1 Reading

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || (LA 1.1.1.e) || all year || author, illustrator, title, title page, table of contents, glossary, index || student textbook, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, CD ||  || Unit test || (LA 1.1.1.c) || first 3 quarters ||  || student textbook, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, finger pointers, E.Z. line bookmarks, workbook, teaching chart, CD || Use fun witch fingers or rings, on student's fingers, end of a sucker to help point || ARI, DIBELS, unit test || sound-spelling board and cards, sound-letter cards,vocabulary cards, high-frequency word cards, robust vocabulary cards, SRA kits ||  || unit tests, weekly assessments, fluency pages in practice book || sound-spelling board and cards, sound-letter cards,vocabulary cards, high-frequency word cards, robust vocabulary cards, SRA kits, big book ||  || ** (ARI, Unit Test, & DIBELS) ** || sound-spelling board and cards, sound-letter cards,vocabulary cards, high-frequency word cards, robust vocabulary cards, SRA kits, grammar book, big book ||  || Unit tests, weekly assessments || weekly assessments || (e.g., explain how-to, entertain, inform about: to tell facts) || weekly || entertain, fantasy, reality, expository, author's purpose || Units 1-6 student books, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, Scott Foresman workbook, CD, SRA kits, oral vocabulary cards/story, big book ||  || Unit tests, weekly tests || Scott Foresman leveled and phonics readers ||  || Units 1-6 tests, weekly tests, DIBELS, ARI ||
 * Teachers****:** (Angie, Tonya, Lana, Kay, Julia)
 * Textbook:** (Treasures, Macmillan/McGraw-Hill, 2011)
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 * **Obj #** || **Unit** || **Objective:**
 * 1 ||  || demonstrate knowledge of the concepts of print || 1. I-P-M Identify parts of a book (e.g., title page, table of contents)
 * ||  ||   || 2. I-P-M Demonstrate voice to print match (e.g., student points to print while reading)
 * ||  ||   || 3. I-P Identify variations in print (e.g., font, size, bold, italic) (LA 1.1.1.a) || 5 days ||   || Unit 5 textbook, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, CD ||   || Unit 5 test ||
 * ||  ||   || 4. I-P-M Identify punctuation (e.g., quotation marks) (LA 1.1.1.g) || all year || statements, questions, exclamations, commas, periods, quotation marks || Unit 1-6 textbooks, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, CD || Have students model good expression while reading || Unit tests ||
 * 2 ||  || // demonstrate phonological awareness through oral activities // || 1. P-M: Blend and segment syllables in spoken words (e.g., paper) (LA 1.1.2.c) || all year || syllables, blend, phoneme, segment || Unit 1-6 teacher manuals, teaching charts, vocabulary cards, high-frequency word cards, robust vocabulary cards, manipulatives, CD || clap or hop (whole body movement) syllables, SuperStar || CELF, unit tests ||
 * ||  ||   || 2. P-M: Blend and segment onset and rime orally (LA 1.1.2.d) || 11-13 days || blend, segment, substitute || Unit 1-2, 6 teacher manuals, teaching chart, sound-spelling board and cards, sound-letter cards, vocabulary cards, high-frequency word cards, robust vocabulary cards, manipulatives, CD || SuperStar || DIBELS, CELF, Unit test ||
 * ||  ||   || 3. P-M: Segment phonemes in spoken words (e.g., two or more sound words) (LA 1.1.2.g) || all year || segment, long and short vowels, blends, digraphs, diphthongs || Units 1-6 teacher manuals, teaching chart, sound-spelling board and cards, sound-letter cards, vocabulary cards, high-frequency word cards, robust vocabulary cards, manipulatives, CD || clap or hop (whole body movement) sounds of words, SuperStar || DIBELS and CELF ||
 * ||  ||   || 4. P-M: Delete and substitute phonemes to create new words, pseudo or real (e.g., “What is hand without the /h/?”-and; “The word is cat. Change the /t/ to /n/. What’s the new word?”-can) (LA 1.1.2.e & f) || all year || blend, delete, substitute, || Units 1-3, 6 teacher manuals, teaching chart, sound-spelling board and cards, manipulatives, CD || literacy stations, SuperStar || DIBELS and CELF ||
 * 3 ||  || // use phonetic analysis to read, write, and spell grade level text // || 1. I-P-M: Read words by applying common letter-sound correspondences (LA 1.1.3.a) || all year || consonants, long and short vowels, initial/medial/final, silent letters, blends, digraphs, diphthongs || Units 1-6 textbooks, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, VoWac cards, Scott Foresman workbook, CD, SRA kits, big book ||   || ** (ARI, Unit Test, & DIBELS) ** ||
 * ||  ||   || 2. I-P-M: Read at least 95% of the words on the First 100 Fry List (LA 0.1.1.3c) || 2 days ||   || Fry list || flashcards for words that are missed || Fry list ||
 * ||  ||   || 3. I-P-M: Read & write single-syllable phonetically regular words (LA 0.1.1.3.d) || all year || syllables,consonants, long and short vowels, initial/medial/final, silent letters, blends, digraphs, diphthongs, open and closed syllables || student book, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, VoWac cards, Scott Foresman workbook, CD,
 * ||  ||   || 4. I-P-M: Use word structure to read text (e.g., onsets and rimes, contractions, endings [-s, -ing, -ed], and common compound words [e.g., football, popcorn, daydream]) (LA 1.1.3.g) || all year || contractions, compound words, endings, prefixes, suffixes, root/base word, || Units 1-6 student books, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, VoWac cards, Scott Foresman workbook, CD,
 * ||  ||   || 5. I-P: Monitor the accuracy of decoding in connected text (record on the **ARI**s) (LA 1.1.3.h) || all year || fluency, fluent, decode || Units 1-6 textbooks, practice book, fluency page in workbook, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, big book, CD ||   || ARI, DIBELS, fluency pages in practice book ||
 * 4 ||  || // demonstrate accuracy, phrasing, and expression while reading grade level text. // || 1.I-P-M: Phrasing: Read in meaningful phrases that sound like natural language to support comprehension (LA 1.1.4.a) || all year || fluency, fluent,decode || decodable readers, leveled readers, teaching charts, fluency page in workbook, Scott Foresman phonics readers and leveled readers, CD || students model, readers theater || DIBELS, fluency page in practice book ||
 * ||  ||   || 2. I-P-M: Smoothness: Read accurately and automatically (LA 1.1.4.b) || all year || fluency, fluent, decode || decodable readers, leveled readers, teaching charts, fluency page in workbook, Scott Foresman phonics readers and leveled readers, CD || students model, readers theater || DIBELS, fluency page in practice book ||
 * ||  ||   || 3. I-P-M: Expression: Use voice intonation (e.g., volume, tone, emphasis) to influence the meaning of text (e.g., character voices, excitement, sadness) (LA 1.1.4.d) || all year || fluency, fluent, decode || decodable readers, leveled readers, teaching charts, fluency page in workbook, Scott Foresman phonics readers and leveled readers,CD || students model, readers theater || DIBELS, fluency page in practice book ||
 * ||  ||   || 4. I-P-M: Pacing: Read along with others and independently practice keeping an appropriate pace for a text (LA 1.1.4.e) || all year || fluency, fluent,decode || decodable readers, leveled readers, teaching charts, fluency page in workbook, Scott Foresman phonics readers and leveled readers, CD || students model || DIBELS, fluency page in practice book ||
 * ||  ||   || 5. I-P-M: Words per minute on ARI: Jan.: 15-25; Apr./May: 60-65 || 2 times per year ||   || ARI materials ||   || ARI ||
 * 5 ||  || // will build literary, general academic, and content specific grade level vocabulary // || 1. I-P: Use word structure elements, known words, and word patterns to determine meaning (e.g., contractions, basic parts of speech, plural forms, simple compounds, base words) (LA 1.1.5.a) || all year || contractions, compound words, multiple meaning words, context clues, base word, prefixes, endings, || Units 1-6 student books, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, VoWac cards, Scott Foresman workbook, CD,
 * ||  ||   || 2. I-P: Relate new grade level vocabulary to prior knowledge and use in new situations (LA 1.1.5.b) || all year || synonym, antonym, context clues, multiple meaning || Units 1-6 student books, teaching chart, CD, vocabulary cards, high-frequency word cards, robust vocabulary cards, oral vocabulary cards/story, anthology book, big book ||   || Unit tests, weekly assessments ||
 * ||  ||   || 3. I-P: Demonstrate understanding that context clues (e.g., word and sentence clues, re-reading) and text features (e.g., photos, graphs, illustrations, titles, bold print) exist and may be used to help infer the meaning of words (LA 1.1.5.c) || all year || illustrations, lists, maps, captions, chart, diagrams, bold print || Units 1-6 student books, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, Scott Foresman workbook, CD, SRA kits, anthology book, oral vocabulary cards/story, big book ||   || Unit tests, weekly assessments ||
 * ||  ||   || 4. I-P: Define, sort, and categorize words into conceptual categories (e.g., opposites, living things, synonyms) (LA 1.1.5.d) || 5-10 days || synonyms, antonyms, || Unit 5 textbook, teaching chart, workbook, CD, Scott Foresman workbook, Write Source workbook ||   || Unit test 5, weekly assessments ||
 * ||  ||   || 5. I-P: Determine word meaning using reference materials and classroom resources (e.g., word wall, picture dictionary, teacher, peer) (LA 1.1.5.e) || 30-35 days || dictionary, context clues, multiple-meaning words, || Units 2-6 textbook, word wall, teaching chart, QuickWord student book, CD ||   || Units 2-6 tests,
 * ||  ||   || 6. I-P: Locate words in reference materials (e.g., alphabetical order) (LA 1.1.5.f) || 15-20 days || dictionary, || Units 4-6 teacher manuals and student books, QuickWord student book, dictionaries, encyclopedias, workbooks, Write Source workbooks, CD ||   || Units 4-6 tests, weekly ||
 * 6. ||  || // extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. // || 1. I-P-M: Identify author, illustrator, and author’s purpose __(__The current series does not teach “explain how-to” as an author’s purpose, but it is on the state test. )
 * ||  ||   || 2. I-P-M: Identify elements of narrative text (e.g., characters, setting, events) (LA 1.1.6.b) || weekly || character, setting, plot, sequence, compare/contrast, cause/effect, prediction, inference, fact/opinion || Units 1-6 student books, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, Scott Foresman workbook, CD, SRA kits, oral vocabulary cards/story, big book ||   || Unit tests, weekly tests, selection tests, ARI ||
 * ||  ||   || 3. I-P-M: Retell information from narrative text including characters, setting, and events: beginning, middle, end (LA 1.1.6.c) || weekly || summarize, retell || Units 1-6 student books, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, Scott Foresman workbook, CD, oral vocabulary cards/story, retell cards, SRA kits, big book || act out story || Unit tests, weekly tests, DIBELS, ARI ||
 * ||  ||   || 4. I-P: Experience the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia) (LA 1.1.6.d) || 25-30 days || alliteration, rhyme, rhythm, repetition, reread, visualize || Units 2-6 textbooks, anthology book, workbook, teaching chart, CD ||   || Units 2-6 tests, weekly tests ||
 * ||  ||   || 5. I-P: Retell main ideas from informational text (LA 1.1.6.e) || 10-15 days || main idea, details, summarize, retell || Units 2-4 textbooks, leveled readers, decodable readers, Scott Foresman leveled & phonics readers, workbook, teaching chart, Scott Foresman workbook, CD, SRA kits, oral vocabulary cards/story, retell cards ||   || Units 2-4 tests, weekly tests ||
 * ||  ||   || 6. I-P: Identify the characteristics of organizational patterns found in informational text (e.g., sequence, compare/contrast) (LA 1.1.6.f) || 10-15 days || sequence, compare/contrast, cause/effect, nonfiction, fiction, genre, captions, labels, bold print, diagrams, lists, charts, || Units 5-6 textbook, leveled readers, decodable readers, workbook, teaching chart, Scott Foresman workbook, CD, SRA kits, oral vocabulary story ||   || Units 5-6 tests, weekly tests ||
 * ||  ||   || 7. I-P: Identify text features in informational text (e.g., titles, bold print, italic, illustrations, captions) (LA 1.1.6.g) || all year || sequence, compare/contrast, cause/effect, nonfiction, fiction, genre, captions, labels, bold print, diagrams, lists, charts, || Units 1-6 textbook, leveled readers, decodable readers, workbook, teaching chart, Scott Foresman workbook, CD, SRA kits, oral vocabulary story ||   || Units 1-6 tests, weekly tests ||
 * ||  ||   || 8. I-P: Identify the basic characteristics of familiar narrative and informational text genres in current reading series (LA 1.1.6.h) || 25-30 days || fantasy, reality, expository, biography, autobiography, narratives || Units 3, 5-6 textbook, leveled readers, decodable readers, workbook, teaching chart, CD, oral vocabulary cards/story ||   || Units 3, 5-6 tests, weekly tests in 3, 5-6 ||
 * ||  ||   || 9. I-P: Make connections between characters or events in narrative and informational text to own life or other cultures (LA 1.1.6.i) || weekly || connections, text-to-world, text-to-self, text-to-text || Units 1-6 textbook, leveled readers, decodable readers, workbook, teaching chart, CD, SRA kits, oral vocabulary cards/story, big books, anthology book ||   || Units 1-6 tests, weekly tests ||
 * ||  ||   || 10. I-P-M: Generate and/or answer clarifying questions (who, what, when, where, why, how), supporting answers using prior knowledge and information from grade level text (LA 1.1.6.j) || all year || who, what, when, where, how, why, setting, character, plot, solution, || Units 1-6 textbook, leveled readers, decodable readers, workbook, teaching chart, CD, SRA kits, oral vocabulary cards/story, big books, anthology book ||   || Units 1-6 tests, weekly tests, selection tests ||
 * ||  ||   || 11. I-P: Students explain there are different purposes for reading (e.g., information, pleasure) (LA 1.1.6.k) || all year || entertain, inform || Units 1-6 textbook, leveled readers, decodable readers, workbook, teaching chart, CD, oral vocabulary cards/story, big books, anthology book ||   || Units 1-6 tests, weekly tests ||
 * ||  ||   || 12. I-P: Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during and after reading (LA 1.1.6.l) || all year || connections, text-to-world, text-to-self, text-to-text || Units 1-6 textbook, leveled readers, decodable readers, workbook, teaching chart, CD, oral vocabulary cards/story, big books, anthology book ||   || Units 1-6 tests, weekly tests ||
 * ||  ||   || 13. I-P: Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract from meaning (LA 1.1.6.m) || all year || reread, decode, self-correct, blend, || Units 1-6 student books, fluency page in workbook, workbooks, leveled readers, decodable readers,
 * ||  ||   || 14. I-P: Confirm predictions about what will happen next in a text by using meaning clues (e.g., pictures, titles, cover, story sequence, key words) (LA 1.1.6.n) || all year || predict, sequence, compare/contrast, || Units 1-6 textbook, leveled readers, decodable readers, workbook, teaching chart, CD, oral vocabulary cards/story, big books, anthology book, Scott Foresman leveled and phonics readers ||   || Units 1-6 tests, weekly tests, ARI ||
 * ||  ||   || 15. I-P: Respond to text verbally, in writing, or artistically (LA 1.1.6.o) || all year || sequence, real/make believe, conclusion || Units 1-6 textbook, workbook, writers notebook ||   || Units 1-6 tests, weekly tests ||