Q2 1st Grade ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Domain 2: The Human Body

This domain builds upon students' kindergarten knowledge of the five senses. Through an interactive approach, students will learn about and discover their own bodies. They will also learn the fundamental parts and functions of  five body systems: skeletal, muscular, digestive, circulatory, and nervous. The second half of this domain focuses on care and maintenance of the human body. Students will learn how germs can cause disease, as well as how to help stop the spread of germs. They will be introduced to two men, Edward Jenner and Louis Pasteur, whose discoveries aided in the cure of diseases. Students will be taught  five keys to good health—eat well, exercise, sleep, keep clean, and have regular checkups. By using the food pyramid and “plate” to create their own meals, students will also learn the importance of a well- balanced diet. This domain will provide students with the rudimentary lessons they need in order to develop healthy living habits. They will review and extend their learning in future grades.

Review the vocabulary for this domain (pg. 4 of the Domain 2 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

Please reference the supplemental guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

Trade Books recommended for Read Alouds throughout the Domain can be found on pgs. 6-8 of your Domain 2 Teacher's Guide. Websites that align to the domain can be found on pgs. 8-9 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the guide.

Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the fable read alouds to increase student engagement and discourse. There will be opportunities for discussion at the end of each read aloud.

 

Domain 3: Different Lands, Similar Stories

This domain will introduce your students to three themes in folktales that have been told to children for generations, using variations from different lands or countries. By listening to these stories, students will increase their vocabulary and reading comprehension skills, be exposed to different places and cultures from around the world, and learn valuable universal lessons. The first three read- alouds are all stories about good people who are treated unfairly and ultimately  find happiness, with variations set in France, Egypt, and Ireland. The next three read-alouds are folktales about supernaturally small characters. These include variations set in England, Denmark, and Japan. Finally, the last three read-alouds are all folktales about cunning animals who try to trick children, with variations set in Germany, China, and Botswana. Reading these folktales and fairy tales will help students develop a strong foundation for their understanding and enjoyment of similar stories from different lands.

Review the vocabulary for this domain (pg. 4 of the Domain 3 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

Please reference the supplemental guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

Trade Books recommended for Read Alouds throughout the Domain can be found on pgs. 6-8 of your Domain 3 Teacher's Guide. Websites that align to the domain can be found on pg. 9 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the guide.

Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the fable read alouds to increase student engagement and discourse. There will be opportunities for discussion at the end of each read aloud.

Listening & Learning

  • Week 1: November 6

    Domain

    2

    Lesson

    7 (2 days)

    8 (2 days)

    Notes:

    Weekly Overview:

    This week students will learn about vaccinations and the contributions of doctors in this field of study.

    Lesson 7:

    After introducing the vocabulary word, vaccination, show/create a visual and add to domain word wall. Also, explain to students how important vaccinations are, and why they were developed (how diseases manifested themselves in the past). For the extension activity, be sure that students are familiar with, or have an abundance of character trait words to pull from when developing describing words for characters and their actions.

    Lesson 8:

    Have students turn and talk to answer some of the questions in the read aloud to increase engagement. You could also have students do kinesthetic movements (such as flexing their muscles, brushing their teeth, etc) to increase engagement as well.

  • Week 2: November 13

    Domain

    2

    Lesson

    9 (2 days)

    Notes:

    Weekly Overview:

    This week students will focus on habits that support healthy living, they also will examine the food pyramid and get an understanding of how it can support them with living a healthy lifestyle.

    Lesson 9:

    Create a visual whole-class to support students' review of the Five Keys to Health. To prepare them for the food pyramid, check for understanding to ensure that all are familiar with the 3D shape, pyramid. For the purpose of time, the word work share out can happen at table groups or with a partner. To make the extension activity more meaningful, instead of strictly coloring, students can draw vegetables in green, fruits in red, etc. Be sure to highlight how the varied sizes for each food group correlates with how much of each food group is recommended for a balanced diet.

  • Week 3: November 20

    Domain

    2

    Lesson

    10 (2 days)

    Notes:

    Weekly Overview:

    This week students will be reacquainted with the body's five systems. The work the systems do is complex,  yet vital to a healthy lifestyle.

    Lesson 10:

    When introducing the read aloud, show images for the five body systems in order to spark students' memories. On chart paper, write out the words to the poem in the extension activity to ensure that students can recite it with you.

  • Week 4: November 27

    Domain

    2

    Lesson

    DR (1 day)

    DA (1 day)

    CA (1 day)

    Assessment

    DR - Domain Review

    DA - Domain Assessment

    CA - Culminating Activities

    Notes:

    Weekly Overview:

    This week students will prepare for the domain's final assessment. Following the assessment, they will complete tasks that show everything that they've learned from Domain 2.

    Domain Review:

    Be sure to preview the content present in the domain assessment before selecting image cards for review. Choose a trade book that reinforces content that students' have trouble grasping, or even provide multiple trade books and have students select which highlighted topic they need more exposure to. Instead of doing a class book, individual or groups of students can work on a book together.

    Domain Assessment:

    Feel free to complete the assessment throughout the course of a given day. Part I focuses on vocabulary, Parts II and III focus on content presented within the domain on the Human Body.

    Culminating Activities:

    Choose activities based on students' performance in the Domain Assessment. Throughout the classroom you can have a variety of tasks going on, dependent upon the needs of students. This is a great time to take a field trip to The Museum of Science and Industry, they have a great human body exhibit.

  • Week 5: December 4

    Domain

    3

    Lesson

    1 (2 days)

    2 (2 days)

    Notes:

    Weekly Overview:

    This week students will be introduced to Domain 3, Different Lands, Similar Stories. Be sure to display a world map where you will locate, then label each story in its given continent and country of origin.

    Lesson 1:

    In the domain intro show students various variations of a familiar tale like Cinderella or The Three Little Pigs. This will aide in explaining how a familiar story can be told in a variety of ways. Also, make a story elements chart to utilize for each text. The chart should include columns for title, characters, settings, plot, and conflict. For word work, use a discussion/participation checklist to gage who's participating and their level of participation.

    Lesson 2:

    The theme of true or fiction will carry out throughout this domain. Check for understanding that students know the definitions and the differences between the two. Instead of completing the sequencing activity in the extension whole-class, do it with table groups instead. Also, when circulating during the extension, take dictation of students' sentences to ensure knowledge of what was written.

  • Week 6: December 11

    Domain

    3

    Lesson

    3 (2 days)

    4 (2 days)

    Notes:

    Weekly Overview:

    This week students will look at both fairy and folktales, highlighting similarities and differences between the lessons learned by characters as well as those evident in various story elements.

    Lesson 3:

    In the lesson's introduction, students will be giving feedback on stories' similarities and differences to filter into a Venn diagram. Before beginning this, review a Venn diagram's purpose and how to use it. When comparing only two stories, feel free to use a top hat organizer instead. In the extension, students who are able to independently complete the story comparisons should do so on their own.

    Lesson 4:

    When reviewing a previous story's content, be sure to refer to world map and story elements chart, students need to be internalizing this information. Remind students that folktales teach lessons often learned by a given character from the text. The next few texts that students read  will be folktales about little people, be sure to tell students that they're transitioning from fairy tales. To get all students involved in the extension, assign multiple students to be the same characters i.e.. having 3 students to be Tom Thumb.

  • Week 7: December 18

    Domain

    3

    Lesson

    5 (2 days)

    6 (2 days)

    Notes:

    Weekly Overview:

    This week students will look at folktales and determine their central messages, and how they differ from that of others that they've heard.

    Lesson 5:

    Remind students of the folktale Tom Thumb, this can be done with image cards and/or the story elements chart. Students should be listening to Thumbelina with the purpose of how is Thumbelina's life similar to that of, and different from that then Tom Thumb's. In the extension highlight the difference between the t-chart and the story elements chart. The t-chart serves as a direct comparison between just Thumbelina and Tom Thumb. When developing characteristic words for the characters, have an abundant bank of of character trait words for students to pull from. Instead of writing a class-story variation, students can work independently or with a partner to craft their tale.

    Lesson 6:

    When explaining the origin of Issun Boshi: One-Inch Boy from Japan, explain that Japan is composed of islands, and the folktale comes from the largest one, Honshu (point this out on the world map). For the word work activity, create a template and/or guidelines/student friendly rubric, for the good deeds certificate activity. Students should be explaining why they're giving the certificate to a specific student, and what good deed(s) they witnessed the student doing.  Before sending students to work on the extension activity be sure that they are able to decipher between the beginning, middle, and ending of a text. When rotating during this activity, be sure that students are pulling an event from the middle of the text.

  • Week 8: January 8

    Domain

    3

    Lesson

    PP (2 days)

    7 (2 days)

    Assessment

    Pausing Point

    Notes:

    Weekly Overview:

    The Pausing Point will occur this week, it's a time to check in on students' knowledge retained thus far in the domain.

    Pausing Point:

    Begin with the Student Performance Task Assessment, following it, select any additional activities that you deem necessary for student success. Activities can be conducted in either whole group or small group settings.

    Lesson 7:

    Remind students of the themes evident in the tales so far (ie. in the first three texts the main character was initially treated poorly, but were ultimately rewarded for their goodness). LIttle Red Riding Hood was written by the Grimm brothers, expose students to the significance of them and their writing of beloved folktales. In addition to illustrating, have students write about what they cherish and why in the word work activity.

  • Week 9: January 15

    Domain

    3

    Lesson

    8 (2 days)

    9 (2 days)

    Notes:

    Weekly Overview:

    This week students will identify the conflicts/problems across folktales. They will be responsible for comparing them against other folktales they've heard.

    Lesson 8:

    Check in to ensure students know the definitions of folklore and conflict. When labeling Hu Gu Po on the world map, point out that the texts in this domain spread across multiple continents (i.e. Africa, Asia, Europe).

    Lesson 9:

    For the extension activity, in addition to showing the image cards, also show students the sentences in which they're responsible for identifying the demonstrative. At this point in time most students should be able to complete the Venn diagram text comparisons independently, you should work with a small group of students who need support.

  • Week 10: January 22

    Domain

    3

    Lesson

    DR (2 days)

    DA (2 days)

    Assessment

    DR - Domain Review

    DA - Domain Assessment

    Notes:

    Weekly Overview:

    This week students will prepare for the domain's final assessment.

    Domain Review:

    The review activities can happen in small groups, with the teacher rotating between stations. Similar to workstations,  students should rotate between them to make sure that they cover them all. Add a writing accountability piece to the image card review and sequencing stations.

    Domain Assessment:

    Feel free to pace out the assessment or conduct in small groups while remaining students are still reviewing. Part I is the vocabulary assessment and Part II addresses the content targeted in Domain 3.

  • Week 11: January 29

    Domain

    3

    Lesson

    CA (2 days)

    Assessment

    Culminating Activities

    Notes:

    Weekly Review:

    Following the domain assessment, students will complete tasks that show everything that they've learned from Domain 3.

    Culminating Activities:

    Choose activities based upon the domain assessment data. Students who didn't fair well should complete remediation tasks while others can partake in enrichment ones. Group students by their needs, and facilitate instruction by way of small groups attached to accountability.

Skills

  • Notes to Teacher

    Notes to Teacher:

    Whenever the lesson suggests that the teacher display materials (such as modeling a worksheet), or whenever we refer to the blackboard, please choose the most convenient and effective method of reproducing and displaying the material for all to see. This may include making a transparency of the material and using an overhead projector, scanning the page and projecting it on a Smartboard, or writing the material on chart paper or a whiteboard.

  • Week 1: November 6

    Unit

    2

    Lesson

    6

    7

    8

    9

    Notes:

    Lesson 6:

    Prior to teaching this lesson, prepare an ongoing chart where you will add digraphs as you teach them over the course of the unit (see p. 43). You will also need to pull out the Vowel Code Flip Book and i_e spelling card. The partner reading routine may need to be reviewed in preparation for this lesson's reading time.

    Lesson 7:

    Prepare Wiggle Cards and tricky word flashcards prior to teaching this lesson (p. 50). The tricky words should be added to the word wall following the lesson. Prepare teams for the Tricky Word Baseball Game beforehand as well, keep the teams as heterogeneous as possible. Display an image of a reef during the story preview. When students are reading independently, keep anecdotals/running records on student progress. This will inform your fluid small groups.

    Lesson 8:

    Pull out today's chaining letters prior to the lesson (p. 55). Update your digraph chart with o_e after you've reviewed the sound with students, you'll also need the Vowel Code Flip Book and o_e spelling card.

    Lesson 9:

    Prepare Noun Hut groups beforehand, be sure the groupings are as heterogeneous as possible. Students will also need materials such as clipboards/whiteboards for this activity. Pull out the chaining letters prior to the lesson (p. 63). After teaching this lesson if you realize that students are unable to use their Individual Code Charts, embed a lesson where you review how to use them, this can also happen during small groups.

  • Week 2: November 13

    Unit

    2

    Lesson

    10

    11

    Notes:

    Lesson 10:

    Following the lesson, add the words "by" and "my" to the Tricky Word Wall. Students will also need index cards to write these words upon for their personal usage. Be sure to reiterate student expectations regarding how to properly store tricky word cards. Questions to consider, where will the index cards be kept? Will students utilize baggies or baskets?

    Lesson 11:

    Today's story is about an audio cassette tape, if at all possible bring one into show along with a cassette tape player. Also, play jazz music for students to familiarize them with scat singing. Prior to the lesson, pull out today's chaining letters (p. 72). Students will need index cards for three new tricky words. The words "so," "no," and "some" need to be added to the Tricky Word Wall following the lesson. During small groups, support students in need of remediation by pulling pausing point assignments that support the needs of students.

  • Week 3: November 20

    Unit

    2

    Lesson

    12

    13

    Notes:

    Lesson 12:

    The digraph chart will need to be updated with the u_e sound, also pull out the Vowel Code Flip Book and u_e spelling card. The supplemental activities on p.82 should be used for enrichment purposes. They build upon content that's already been introduced.

    Lesson 13:

    This lesson begins the review for the Unit 2 Assessment. During small groups pull pages from the Assessment/Remediation Guide to prepare students for the upcoming assessment.

  • Week 4: November 27

    Unit

    2

    Lesson

    14

    15

    16

    17

    Assessment

    16 - Tricky Word Spelling Bee

    Notes:

    Lesson 14:

    Prepare Wiggle Cards beforehand for today's lesson (p. 87), you can also use previous cards that you've used in the past. Tricky words need to taken off the word wall, or written out on index cards to use in the lesson's baseball review game.  Decide the teams heterogeneously beforehand to make sure that the groups are fair. Have students write the words "your" and "you" on index cards, you also will need to add the words to the Tricky Word Wall after today's lesson.

    Lesson 15:

    In order to differentiate, pull Pausing Point worksheets that meet the needs of students and their needs. These can be completed during small group work time.

    Lesson 16:

    For the Tricky Word Spelling Bee decide whether you want students to compete independently or in teams.

    Lesson 17:

    When selecting Pausing Point activities, be sure to check which ones require advance prep.

  • Week 5: December 4

    Unit

    2

    Lesson

    18

    19

    PP

    Assessment

    18 - Comprehension/Word Recognition Assessment

    19 - Identifying Nouns Assessment

    Pausing Point

    Notes:

    Lesson 18:

    Unit 2 Assessment begins with this lesson. Students who score below a 12 on the Word Recognition Assessment need more practice with letter/sound correspondence, find time to provide remediation during small groups for this. Students who score below a 3 on the Comprehension Assessment need added practice with decoding.

    Lesson 19:

    The unit assessment concludes with this lesson. Students who score below a 7 on the Identifying Nouns Assessment need additional practice with this skill, the Pausing Point activities are a great resource to utilize for this during small groups.

    Pausing Point:

    Take this time to review material presented in Unit 2. Different students need added practice with different objectives, have students focus on what they need via small groups. Be sure to pull from Pausing Point Activities, and the Assessment/Remediation Guide.

  • Week 6: December 11

    Unit

    3

    Lesson

    1

    2

    3

    4

    Notes:

    Lesson 1:

    Students will begin receiving weekly spelling words this week that we will be assessed on Fridays. Be sure to send home the family letter that explains expectations. Also, start a new digraph anchor chart for this unit, you will continuously add on to this chart as new digraphs are introduced.  In preparation for teaching the oo sound, pull out the oo spelling card and the Vowel Code Flip Book prior to this lesson. Relate today's Whole Group Reading Lesson to the fiction fable theme that was introduced earlier in the domains.

    Lesson 2:

    Prior to this lesson, copy the writing process chart and planning template on chart paper (pp. 25&26). You also will need to copy Worksheet 2.1 on chart paper. Students will need an index card for the tricky word, "because," it also needs to be added to the Tricky Word Wall.

    Lesson 3:

    Before beginning the lesson, complete the lesson planning template from lesson 2. Students will need their completed worksheet 2.1 from lesson 2. For Reading Time, review buddy reading and questioning expectations. Encourage students to use their individual code sheets while decoding. You should take anecdotal notes when listening to student partnerships read. These notes will inform your small groups.

    Lesson 4:

    To prepare students for the editing phase of the writing process, copy Mr. Mowse's draft unto chart paper to edit with student input. You also will need to prepare editing checklists for student usage prior to the lesson. Put in the necessary time to ensure that all can edit properly, and know the ins and outs of how to use the checklist. This will aide students in the future when they have to complete this process independently.

  • Week 7: December 18

    Unit

    3

    Lesson

    5

    6

    7

    Assessment

    5 - Spelling Assessment

    Notes:

    Lesson 5:
    Use the resources on pp. 47-49 to analyze student mistakes on the Spelling Assessment. This deep dive will help you determine patterns that are beginning to develop within individual students. After teaching the oo sound, add the new digraph to the unit anchor chart. Also, you will need the Vowel Code Flip Book and the oo spelling card.

    Lesson 6:

    For this lesson you will need to have the planning template/story map provided at the end of lesson 2 copied onto chart paper, or ready to project. Also, be sure to share out how a narrative and book report differ from each other. When completing the story map, think aloud to explain your rationale and thinking behind how you located, then chose your responses from the text. Have students store their book report drafts in a writing folder that is kept in their desk, or in an assigned spot within the classroom.

    Lesson 7:

    In this lesson students will have to decipher between oo; how it sounds differently in soon vs. look. Before beginning today's lesson, choose a student's draft book report and copy it onto chart paper for whole class usage. The student's work chosen will be the author of the day. In preparation for when the "author" shares out, be sure that you've gone over how to give peer feedback constructively. This should be done via questioning, ie. "would it make the writing better if you___?"  The tricky words within this lesson are taught untraditionally, from sound to print, reiterate this with students. Make sure students have index cards to write the words; "should," "could,"  and "would." They should also be added to the Tricky Word Wall.

  • Week 8: January 8

    Unit

    3

    Lesson

    8

    9

    10

    11

    Assessment

    10 - Spelling Assessment

    Notes:

    Lesson 8:

    Make a verb anchor chart with students during the Identifying Verbs activity, this will help students throughout the course of the unit. During the book report final draft, circulate the room and confer with students regarding their progress. Look at this as your time to assign individual teaching points, you can meet with student(s) based on their needs during small group time. While previewing the story, highlight the differences between mules and horses. There's an image of a mule on the cover of the readers.

    Lesson 9:

    Add the digraph ou to the unit anchor chart. Also, you will need the Vowel Code Flip Book and the ou spelling card.

    Lesson 10:

    During the Spelling Assessment, reiterate the importance of checking your work independently. The scoring guide is located on pp. 83-85. Students will need an index card to record the tricky word "down." It will also need to be added to the Tricky Word Wall. Reiterate index card storing expectations with students, ie. are they storing them in baggies within a given folder.

    Lesson 11:

    Today is a review of previously taught sound-spelling correspondence. You will need to prepare Wiggle Cards and tricky word cards for the review baseball game (pp. 86 -87). Determine 2 heterogeneous teams for Tricky Word Baseball before the lesson.

  • Week 9: January 15

    Unit

    3

    Lesson

    12

    13

    14

    Notes:

    Lesson 12:

    Pull the large spelling cards on p. 91 before the lesson. You will also need the Vowel Code Flip Book and the oi spelling card. Add the oi digraph to the unit anchor chart after you've introduced it.

    Lesson 13:

    Prior to the lesson, pull out the large chaining cards listed on p. 97. Instead of using the chaining cards, you can also have students chain using personal whiteboards. When introducing past/present tense verbs make an anchor chart, and post in the classroom. You will refer back to it through the course of the unit.

    Lesson 14:

    Today's lesson reviews previously taught sound-spelling correspondences. Wiggle Cards need to be prepared prior to this lesson (p. 101).  You will also need to ready the large chaining cards listed on p. 101. The Recognizing Digraph activity can serve as an informal assessment, being that students will have to identify the number of sounds in a given word independently.  If you choose to have students complete this activity whole group, have them to record the number of sounds in a given word upon a personal white board or clipboard. This will ensure that all are engaged.

  • Week 10: January 22

    Unit

    3

    Lesson

    15

    16

    17

    Assessment

    15 - Spelling Assessment

    Notes:

    Lesson 15:

    You will need the Vowel Code Flip Book and the aw spell card for this lesson. Add the aw digraph to the unit anchor chart once it's taught. After the Spelling Assessment use the template on pp. 108-110 to analyze student mistakes. Remember to use the supplemental materials (p. 107) to support students who are early finishers.

    Lesson 16:

    This lesson begins the review for the end of unit assessment. Take the time to go over tricky words, sound-spelling correspondences, and grammar addressed in Unit 3. Feel free to bring in Pausing Point activities to support those outlined in lessons 16-18. You will need to prepare the tricky words prior to the Tricky Word Baseball game.

    Lesson 17:

    Pull the large chaining cards listed on p. 118 before the lesson.

  • Week 11: January 29

    Unit

    3

    Lesson

    18 (1 day)

    19 (1 day)

    PP (1 day)

    Assessment

    19- Word Recognition/Story Comprehension Assessment

    Pausing Point

    Notes:

    Lesson 18:

    Pull today's small groups based upon the needs of students. You should determine this based on students' performance in the activities from lesson 16 and 17. Bring in Pausing Point activities to support you with this.

    Lesson 19:

    This lesson is the unit assessment. Students who score below a 12 on the Word Recognition Assessment need more practice to master the sound-spelling correspondence. Refer to the Pausing Point activities and/or the Assessment/Remediation Guide. Use Wiggle Cards from this unit to give students a movement opportunity between the assessments. Students who score below a 4 on the Story Comprehension Assessment may need to read the story out loud to you (pp. 128-131). From this, you should be able to determine the root of an issue, ie. decoding (MOY Assessment).

    PP:

    Take this time to review material presented in Unit 3. Different students need added practice with different objectives, have students focus on what they need via small groups. Be sure to pull from Pausing Point Activities, and the Assessment/Remediation Guide.