1st Grade

Week: 01/11-/1/15
*Introduce Listen to
Reading this Week

Spelling/Phonics

Reading and Language Arts: Schurman

Phonics, Reading and Language Arts
Long /a/ spelled ay. Students will create a list of 10 spelling words.
Activities: roll a word; using words in sentences
Assessment: Spelling Test Friday
Phonics Activities: What are long a words that do not follow this rule? How can we
remember how to spell them? Identify words in Take Home decodable and record for an
assessment
TEK 3.A (i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/
(soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z; (ii) single
letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long
e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;

Accuracy

Comprehension Skill
(standard)
Comprehension
Strategy
(activities)

Cross-Checking (Reinforce) TEK 3.I. Students will monitor accuracy of decoding

Model in If you Give a Mouse a Cookie using the words: Straw, mirror, cookie, milk,
mustache, sweeping
Assess during conferring
14C: retell the order of events in a text by referring to the words and/or illustrations
Sequencing Main Events; TLW be able to list the events of a fictional text in order.
{Literature: Amazing Grace by Mary Hoffman, If You Give a Mouse a Cookie by Laura
Numeroff, No Jumping on the Bed by Ted Arnold, Good Fit Books}
Mon: Help students identify key/main events in Amazing Grace. Use picture cards to
represent events. Listen to Reading foundation lessons, model example and non-example
behaviors
Tues: Introduce new Comprehension Skill: Sequencing Events; add to CAF menu. Re-read
Amazing Grace w/ the purpose of ordering the events. Random students will have a card;
the class will help them sort the cards in order on the white board.
Wed: Read If You Give a Mouse a Cookie. (Have key events typed, and cut out. Make 5
copies, one set of events for each group). In groups, students will sort the events in order
using the strips of paper. They will take a picture of the events on the iPad as a formative
assessment.
Thurs: Review the sequence of events in If you Give a Mouse a Cookie. Troubleshoot

during conferring for misconceptions

Friday: Students will sequence main events from No Jumping on the Bed independently
(summative assessment)

Question Stems
(assessment)

Fluency

Writing Skill
(standard)

Writing Workshop
(activity)

Expand Vocabulary
(Standard)
Expand Vocabulary
(Activity)

Conferring
Before asking students to read from their good fit book, ask them to summarize what they
have read thus far in their text. Listen to see if students are including the main points that
are essential to the text and including the story elements. Students must also be putting
details in a sequential order.
Ask students to read a portion of their good fit book.
After listening to the student read, ask students to summarize that particular portion of
the text.
High Frequency: make, may, many. Add to chart and use in Word Work
TEK 3.H: Identify and read at least 100 high-frequency words from a commonly used list
*Daily 5 Rounds
19 A. write brief compositions about topics of interest to the student (expository)
Weekly Focus: Writing a How-To (relate to sequencing events)
Mon-Tues: As a class, write a How-To for how to stay warm in the Winter time (can
brainstorm during Science seasons lesson)
Wed-Fri: Students will write their own How-To for how to stay cool in the Summer
TEK 6.C.: determine what words mean from how they are used in a sentence, either heard
or read
Tune into Interesting words. Make a quarter-fold foldable to illustrate the meaning of
vocabulary words
If You Give a Mouse a Cookie: thirsty, milk mustache,
No Jumping on the Bed: plopped, thump

Lesson 14 in Handwriting Practice Book

Handwriting

TEKS: (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

Students write legibly and use appropriate capitalization and punctuation conventions in
their compositions. Students are expected to:
(A) form upper- and lower-case letters legibly in text, using the basic conventions of print
(left-to-right and top-to-bottom progression), including spacing between words and
sentences