actions
                                                                                                                                   A or text B. After reading the passage, one
                                                                                                                                   student asks the other the questions at the
12(F) make and explain                                                                                                             bottom of the page and writes the answers
inferences from texts such as                                                          cause                                       down on his/her own sheet. The roles are
                                                               identify cause and                         assess cause and         then reversed. Each student writes up the
                                                                                       effect
determining important ideas                                    effect, make                               effect through           answers, as a summary of the partner's
                                                                                       prediction
and causes and effects, making                                 predictions, and                           writing and              reading. To be done well, the exercise will
                                                                                       conclusion                                  take about 50 minutes. The summary could
predictions, and drawing                                       draw conclusions                           assessment sheets
                                                                                       inference                                   also be written up for homework.
conclusions (1-3) Obj. 4
13(C) respond through talk,
movement, music, art, drama, and                                                                          respond through
                                                                                                          acting out and
writing to a variety of stories and
                                                                                                          through writing in
poems in ways that reflect
                                                                                                          reader response
understanding and interpretation                                                                          journal
(K-1)
14(A) distinguish different forms                                                                         Contributing to            Paired Fluency Reading—
                                                                                                          charts                     Every other week, have the students work with
of texts such as lists, newsletters,                                                                                                 a partner.
                                                                                       newsletters
and signs and the functions they                                                                                                     It is important for the students to know
                                                                                                                                     themselves as readers. Having students
serve (K-3)                                                                                                                          maintain their own fluency graph that shows




                                                                                Page 44 of 65                                                                     7/22/2011
                                                                                                                                      maintain their own fluency graph that shows
14(C) distinguish fiction from                                 distinguish between                                                    an increase in rate and accuracy will build
nonfiction, including fact and                                                                            Contributing to charts      confident readers.
                                                               fiction and nonfiction
fantasy (K-3)                                                  texts and recognize                        and sorting classroom
                                                               unique features of                         library
                                                               narrative texts and poems

                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         5th Six Weeks - February 22 - April 16 (33 days of instruction)
                                                                 Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                         Resources/ Materials
                                                                     Concepts                                 Indicator
14(D) recognize the distinguishing                             distinguish between                                                      Author Study
features of familiar genres,                                   fiction and nonfiction                     Contributing to charts   Author Studies are a powerful teaching tool. There
                                                                                                                                   is no better way to turn kids on to reading than to
including stories, poems, and                                  texts and recognize                        and sorting classroom
                                                                                                                                   build a community joined by a great book. The
                                                               unique features of                         library
informational texts (1-3)                                                                                                          goal of an author study is to make a connection
                                                               narrative texts and poems                                           between a book and an author's life. This shows
                                                                                                                                   children that authors are real people, develops
14(E) understand literary forms by                             categorize books by                                                 motivation to seek out other work by the same
recognizing and distinguishing                                 genres                                                              author and hopefully inspires children to write.
                                                                                                                                   When beginning an author study you should set up
among such types of text as                                                                                                        a corner in your room that represents the author.
stories, poems, and information                                                                                                    Place a large photo of the author along with
                                                                                                                                   information about their life. Make a poster and have
books (K-2)                                                                                                                        the children decorate it. Also, place artifacts that
15(A) identify relevant questions                              Students will                              Questioning              represent the author's life. For example, for Patricia
                                                               identify questions to                      wondering                Polacco place a miniature rocking chair because
for inquiry such as "What do pill                                                                         Thinking Aloud (Using    she like to rock as she writes. This corner creates
bugs eat?" (K-3)                                               further investigate                        post-its and guided      the special bond and let's everyone who enters your
                                                                                                          reading books or self-   room know you are conducting an author study.
                                                                                                          selected books)
15(B) use pictures, print, and                                 be able to gather                          Thinking Maps
people to gather information and                               information from                           Label parts
answer questions (K-1)                                         various sources

15(C) draw conclusions from
information gathered (K-3)
15(E) recognize and use parts of a                                                         Table of       Give students a
book to locate information,                                                                contents       certain topic and
including table of contents,                                                               index          they can choose
chapter titles, guide words, and                                                           glossary       books according to
                                                                                           chapters       topic
indices (1-3)
15(F) locate important areas of the                                                        media center                            Library, classroom library, looking for
library/media center (K-1)                                                                                                         labels, comprehension - internet
                                                                                  Page 45 of 65                                                                      7/22/2011
It is


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ga




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loud




tion




YES


YES




       Page 48 of 65   7/22/2011
the


uch


our



ext




      Page 49 of 65   7/22/2011
have

icia


our




       Page 50 of 65   7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         6th Six Weeks - April 19 - June 4 (33 days of instruction)
                                                                 Processes/ Skills/                          Performance
              Standards                         Lesson                                   Vocabulary                                           Resources/ Materials
                                                                     Concepts                                   Indicator
1(E) listen responsively to stories     Oral language activities    Listen responsively                  Teacher observation      ESL Strategy
                                                                                                                                  How pre-reading relates to ELLs
and other texts read aloud,             for teacher read alouds     to stories read aloud                of engaged and
                                                                                                                                  English language learners (ELLs) have great
including selections from classic                                   by peers                             meaningful               difficulty jumping into new texts without any
                                        Before, during, or after
                                                                                                         participation in         background support. Students should know at least
and contemporary works (K-3)            reading a story in class,
                                                                                                                                  something about the topic before reading. Some
                                        teach vocabulary words.                                          whole and small
3(D) present dramatic                   This is a must in order                                                                   topics may be unfamiliar to students, such as
                                                                                                         group discussion         recreational activities at the beach if students have
interpretations of experiences,         for students to
                                                                                                                                  never been to the beach before. Pictures, drawings, or
                                        understand what they are
stories, poems, or plays (K-3)          reading. Students need to                                        Students write own       short skits can help develop relevant background
                                                                                                                                  information.
4(B) use vocabulary to describe         know at least 90 - 95
                                                                                                         story and read aloud
                                        percent of the words they
clearly ideas, feelings, and            are reading in order to                                          Ask each other           Students need to know at least 90 to 95% of the
                                                                                                                                  words they read if they are going to comprehend the
experiences (K-3);                      comprehend the text.                                             questions                text. Therefore, it is important to use several
                                        You can pre-teach
4(C) clarify and support spoken         vocabulary by using
                                                                                                         Make comments            strategies to build background knowledge that leads
messages using appropriate props        English as a second                                              Readers Theater          to better reading comprehension and overall
                                        language (ESL)                                                                            achievement for ELLs. It doesn't hurt to review many
such as objects, pictures, and          strategies such as:                                                                       words we often take for granted – not only for the
charts (K-3); and                                                                                                                 benefit of ELLs, but also for students who may not
                                        Role playing or                                                                           come to school with a rich vocabulary background or
5(J) recognize that there are                                       Apply knowledge of                   Application of                                         guided reading
                                                                                                                                  exposure to certain experiences.
                                        pantomiming
correct spellings for words (1);                                    letter sequence to                   concepts of print                                    books, big books,
                                        Using gestures
                                        Showing real objects        write a word                         demonstrated during                                  poems
                                        Pointing to pictures        Use the conventions of               guided reading,
                                        Doing quick drawings on     written text to convey               independent reading
                                        the board                   meaning                              and/or small group
                                        Using the Spanish
                                                                                                         instruction              Internet Sources
                                        equivalent and then                                                                     Research Guide
7(D) learn and apply the most           asking students to say      Understand letter   consonants       Short vowels and http://www.sasked.gov.sk.ca/docs/ela/writing01.html
                                        the word in English.        sound               vowels           consonants assessedhttp://members.tripod.com/exworthy/writing.htm#Developing
common letter-sound                                                                                                         %20%20Research%20Papers
correspondences, including the                                      correspondences                      on DIBELS/IDEL http://www.big6.com/showarticle.php?id=128
sounds represented by single                                        with an emphasis on                                         http://www.discoveryeducatornetwork.com/kr/default.cfm?no
                                                                                                                                de_id=125211
                                                                    short and long                                              Animal Websites
letters (consonants and vowels);                                                                                                http://www.pitt.edu/~poole/kindergarten.html#ecology
                                                                    vowels continue
consonant blends such as bl , st ,                                                                                              http://www.bijlmakers.com/entomology/begin.htm
                                                                    teach/reteach                                               http://www.cedargrove.k12.nj.us/south/annweb/kurious_kidz
tr ; consonant digraphs such as th ,                                consonants                                                  _klub.htm
sh , ck ; and vowel digraphs and                                                                                                Student Guide on Research
                                                                                                                                http://www.big6.com/kids/3-6.htm
diphthongs such as ea , ie , ee (1)



                                                                                     Page 51 of 65                                                                    7/22/2011
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         6th Six Weeks - April 19 - June 4 (33 days of instruction)
                                                                 Processes/ Skills/                          Performance
              Standards                         Lesson                                   Vocabulary                                           Resources/ Materials
                                                                     Concepts                                   Indicator
7(E) blend initial letter-sounds                               Apply letter-sound      decoding          Using chunks             Research Steps
with common vowel spelling                                     correspondence                            students add a blend
patterns to read words (1-3)                                                                             to build a word      Answer these questions when your teacher
                                                                                                                                gives you a job to do. It will make your work
7(F) decode by using all letter-                               Apply letter-sound      decoding                                 easier!
sound correspondences within                                   correspondence
regularly spelled words (1-3)                                                                                                   Step 1 - Plan

7(G) use letter-sound knowledge                                Apply letter-sound                        Application during     ☺What am I supposed to do?
to read decodable texts (engaging                              correspondence                            guided reading         ☺What will the result look like if I do a really
and coherent texts in which most                               when reading                              (running records)      good job?
                                                               predictable text                                                 ☺What do I need to make to show what I
of the words are comprised of an                                                                                                learned?
accumulating sequence of letter-                                                                                                ☺What do I need to find out about in order to
sound correspondences being                                                                                                     do the job?
taught) (1)
8(C) use structural cues to                                    Apply structural        compound          Assess during          Step 2 - Do
recognize words such as                                        cues to recognize       base words        Running Records
                                                               words such as                             Manipulate words       ☺How can I do the job?
compounds, base words, and                                                                                                      ☺What can I use to find what I need?
inflections such as -s, -es, -ed,                              compound, base,                           Use picture to         ☺Now I need to make something to show
                                                               and inflectional                          identify the correct   what I learned!
and -ing (1-2)
                                                               endings                                   word used
8(G) read both regular and                                                                                                      Step 3 - Review
irregular words automatically such
as through multiple opportunities                                                                                               ☺Is my job done?
                                                                                                                                ☺Did I do what I was supposed to do?
to read and reread (1-3)                                                                                                        ☺Do I feel OK about this?
9(C) read orally from familiar                                 reading and rereading                     Application during     ☺Should I do something before I turn it in?
texts with fluency (accuracy,                                  of teacher selected                       guided reading
                                                               material                                  (running records)
expression, appropriate phrasing,                              reading with                              DIBELS/IDEL
and attention to punctuation) (1)                              expression                                Quick Reads
                                                                                                         DRA/EDL

                                                                                Page 52 of 65                                                                  7/22/2011
10(B) use graphs, charts, signs,                               use graphs, charts,                      Student generated
captions, and other informational                              signs to gather                          Thinking Map
                                                               information from
texts to acquire information (1)                               informational text
                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         6th Six Weeks - April 19 - June 4 (33 days of instruction)
                                                                  Processes/ Skills/                         Performance
              Standards                         Lesson                                   Vocabulary                                           Resources/ Materials
                                                                      Concepts                                  Indicator
11(A) discuss meanings of words                             develop vocabulary                           Teacher observation KWL Chart
and develop vocabulary through                              through listening                            of effective use of 1. Introduce informational writing. Talk about
meaningful/concrete experiences                             and discussing                               learned vocabulary the process of writing an informational report:
                                                            meaning of words                                                     choosing a topic of interest, gathering
(K-2)                                                                                                                            information, and writing a report. Discuss
                                         Vocabulary Theater including concrete
11(B) develop vocabulary by                                                                                                      different methods that can be used to gather
                                                            experiences                                                          information and facts about their topics, such
listening to and discussing both
                                                                                                                                 as books, films, fieldtrips, etc.
familiar and conceptually                                                                                                        2. Model the process using a topic that will be
challenging selections read aloud                                                                                                of interest to your students.
(K-3) identify words that name                                                                                                   3. Contribute an example to demonstrate the
11(C)                                                          categorize persons,    places             Highlight in poems      use of the What I Know section of the KWL
persons, places, or things and                                 places, things, and    things             and other texts         chart.
words that name actions (K-1)                                  action words           persons            Graphic organizer       4. Brainstorms with the class what they know
                                                                                      action words       Circle Map              about the subject and fill in the What I Know
                                                                                                         Sort words              section of the KWL chart..
                                                                                                                                 5. Model making a contribution to the What I
12(A) use prior knowledge to                                   use prior knowledge schema                Whole group-            Want to Know section of the KWL chart.
anticipate meaning and make                                    to make predictions most likely           choose vocabulary       6. Have students tell a partner one thing they
                                                               and understand text could happen          words and write         want to know about the subject
sense of texts (K-3)                                                                                                             7. Record several student responses.
                                                                                   probable              students predictions    8. Read and shows photos from multiple texts
                                                                                                                                 about the subject and make a contribution to
12(F) make and explain                                                                                  Present research         the What I Learned section of the KWL chart.
inferences from texts such as                                                                           (conclusions drawn       9. As the students respond, add the facts they
                                                               draw conclusions                         from information         learned to the chart.
determining important ideas                                                                                                      10. Use the KWL chart to create a report
                                                               from text and use      present findings gathered)
and causes and effects, making                                                                                                   together on chart paper to model report
                                                               textual evidence to    or research paper Thinking Maps
predictions, and drawing                                                                                                         writing --one fact to a page, and have students
                                                               support findings                                                  illustrate the pages--creating a big book.
conclusions (1-3) Obj. 4
                                                                                                                                  K       W       L
13(A) listen to stories being read                             listen actively and                       Think-Alouds
aloud (K-1)                                                    responsibly to                            Questioning and
                                                               stories read aloud                        Wondering

                                                                                Page 53 of 65                                                                  7/22/2011
13(B) participate actively (react,                             recognize patterned
speculate, join in, read along)                                text to actively
when predictable and patterned                                 respond during read
selections are read aloud (K-1)                                alouds

                                                       Clint ISD Instructional Planning Guide - First Grade Reading
2009 - 2010 Clint Independent School District                                         6th Six Weeks - April 19 - June 4 (33 days of instruction)
                                                                 Processes/ Skills/                          Performance
              Standards                         Lesson                                   Vocabulary                                           Resources/ Materials
                                                                     Concepts                                   Indicator
13(C) respond through talk,                                    respond to literature interpret          Teacher observation           Checkpoint for Comprehension
movement, music, art, drama, and                               through movement,                         Reader's Theater       Informational Text
writing to a variety of stories and                            music, drama, and
                                                                                                                               Consistently 4      3     2       1 Rarely
poems in ways that reflect                                     writing that reflect                                            ☼Uses organization and text structure to
                                                               understanding                                                   obtain meaning 4 3 2 1
understanding and interpretation
(K-1)                                                                                                                          ☼Understands author‘s purpose for writing
14(E) understand literary forms by                                                                      Contributing to        text 4 3 2 1
                                                               distinguish between                      charts and sorting
recognizing and distinguishing
                                                               fiction and                              classroom library      ☼Remembers key event in sequential order 4
among such types of text as                                                                                                    321
                                                               nonfiction texts and                     independently
stories, poems, and information                                recognize unique                         Teacher asks in-       ☼Recognizes cause and effect relationships 4
books (K-2)                                                    features of narrative                    depth questions        321
                                                               texts and poems
                                                                                                                               ☼Makes connections to other selections read
15(A) identify relevant questions                                                                                              by comparing and contrasting texts to generate
for inquiry such as "What do pill                                                                                              questions 4 3 2 1      Topics: Animals
                                                               investigate a topic                      Making connections
bugs eat?" (K-3)                                               to gather                                 Student generated Totals
15(B) use pictures, print, and                                 information based                        KWL & Thinking
people to gather information and                               on inquiry                               Maps                Grand Total _______x5=________
answer questions (K-1)                                         question(s)                              Student report on a
                                                                                                                            Comments:
15(C) draw conclusions from                                    drawn conclusions                        topic
information gathered (K-3)                                     from information                         Present findings on
15(D) use alphabetical order to                                gathered                                 topic to class
locate information (1-3)




                                                                                Page 54 of 65                                                                7/22/2011
15(E) recognize and use parts of a         table of contents   Big books
book to locate information,                title               Informational text to include science and
including table of contents,               index               social studies text books
chapter titles, guide words, and           labels
                                           captions
indices (1-3)
15(F) locate important areas of the
library/media center (K-1)




                                      Page 55 of 65                                       7/22/2011
gs, or




 the



many


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 ping


m?no




         Page 56 of 65   7/22/2011
ally




       Page 57 of 65   7/22/2011
out
ort:




 be




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nts




       Page 58 of 65   7/22/2011
ely




ate




      Page 59 of 65   7/22/2011
                               First Grade ~ 1st Six Week (Phonics)

 Word Study                                                                             High Frequency
☺LK9 Introduce ABC Chart                                      5E, 7A                a           is
☺Recognizing and Naming Letters                                                     all         it




                                                                         1st Week
☺ELC 1 Recognizing Names (Name Chart/                         5A, 5E                am          like
Alphabetizing                                                                       are         look
☺ELC 2 Recognize Your Name In Text                            5A                    as          me
☺LK 3 Identifying Letters (Name Puzzle)                       5A, 5H                at          my
☺HF 1 Learning High Frequency Words 1                         8E                    by          no
*Use your words of the week                                                         can         on




                                                                         2nd Week
☺ELC 4 Recognizing First & Last in Print                      5B                    did         see
(Making Sentences)                                                                  do          so
☺ELC 4 Day 2                                                  5B                    go          the
☺PA 1 Making Rhymes (Picture Match Whole Group)                                     he          to
☺HF 2 Learning High Frequency Words 2                         8E                    here        we




                                                                         3rd Week
*Use your words of the week                                                         I           you
☺PA 1 Making Rhymes Day 2                                     6C                    in
Independent Practice
                                                                                    *Recommended 5
☺PA 2 Recognizing Rhymes                                      6C
                                                                                    words per week. Each
☺PA 3 Hearing Sounds in Sequence (Making a List)              6F
                                                                                    teacher may add up to
☺HF 3 Learning High Frequency Words 3                         8E
*Use your words of the week                                                         10 if desired.
☺LK 1 Learning About Letters Through Names                    5E, 7A     4th Week       Short Vowels
☺LK 2 Noticing Letters in Names (Name Graph)                  5E, 7A                          ă
☺ELC 3 Matching Spoken Word to Written Word                   5C, 5D                          ĕ
(cut-up sentences)                                                                            ĭ
☺HF 4 Learning High Frequency Words 4                         8E                              ŏ
                                                                         5th Week




*Optional use your focus poem or words of the week                                            ŭ
☺LS 1 Building Words (Alphabet Books)                         5B, 5D                    Word Families
☺LS 2 Learning Letter Names & Sounds (Alpha Wall)             7A, 7B                _at         _et
☺LS 2Day 2                                                    7A, 7B                _ap         _ot
☺HF 5 Learning High Frequency Words 5                         8E
☺WS 1 Exploring Syllables                                     6B                           Diagraphs
                                                                         6th Week




☺WSA 1 Saying Words Slowly to Predict Letter                  6E, 6F                wh
Sequence                                                                            ch
☺WSA 2 Changing the First Letter of a Word (Mag.Letters)      6E, 8B                sh
☺WSA 2 Day 2                                                  6E, 8B                th (soft - thumb)
                                                                                    th (hard - the)
Concepts of Print
Focus on: directionality, parts of the book, spacing, upper and lower case, punctuation,
               differences between letters and words
                                First Grade ~ 3rd Six Week (Phonics)

 Word Study                                                                                High Frequency
☺Continue Routine for High Frequency Words                      8E                    add          over
☺LS4 Learning about Beginning Consonant Letters and                                   after        play




                                                                           1st Week
     Sounds (Lotto)                                             7C                    big          soon
☺LS5 Learning about Beginning Consonant Letters                                       box          ten
       (Follow the Path)                                        7C                    day          three
☺LS6 Noticing Vowels in Words (Name Graph)-Day1                 7C                    did          time
☺LS6 Noticing Vowels in Words-Day 2                             7C                    fish         us
☺SP1 Learning Common Short Vowel Word Patterns: a                                     get          way




                                                                           2nd Week
       (making words)                                           7E                    good         what
☺SP2 Learning Common Short Vowel Word Patterns: e                                     how          will
        (making words)                                          7E                    man          with
☺SP3 Learning Phonograms: at, an (Closed Word Sort)             7E                    nice         year
☺WAS4 Recognizing Words Quickly (Magnetic Letters)              5H, 8E                not          your
☺PA9 Hearing Middle Sounds (Picture Match)




                                                                           3rd Week
                                                                6A                    off          your
☺PA10 Hearing and Changing Ending Sounds (Picture
         Match)                                                 6A                    *Recommended 5
                                                                                      words per week. Each
☺PA11 Hearing and Changing First and Last Sounds                6D
                                                                                      teacher may add up to
☺LK14 Identifying Consonants and Vowels (letter sort)           7C                    10 if desired.
☺LS7 Introducing Consonant Clusters (making words)              7D         4th Week      Vowel Diagraphs
                                                                                      ay
                                                                                      y (ē)
                                                                                      y (ī)
☺LS8 Learning about Beginning Consonant Clusters                                      oo (foot, zoo)
                                                                           5th Week




       (Finding Words)                                          7D                    ea (eat, bread)
                                                                                            Word Families
                                                                                      _ash         _ock
                                                                                      _ell         _ice
                                                                                      _ink
                                                                                               Blends
                                                                           6th Week




                                                                                      s blends: sc, sk, sm, sn
                                                                                                    sp, st



Concepts of Print
Focus on: capitalization, punctuation, letter recognition, paragraphs, and spelling
                                First Grade ~ 5th Six Week (Phonics)

 Word Study                                                                                                   High Frequency
☺LS14 Long and Short Vowel Sounds                               7C,D,E                                  about         I'm




                                                                           1st Week
☺LS15 Long and Short Vowel Sounds: "o", "u"                     7C,D,E                                  also          into
☺LS16 Knowledge about Vowels                                    7C,D,E                                  back          it's
                                                                                                        because       make
☺SP6 Phonograms- "an"                                           8B, C                                   book          many




                                                                           4th Week 3rd Week 2nd Week
☺SP7 Phonograms- "an", ""ake", "at", "ay", "and"                8,B, C                                  called        more
☺HF7 High Frequency Words                                       8E                                      does          most
                                                                                                        don't         new
☺HF8 High Frequency Words                                       8E                                      down          people
☺WM3 Words That Go Together                                     11A, C                                  end           some
☺WS3 Making Plurals Adding -es                                  8C,7C,D                                 even          these
                                                                                                        find          think
☺WS4 Contractions-Day 1                                         8C,F,G                                  first         water
☺WS4 Contractions-Day 2                                         8C,F,G                                  heart         would
☺WS5 Adding -s and -ing-Day 1                                   7C,D,8C
                                                                                                        *Recommended 5
☺WS5 Adding -s and -ing-Day 2                                   7C, D,E,




                                                                           5th Week
                                                                  8C
                                                                                                        words per week. Each
                                                                                                        teacher may add up to
☺WSA9 Changing Ending Parts of Words                            7C,D,8C
☺WSA10 Changing Middle Parts of Words                           7E, 8B
                                                                                                        10 if desired.
                                                                                                             Vowel Diagraph
☺WSA11 Adding/Removing Letters to Make Words-Day 1              7E-G                                    ew (new)
                                                                              6th Week


☺WSA11 Adding/Removing Letters to Make Words-Day 2              7E-G                                    oa (boat)
☺WSA12 Changing First and Last Word Parts                       7E, F                                   ai (rain)
                                                                                                        au (taught)
☺LS17 Consonant Diagraphs                                       7D                                      aw (saw)
                                                                              7th Week




☺LS17 Consonant Diagraphs                                       7D
☺SP8 Knowledge about Phonograms-Day 1                           8B,C
                                                                                                             Word Families
Concepts of Print                                                                                       _ide        _est
Focus on: capitalization, punctuation, letter recognition, paragraphs,                                  _aw         _ale
spelling, and features of nonfiction                                                                    _ack        _uck
                                                                                                        _ame
                                                                                                           Blends/Diagraphs
                                                                                                        review as needed
                                  First Grade ~ 2nd Six Week (Phonics)

 Word Study                                                                                    High Frequency
☺Continue with routine for high frequency words                     8E                     and         one




                                                                                1st Week
☺PA 4 Hearing Ending Sounds (Picture Lotto)                         6D                     be          out
☺PA 5 Hearing Beginning and ending Sounds in Words                                         but         said
         Day 1 (Dominoes)                                           6D                     for         saw
☺PA5 Hearing Beginning and Ending Sounds in Words                                          from        she
        Day 2 (Dominoes)                                            6D                     got         that
☺PA7 Hearing and Blending Onsets and Rimes (Oral Word                                      had         their
        Game)                                                       6E, 7E                 have        then




                                                                                2nd Week
☺PA6 Identify Onsets and Rimes (Go Fish)                            6E, 7E                 her         there
☺PA8 Identify and Blend Onsets and Rimes (Follow the                                       him         they
        Path)                                                       6E, 7E                 his         this
                                                                                           if          two
☺LK7 Recognizing Letters (Magnetic Letters)                         7A                     of          was
☺LK8 Looking at Letters (Letter sort)                               7A                     or          went




                                                                                3rd Week
☺LK10 Noticing Letters in Words (Magnetic Letters)                  7A
                                                                                           *Recommended 5
                                                                                           words per week. Each
                                                                                           teacher may add up to
☺LS3 Learning about Beginning Sounds (Making
        Sentences)                                                  6D                     10 if desired.


                                                                                4th Week
Review and Practice as needed                                                                    Long Vowels
☺WM1 Learning Days of the Week (Making Books)                       4A                                   ā
                                                                                                         ē
                                                                                                         ī
☺WS2 Making Plurals: Adding S (Word Match)-Day 1                    8C                                   ō
                                                                                5th Week




☺WS2 Making Plurals: Adding S (Word Match)-Day 2                    8C                                   ū
☺WS2 Making Plurals: Adding S (Word Match)-Day 3                    8C                           Word Families
                                                                                           _ug             _op
                                                                                           _ake            _ing
☺WSA3 Change and Adding Beginning Sounds-Day 1                      6E,F,G                 _in
☺WSA3 Change and Adding Beginning Sounds-Day 2                                                       Blends
                                                                                6th Week




        (use new words)                                             6 D, E, F              l blends: bl, pl, gl, cl, fl, sl
☺WSA3 Change and Adding Beginning Sounds-Day 3
        (use new words)                                                                    r blends: br, cr, dr, fr, gr,
                                                                                                      pr, spr, tr

Concepts of Print
Focus on: capitalization, punctuation, letter recognition, paragraphs, and spelling
                                   First Grade ~ 4th Six Week (Phonics)

 Word Study                                                                                       High Frequency
☺LK15 Learning about Names and Initials                             5A                     ask            long




                                                                                1st Week
☺Recognizing Consonant Clusters: S Family                           7C, D                  away           made
☺LS10 Recognizing Consonant Clusters: L Family                      7C, D                  ball           may
                                                                                           best           now
                                                                                           boy            other
                                                                                           call           put
☺LS11 Recognizing Consonant Clusters: R Family                                             car            same
      Day 1: Teach                                                  7C, D                  each           sit




                                                                                2nd Week
☺LS11 Recognizing Consonant Clusters: R Family                                             girl           than
      Day 2: Apply and Share                                        7C, D                  going          them
☺SP4 Two Letter Spelling Pattern                                    8A,B 7C                has            use
                                                                                           just           week
☺SP5 Phonograms ate, ake, ike-Day 1                                 8A,B 7G                little         work
☺SP5 Phonograms ate, ake, ike-Day 2                                 8A,B 7G




                                                                                3rd Week
☺HF6 Learning High Frequency Words                                  8E, G
                                                                                           *Recommended 5
                                                                                           words per week. Each
☺WM2 Recognizing Synonyms                                           8F, 11A
                                                                                           teacher may add up to
☺WSA5 Using What You Know About Words-Day 1                         12A,                   10 if desired.


                                                                                4th Week
                                                                    7G,8F                     Vowel Diagraphs
☺WSA5 Using What You Know About Words-Day 2                           12A,                 ee
                                                                     7G, 8F                ow (cow, snow)
                                                                                           er, ir, ur (1 week)
☺WSA6 Changing the Last Letter of a Word-Day 1                      8B,C                   ar
                                                                                5th Week



☺WSA6 Changing the Last Letter of a Word-Day 2                      8B,C                   or
☺WSA7 Changing Last Letters of Words                                8B, C                         Word Families
                                                                                           _eat            _ate
                                                                                           _ail            _ill
☺WSA8 Noticing Word Parts                                           8B, C                  _ine            _ain
☺LS12 Recognizing Long and Short Vowel Sounds                       7C, D                  _ump
                                                                                6th Week




☺LS13 Long and Short Vowel Sounds                                   7C,D,E                     Blends/Diagraphs
                                                                                           sw              kn
                                                                                           tw              ph


Concepts of Print
Focus on: capitalization, punctuation, letter recognition, paragraphs, spelling, and features of nonfiction
                                   First Grade ~ 6th Six Week (Phonics)

 Word Study                                                                                                High Frequency
☺SP8 Knowledge about Phonograms-Day 2                               8B,C                               another     right




                                                                                   1st Week
☺WSA13 Putting Words Together                                       8C,F,G                             any         through
☺WSA14 Learning How to Learning Words-Lesson 1                      8A,E,F 11A                         around      too
                                                                                                       been        tree
☺LS18 Summarizing Diagraph Knowledge-Day1                           7D                                 before      very




                                                                                    2nd Week
☺LS18 Summarizing Diagraph Knowledge-Day1                           7D                                 better      when
☺SP9 Noticing Features of Words                                     8F                                 father      where
                                                                                                       mother      which
                                                                                                       much        who
☺WSA15 Learning How to Learning Words-Lesson 2                                                         must        words




                                                                                   4th Week 3rd Week
                                                                    8A,E,F 11A
☺WSA16 Learning How to Learning Words-Lesson 3                      8A,E,F 11A
☺WSA17 Learning How to Learning Words-Lesson 4                      8A,E,F 11A


☺WSA18 Learning How to Learning Words-Lesson 5                      8A,E,F 11A
☺LS19 Recognizing Vowel Sounds: Silent e                            7D,E,G 8B
☺LS20 Learning about Word Structure: r-controlled vowels            7D,E,G 8B
                                                                                                       *Recommended 5
                                                                                                       words per week. Each
☺LS21 Recognizing Consonants with 2 Sounds-Day 1                    7D,G




                                                                                    5th Week
                                                                                                       teacher may add up to
☺LS21 Recognizing Consonants with 2 Sounds-Day 2                    7D,G
☺SP10 Learning about Vowels and Silent e-Day1                       7D,G                               10 if desired.
                                                                                                           Vowel Diphthongs
☺SP10 Learning about Vowels and Silent e-Day2                       7D,G                               oy (boy)
                                                                                    6th Week
☺WS6 Adding -ed                                                     7C-E,8C                            oi (oil)
☺WS7 Learning about Contractions with "is" and "will"               8C,F,G                             ou (about)
                                                                                                       ie (friend, chief, pie)
☺WS8 Learning about Contractions with "are" and "not"               8C,F,G
                                                                                    7th Week




☺WS9 Summarizing Contractions                                       8C,F,G
☺WS10 Identifying Syllables in Words                                8D                                       Word Families
                                                                                                       _ight        _ish
Concepts of Print                                                                                      _oke         _one
Focus on: capitalization, punctuation, letter recognition, paragraphs, spelling,                       _ank
and features of nonfiction                                                                                Blends/Diagraphs
                                                                                                       review as needed

				
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Description: Running Records in Spanish First Grade document sample