GD 1TE_W1_COMPLETE FILE_04_28

GD 1 TE Module 5 Week 1 Lesson Flow

May 1st, 2017

1Week Lesson Flow

Build Knowledge

Vocabulary

Reading

Foundation Skills

Small Group — Differentiation

LESSON 1

Leeson 1

Lesson 1

Lesson 1

Lesson 1

Lesson 1

Lesson 1

Lesson 1

Lesson 1

LESSON 2

Lesson 1

Lesson 1

Lesson 1

Lesson 2

DAY 2

Lesson 2

Lesson 2

LESSON 3

Lesson 1

Lesson 1

Lesson 1

Lesson 3

Lesson 3

Lesson 3

LESSON 4

Les-

Lesson 1

Lesson 1

Lesson 3

Lesson 3

1

Lesson 3

son

LESSON 5

Lesson 1

Lesson 1

Les-

Lesson 3

Lesson 3

1

Lesson 3

son

5 Week 1

MODULE

SCIENCE CONNECTION: Light and Dark

ESSENTIAL QUESTION  Why do light and dark come and go? ? Now You See It, Now You Don’t

POWERWORDS blackout, busy, huddled, normal, idea, still GENERATIVE VOCABULARY  Compound Words VOCABULARY STRATEGY  Context Clues COMPREHENSION SKILLS  Text Features

PHONICS  Words with Short a ; Consonants n, d, p, c HIGH-FREQUENCYWORDS  like, you, this, my, he, she, good, little FLUENCY  Reading Rate SPELLING  Words with Short a WRITINGWORKSHOP 

BIG IDEAWORDS bright

observe appear

Make Inferences Story Structure MEDIA LITERACY  News Articles

Informative Writing Adjectives; Nouns

START RIGHT READER: DECODABLE TEXTS

STUDENT EDITION

BIG BOOK

STUDENT EDITION

T

Da n Ca n Ta p, Ta p, Ta p

Meet Dan and Tab! Here are some fun facts about them. Get Started

byMargaretFetty illustratedbyRobMcClurkan

Dan

Tab

• likes cats • plays ball

• is a cat • likes Dan • takes naps

• makes maps

Dan and Tab like to tap. How do you think a cat can tap? Read to find out!

I am Dan.

4

5

Super Shadows!

On Earth

Blackout

Dan Can Tap, Tap, Tap Tab Can Tap, Tap, Tap Map Nap Can Tab Nap?

1 Week

Suggested Weekly Planner

LESSON 1

LESSON 2

Suggested Daily Times

?

BUILD KNOWLEDGE & LANGUAGE Introduce the Topic , pp. 30–31 • Engage Learners • Big IdeaWords: bright, observe, appear READING Super Shadows! Shared Reading , pp. 32–33 • Connect and Teach: Text Features • Apply to Text: Super Shadows! • Engage and Respond: Speaking & Listening FOUNDATIONAL SKILLS Word Work Warm-Up, pp. 34–35 • High-FrequencyWords: like, you, this, my, he, she, good, little • Phonological Awareness Phonics, pp. 36–37 • Words with Short a ; Consonants n, d, p, c DAILY SMALL-GROUP OPTIONS Responsive Reading Instruction , pp. 40–41 • Targeted Skill Practice: Text Features • Guided Reading: Leveled Readers • Weekly Conferences Reinforce Foundational Skills , pp. 42–43 • Read Decodable Text: Dan Can Tap, Tap, Tap • Connect to Phonics, Spelling, and High- FrequencyWords English Learner Support, p. 44 • Targeted Language Practice: Recount Information Build Independence, p. 45 • Literacy Centers • Independent Literacy Options Spelling, pp. 38–39 • Words with Short a

VOCABULARY Academic Vocabulary , pp. 46–47 • Introduce Power Words: sweep, rolls, universe, tilts, revolve, gravity

• BUILD KNOWLEDGE AND LANGUAGE/ VOCABULARY

10–15minutes

• READING

15–25 minutes 15–30 minutes 45–60 minutes 30–45 minutes

• FOUNDATIONAL SKILLS

• DAILY SMALL-GROUP OPTIONS

• WRITINGWORKSHOP

READING On Earth Shared Reading , pp. 48–49 • Connect and Teach: Text Features • Apply to Text: On Earth • Engage and Respond: Writing

Book Stix

This Week’s Texts

FOUNDATIONAL SKILLS Word Work Warm-Up, pp. 50–51 • High-FrequencyWords: like, you, this, my, he, she, good, little • Phonological Awareness Phonics, pp. 52–53 • Words with Short a ; Consonants n, d, p, c DAILY SMALL-GROUP OPTIONS Responsive Reading Instruction , pp. 54–55 • Targeted Skill Practice: Text Features • Guided Reading: Leveled Readers • Weekly Conferences Reinforce Foundational Skills , pp. 56–57 • Read Decodable Text: Tab Can Tap, Tap, Tap • Connect to Phonics, Spelling, Handwriting English Learner Support, p. 58 • Targeted Language Practice: Recount Information Build Independence, p. 59 • Literacy Centers • Independent Literacy Options

Student Edition: Super Shadows!

Student Edition: Blackout

T

Dan Ca n Tap, Tap, Tap

Meet Dan and Tab! Here are some fun facts about them. Get Started

byMargaretFetty illustratedbyRobMcClurkan

Dan

Tab

• likes cats • plays ball

• is a cat • likes Dan • takes naps

• makes maps

Dan and Tab like to tap. How do you think a cat can tap? Read to find out!

I am Dan.

4

5

Big Book: On Earth

Start Right Reader: Dan Can Tap, Tap, Tap; TabCan Tap, Tap, Tap; MapNap; Can TabNap?

This Week’s Words BIG IDEAWORDS appear bright

observe

POWERWORDS blackout

busy idea rolls

gravity normal

huddled revolve

still

sweep

tilts

universe

HIGH-FREQUENCYWORDS good he like

little you

my

she

this

WRITING WORKSHOP Informative Writing, p. 00 • Using theMentor Text

WRITING WORKSHOP Informative Writing, p. 00 • Combining Sentences Grammar, p. 00 • Adjectives for Size and Color

READER’S ANDWRITER’S VOCABULARY caption context clues

diagram

draft

edit

events

• SharedWriting Grammar, p. 00 • Adjectives for Color

fact box

headline

inference

informative paragraph

label

news article resolution

problem

publish

revise

write

Decoding Power

For children needing intervention, use . . . • Decoding Power: System 1 • Academic Language Power

Power Up Your Comprehension

+

T20

Week 1

MODULE 5 • WEEK 1

Use your Teaching Pal where noted to guide instruction.

TEACHING PAL

Whole class

Small group

Flexible grouping Assessment

LESSON 3

LESSON 4

LESSON 5

VOCABULARY Academic Vocabulary , pp. 60–61 • Introduce Power Words: blackout, normal, busy, huddled, idea, still

VOCABULARY Academic Vocabulary , p. 72 • Review Power Words Generative Vocabulary , p. 73 • CompoundWords READING Blackout Targeted Close Read , pp. 74–75 • Connect and Teach: Story Structure • Apply to Text: Blackout • Engage and Respond: Writing

VOCABULARY Vocabulary Strategy , pp. 84–85 • Context Clues

READING Blackout

READING Media Literacy, pp. 86–87 • Connect and Teach: News Articles • Apply to Text • Engage and Respond: Writing

Read for Understanding , pp. 62–63 • Connect and Teach: Make Inferences • Apply to Text: Blackout • Engage and Respond: Speaking & Listening FOUNDATIONAL SKILLS Word Work Warm-Up, p. 64 • High-FrequencyWords: like, you, this, my, he, she, good, little • Phonological Awareness

FOUNDATIONAL SKILLS Word Work Warm-Up, p. 76 • High-FrequencyWords: like, you, this, my, he, she, good, little • Phonological Awareness Phonics, p. 77 • Phonics Review DAILY SMALL-GROUP OPTIONS Responsive Reading Instruction , pp. 78–79 • Targeted Skill Practice: Story Structure • Guided Reading: Leveled Readers • Weekly Conferences Reinforce Foundational Skills , pp. 80–81 • Read Decodable Text: Can Tab Nap? • Connect to Phonics, Spelling, High- FrequencyWords English Learner Support, p. 82 • Targeted Language Practice: Recount Information Build Independence, p. 83 • Literacy Centers • Independent Literacy Options

FOUNDATIONAL SKILLS Word Work Warm-Up, p. 88 • High-FrequencyWords: like, you, this, my, he, she, good, little • Phonological Awareness Spelling, p. 89 • Spelling Assessment DAILY SMALL-GROUP OPTIONS Responsive Reading Instruction , pp. 90–91 • Targeted Skill Practice: News Articles • Guided Reading: Leveled Readers • Weekly Conferences Reinforce Foundational Skills , pp. 92–93 • Read Decodable Text: WeeklyWrap-Up • Connect to Phonics, Handwriting English Learner Support, p. 94 • Targeted Language Practice: Recount Information Build Independence, p. 95 • Literacy Centers • Independent Literacy Options

Fluency, p. 65 • Reading Rate

DAILY SMALL-GROUP OPTIONS Responsive Reading Instruction , pp. 66–67 • Targeted Skill Practice: Make Inferences • Guided Reading: Leveled Readers • Weekly Conferences Reinforce Foundational Skills , pp. 68–69 • Read Decodable Text: Map Nap • Connect to Phonics, Spelling, High- FrequencyWords English Learner Support, p. 70 • Targeted Language Practice: Recount Information Build Independence, p. 71 • Literacy Centers • Independent Literacy Options

WRITING WORKSHOP Informative Writing, p. 00

WRITING WORKSHOP Informative Writing, p. 00 • Narrowing Topic Choice • Independent Writing Grammar, p. 00 • Nouns

WRITING WORKSHOP Informative Writing, p. 00 • Writing Process: Planning • Independent Writing Grammar, p. 00 • Grammar-Writing Connection

• Choosing Your Topic • Independent Writing Grammar, p. 00 • Adjectives for Size

ASSESSMENT OPTIONS

• Selection Test: Blackout • Weekly Test

21

T21

SuggestedWeekly Planner

1

Literacy Centers

Week

While youmeet with small groups, have childrenwork independently in Literacy Centers. At the beginning of theweek, explainwhat is expected of children in each center. Post a daily rotation schedule.

WORD WORK

TEKS 1.1C(xi) ELPS 1.C, 4.C

Word Hunt • Provide clipboards (or another writing surface) in the center. Also display the Word Cards for this week’s high-frequency words . • Have children copy two words and then try to find them in another place in the room, either on a word wall, bulletin boards, or in books. When they find a word, they should copy it again and tell where they found it. • For an extra challenge, have children find another mystery word in the classroom.

Words with Short a • Display the week’s Spelling Words and copies of Printable Resource 00 . Have children choose one of the activities to practice writing this week’s Spelling Words in their best handwriting. • Have children complete the activity on a separate sheet of paper.

[ART: Word box with the following spelling words: BASIC an, bad, can, nap, cat, pan

like

you

this

REVIEW am, at, sat, bat CHALLENGE trap, lamp] [facsimile of Printable 00]

my

she

good

CREATIVITY CORNER

TEKS 1.1C(xi) ELPS 1.C, 4.C

Readers’ Theater • Preview The Rocket Ship , and assign parts to mixed-ability groups of five children. The parts of Milly and Jack are ideal for struggling readers; the narrator part can be read by a proficient reader. • Have groups write in the missing parts to Readers’Theater 8

Reading Response • Display in the center and have children complete the Make aMural activity for Blackout. • Tell partners to explain to one another how their mural shows their understanding of the selection.

Make a Mural

A mural is a piece of artwork painted or put directly on a wall.

make their script unique and then practice reading it aloud several times. • Remind children to read their lines loudly and clearly.

The Rocket

Look Closely Look at the artwork in the story you read. How does the artwork help to tell the story? Get Materials What art materials will you use? Gather what you will need. Plan and Sketch Plan your mural. Make sketches of scenes, characters, or ideas from the story. Make Your Masterpiece Be sure your mural shows what the story is really about. Make it amazing!

Characters

Narrator

Ellie

Zack

Cam

Milly

Narrator: The lights went out! The T.V. set did, too. Milly and Zack sat. What will they do?

Milly:

My show! I must see how it ends!

Zack:

Do not be silly, Milly. Let’s go find our friends. No! I will not find my friends. I want to sit and stay.

Milly:

Narrator: So Milly sat and waited and Zack went out to play.

Zack:

Hey Cam! Hey Ellie! What’s up, guys?

1

Module8

TheRocket

©HoughtonMifflinHarcourtPublishingCompany.All rights reserved.

©HoughtonMifflinHarcourtPublishingCompany.All rights reserved.

T22

Week 1

MODULE 5 • WEEK 1

DIGITAL STATION

READING CORNER

TEKS 1.1C(xi) ELPS 1.C, 4.C

TEKS 1.1C(xi) ELPS 1.C, 4.C

Listener’s Choice • Have children listen to the Big Book On Earth or a Leveled Reader of their choice. • Tell children to listen and follow along. • Tell them to add the book to their Listening Log , as well as the active listening skills they used, a summary, and a question they have about the book.

Independent Reading • Have children self-select or continue reading an independent reading book. • Remind children to set a purpose for reading and to record their progress in their Reading Log . • You may want to choose from these additional options to have children interact with their books: » » Read for Fluency  Children use the PARTNER READING routine to practice the week’s fluency skill: reading rate. » » Annotate the Text  Children practice a strategy and use sticky notes to record questions or what they are thinking as they read. Review the sticky notes while you confer with children. » » Response Journal  Children draw or write about what they read.

TEAMWORK TIME

TEKS 1.1C(xi) ELPS 1.C, 4.C

Inquiry and Research Project: Shadow Drawings • Have groups begin or continue work on the module project. • Remind children that their focus this week is to think about and research things that give off light and post them to the Curiosity Board. See pp. 20–21.

T23

Literacy Centers

Preview Lesson Texts 1 WEEK Build understanding of this week’s texts so that you can best support children inmaking connections, understanding key ideas, and becoming lifelong readers.

STUDENT EDITION

Super Shadows! GENRE  Informational Text

WHY THIS TEXT? In this text about how shadows form, children will learn to recognize characteristics of informational texts, gain exposure to text features, and learn to interpret them.

TEXT COMPLEXITY

TEXT X-RAY Use the information below to scaffold children’s understanding of key ideas and language features, as needed.

QUANTITATIVE MEASURES Lexile: 290L QUALITATIVE MEASURES Overall Rating: Slightly Complex

Guided Reading Level: I

KEY IDEAS

LANGUAGE

Key Idea p. 10 Shadows formwhen something solid blocks light.

Examples like (p. 10): The author uses the word like to give examples (clear things, like windows; solid things, like you). Prepositions through (p. 10); in front, behind (p. 11): English learners may need help in understanding prepositions. Use gestures as needed.

MAKE CONNECTIONS

 BUILD KNOWLEDGE AND LANGUAGE • Science Connection: Light and Dark

Key Idea p. 11 Shadows can be in

different positions. They can be in front or in back of an object.

VOCABULARY • CompoundWords: sometimes

FOUNDATIONAL SKILLS • High-FrequencyWords: like, you • Words with Short a ; Consonants n, d, p, c : can, shadow, that’s

WRITING WORKSHOP • InformativeWriting: Combining Sentences • Adjectives for Size and Color: dark

T28

Week 1

MODULE 5 • WEEK 1

STUDENT EDITION

Blackout by John Rocco GENRE  Realistic Fiction

WHY THIS TEXT? In this realistic fiction text in graphic novel format, a family learns to appreciate time together after experiencing a blackout. Children will learn to make inferences as they read, as well as to identify and describe the story’s structure.

TEXT COMPLEXITY

TEXT X-RAY Use the information below to scaffold children’s understanding of key ideas, language features, and cultural references, as needed. KEY IDEAS LANGUAGE

QUANTITATIVE MEASURES Lexile: 220L QUALITATIVE MEASURES Overall Rating: Moderately Complex

Guided Reading Level: I

Informal Phrase I gotta go (p. 33): Using gotta is an informal way to say “got to.” “I gotta go” is an informal way to say “I have to leave.”

Key Idea pp. 13–17 A family is in its apartment at night. A boy tries to get his family to play with him, but they all say they are too busy.

MAKE CONNECTIONS

 BUILD KNOWLEDGE AND LANGUAGE • Science Connection: Light and Dark VOCABULARY • CompoundWords: blackout, inside, everyone, nothing, flashlights, rooftop, everyone, everything FOUNDATIONAL SKILLS • High-FrequencyWords: he, good • Words with Short a; Consonants n, d, p, c : as, and, flashlights, candles, at, can, back

CULTURAL REFERENCES

Key Idea pp. 18–24 The lights in the city go

block party (p. 26): While children from other countries may be familiar with neighborhood or community parties, the concept of a block party may be unfamiliar. The term originated in the United States. Explain to children that block refers to the land surrounded by four city streets. You may want to draw a quick sketch to aid understanding.

out. Nothing in the apartment works.

Key Idea, pp. 25–34 The family goes outside and finds a party. People are spending time together. When the lights come back on, the family decides to play a game together.

WRITING WORKSHOP • Adjectives for Size and Color: dark

T29

Preview Lesson Texts

INTRODUCE THE TOPIC

LESSON 1

Engage Learners

Access Prior Knowledge • Reveal the module topic by projecting Display and Engage 26 . Point to the topic of light and dark in the center of the Knowledge Map. Tell children that the texts they will read about all relate

TEKS 1.4C

GO DIGITAL

LEARNING OBJECTIVES • Language  Answer questions using multi‑word responses. • Share information and ideas about a topic under discussion. • Identify real-life connections between words and their use.

DISPLAY AND ENGAGE

DisplayandEngage 26

evening

night shadows

shade

flashlights

Dark

electricity

lightbulbs

to the topic of light and dark. Use the KnowledgeMap to point out some things that children can expect to read about in thismodule. • Then guide children to brainstorm word associations for light and dark by having them contribute related words to a web. moon fire

Light and Dark

Manmade

weather

blackout

Light

Natural

Causes

seasons

MATERIALS Display and Engage  26 Teaching Pal  pp. 6–9 Student Edition  pp. 6–9

stars

day and night

firefly

Earth’s rotation and orbit

sun

Grade 1 |KnowledgeMap

Module5

sun

bright

light

lamp

shine

Activate Schema In your Teaching Pal , pages 6–9, use the prompts to begin developing the module topic as children follow along in their Student Edition. • Academic Discussion  Use the TURN AND TALK routine to have children analyze the photograph, respond to the prompts, and discuss the quotation by Helen Keller. (pp. 6–7) • Big IdeaWords  Use the VOCABULARY routine to introduce the Big Idea Words: bright, observe, appear . (p. 8) • Essential Question  Introduce the Essential Question, and use the ACTIVE VIEWING routine with the Get Curious Video: Sources of Light. (p. 9) TEKS 1.4C

ELPS

ENGLISH LEARNER SUPPORT BEGINNING To elicit participation in discussion about the topic, ask wh- questions: When is it dark outside?What causes light during the day? INTERMEDIATE Provide these frames: During the day, I see . At night, I see . ADVANCED/ADVANCED HIGH To elicit participation in discussion about the topic, ask open-ended questions: What would happen if the lights went out for a week?

MINDSET FOCUS: Problem-Solving • Throughout themodule, children will encounter examples of problem-solving or be asked to demonstrate problem-solving behaviors. • Tell children that problems can be solved in different ways, and it’s normal to struggle or to feel stuck when solving difficult problems. Give feedback when you notice children tackling a problem. I saw you try to look at the problem in different ways. Even though it was a hard problem, you didn’t give up!

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 1.4C  Udam eosse volesequae. Itatur, nosapel ecabori buscipictur adit, quas aut ipiet volla vel ipsandu ciisciet quo tessim imil modiciet accaepere abor asim suntur, tenietu reprerrum nesequi vel eratus maiorec aborepro ex est fugitio nsequid qui aut deligen ducide et mod ea voluptatur? Nequi; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic

T30

Module 5 • Lesson 1

Teaching Pal Go to Your

BUILD KNOWLEDGE AND LANGUAGE

Teaching Pal, pp. 6–7

Teaching Pal, pp. 8–9

(continued) tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sir aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliquialiam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sir aliqui

T31

Introduce the Topic

SHARED READING

LESSON 1

Text Features

Step 1  Connect and Teach • Tell children that authors of informational texts often use different kinds of text features to help explain an idea or to help readers locate information. Explain that different types of text features have different purposes. • Project or display the Anchor Chart: Text Features . • Discuss diagrams as one type of text feature. Tell children that diagrams are pictures that help to explain the topic that the text is about. Explain that diagrams help to explain facts and also show how something looks or works. • Tell children that labels on a diagram name the parts of the picture.

TEKS 4.5C(i)

LEARNING OBJECTIVES • Recognize characteristics of informational text. • Locate and gain information fromprint and graphic features. • Language  Share information and ideas in cooperative learning interactions. MATERIALS Anchor Chart: Text Features Printable Anchor Chart 00: Text Features Teaching Pal  pp. 10–11 Student Edition  pp. 10–11 READER’S VOCABULARY • diagram  an illustration or photograph that is labeled to show how something looks or works • label  words on a diagram that name the parts of the picture • fact box  a feature containing special information about a topic

ANCHOR CHART

Text features give important information to help readers understand informational texts. Text Features Text Features

A is a picture with labels diagram

A tells special information about the topic fact box

window HOUSE

roof

FUN FACT! Some houses are made of ice. They are called igloos.

door

• Next, explain that authors may use fact boxes in informational texts to draw attention to special information. Tell children that when they read fact boxes, they should think about how the information connects to what they have read in the rest of the text. • Tell children they will practice looking at text features when they read an informational text called Super Shadows!

READING STRATEGY 10.6

See Labels Teach to support Text Features.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 1.4C  Udam eosse volesequae. Itatur, nosapel ecabori buscipictur adit, quas aut ipiet volla vel ipsandu ciisciet quo tessim imil modiciet accaepere abor asim suntur, tenietu reprerrum nesequi vel eratus maiorec aborepro ex est fugitio nsequid qui aut deligen ducide et mod ea voluptatur? Nequi; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic

T32

Module 5 • Lesson 1

Teaching Pal Go to Your

READING

Step 2  Apply to Text In your Teaching Pal , pages 10-11, use the blue notes to guide discussion of Super Shadows! • Genre Study  Remind children that informational texts give facts about a topic. Ask themwhat they expect to learn from reading the selection by previewing the title and photographs. • Set a Purpose  Prompt children to set a purpose for reading, based on their preview. As needed, use this model: I will read to find out how shadows form and how the text features can help me understand shadows. • Read and Comprehend  Guide children to read the selection. Pause occasionally, using the prompts in your Teaching Pal to gauge children’s understanding and to have them use text features to locate and gain information. Refer back to the Anchor Chart to discuss the diagram and fact box in Super Shadows! TEKS 4.5C(i)

Step 3  Engage and Respond SPEAKING & LISTENING

TEKS 4.5C(i)

• Remind children of the Essential Question: Why do light and dark come and go? Then have children look at Super Shadows! again to see if they can find any information that answers the question. • Have partners use the THINK-PAIR-SHARE routine to discuss their ideas and then share with the group. Remind children to use their active listening skills as they interact with their partner and to ask questions, as needed, to clarify information.

ELPS

ENGLISH LEARNER SUPPORT As children discuss the Essential Question, use the following supports. BEGINNING Have children look at the diagramon page 10. Ask: What is the light coming from? INTERMEDIATE Supply this frame: The provides light. ADVANCED/ADVANCED HIGH Explain to children that come and go is an idiommeaning “to appear and then disappear.” Ask: What does the question mean by light coming and going?

DAILY SMALL-GROUP OPTIONS

Reinforce text features as needed during small-group time to support children’s need for differentiation. See pp. 40–41.

tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sir aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol (continued)

T33

Shared Reading

WORDWORKWARM-UP

LESSON 1

High-Frequency Words

Teach theWords Use Word Cards a, first, good, had, he, I, my, and was and the HIGH-FREQUENCY WORDS routine below to introduce the week’s High‑Frequency sight words.

TEKS 1.4A

LEARNING OBJECTIVES • Identify and read high‑frequency words. • Language Develop basic sight vocabulary. • Blend onsets and rimes to say spoken one-syllable words. • Blend phonemes to say spoken one- syllable words. MATERIALS Word Cards  a, first, good, had, he, I, my, was Know It, Show It p. 18 Picture Cards  bat, pen, mop, tape, kite, sad, ape, bell, egg, fish, gate

a first

good had

he

I

my

was

1 See the word. Display a Word Card. Say the word, and have children repeat it twice. 2 Say the word. Say the word, and have children repeat it chorally. Use the word in a sentence or two. I am the first person in line. I like to be first. (Use pantomime.) 3 Spell the word. Point to the letters, and

have children spell the word aloud. Point out any familiar spelling patterns. My begins with m . Who has a name that begins with M ? 4 Write and check the word. Hide the word, and have children use the WRITE AND REVEAL routine to write the word. Then have them check it against the Word Card. Repeat for each word shown. Then have children complete Know It, Show It page 18.

HIGH- FREQUENCY WORDS

Name

Write a word from the box to complete each sentence. a first good had he I my was Words to Know

had

1. Cam a bat.

I

2. can bat.

good my

3. I am !

4. I like bat!

Write sentences using two new words from the box.

3

Module5 •Week1

Grade1

©HoughtonMifflinHarcourtPublishingCompany.All rights reserved.

Know It, Show It , p. 18

ELPS

ENGLISH LEARNER SUPPORT ALL LEVELS  Use gestures to help reinforce wordmeanings. For example, point to yourself as you say, My name is [name]. Then have children take turns introducing themselves in the same way.

CORRECT & REDIRECT Guide children who have trouble identifying any of the words. Say the correct word, and have children repeat it. Example: • Had. What is the word? (had) • Have children spell the word. (h-a-d) How do we say this word? (had) • Have children reread all the cards in randomorder.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 1.4C  Udam eosse volesequae. Itatur, nosapel ecabori buscipictur adit, quas aut ipiet volla vel ipsandu ciisciet quo tessim imil modiciet accaepere abor asim suntur, tenietu reprerrum nesequi vel eratus maiorec aborepro ex est fugitio nsequid qui aut deligen ducide et mod ea voluptatur? Nequi; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic

T34

Module 5 • Lesson 1

FOUNDATIONAL SKILLS

Phonological Awareness

Blend Onset and Rime • Display Picture Cards bat, pen, mop, take, kite, and sad . • Remind children that most words contain more than one sound. • Point out that words can also be broken into parts—for instance, the beginning part and the rest of the word. Say: I want to know how well you can blend parts of words together. I will say a word in parts, and you blend them to say the word. Listen: /b/ /ăt/. If I blend the sounds, I get a word. Listen: /b/ /ăt/, bat . The word is bat . • Now you blend these sounds to make a word: /m/ /ān/. What is the word? (main) • Great! Let’s keep going: /p/ /ĕn/ (pen), /m/ /ŏp/ (mop), /t/ /āp/ (tape), /k/ /īt/ (kite), /s/ /ăd/ (sad), /n/ /ōz/ (nose). As children blend onset and rime to say words, have them point to the picture that matches the word.

Blend Phonemes • Display Picture Cards ape, bell, egg, fish, and gate . • Have children listen and blend the individual sounds, or phonemes, to say words, as follows. Now I will say all the sounds in a word separately, and you blend the sounds to say the word. Listen as I do the first one: /ĭ/ /n/. When I blend /ĭ/ /n/, I get in . Are you ready to try? Listen: /ă/ /t/. What’s the word? (at) Very good! • Let’s see if you can blend the sounds to say these words: /ā/ /p/ (ape), /ŏ/ /n/ (on), /f/ /ŭ/ /n/ (fun) , /ĕ/ /g/ (egg), /b/ /ĕ/ /l/ (bell), /f/ /ĭ/ /sh/ (fish), /g/ /ā/ /t/ (gate). • After blending to say each word, have children identify the Picture Card that matches a word. Tell them that not all the words they say will have a Picture Card match.

TEKS 1.4A

TEKS 1.4A

FPO

ELPS

ENGLISH LEARNER SUPPORT ALL LEVELS  Ensure children are familiar with themeaning of each word in Phonological Awareness ( pen, mop, tape, kite , etc.). Use gestures and pictures as needed.

CORRECT & REDIRECT For children who blend incorrectly, differentiate instruction by modeling. Enunciate the sounds separately, then say themmore closely together, and finally blend them. Example for onset and rime: The first part of my word is /p/. The next part is /ăt/. Say the parts withme: /p/, /ăt/. Listen as I start to put them together: /p/ /ăt/, /p-ăt/, pat . What is the word with the sounds /p-ăt/? (pat)

(continued) tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sir aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui

T35

WordWorkWarm-Up

PHONICS

LESSON 1

Words with Short a ; Consonants n , d , p , c

LEARNING OBJECTIVES • Learn the sound-spelling for short a and the consonants n , d , p , c /k/. • Language Learn relationships between sounds and letters. • Blend sounds in single-syllable words with /ă/, /n/, /d/, /p/, and c /k/. • Decode regularly spelled one‑syllable words with /ă/, /n/, /d/, /p/, and c /k/. MATERIALS Sound/Spelling Cards  apple, cat, duck, nest, porcupine Letter Cards  a, b, c, d, D, m, n, p, s, t Articulation Video /ă/

Spotlight on Sounds • Tell children that they will be reading words with the short a sound and the sounds for the letters n , d , p , and c . Then have them practice identifying the beginning sounds in words you say. I am going to say a word, and you will say the beginning sound. I will do the first one. Listen: the word is pan . The beginning sound in pan is /p/. Listen again, and repeat after me: pan , /p/. Now listen to each word and then say the beginning sound: sad , (/s/) ; cat , (/k/) ; nap , (/n/) . • Then model listening for the ending sound in mad , having children repeat the word and ending sound. Have children listen for the ending sounds in the words tap , (/p/); Dan, (/n/); and pad, (/d/). TEKS 1.1B(iv); ELPS B.1

I Do It Spotlight on Letters  Display the Sound/Spelling Card for short a: apple . Name the picture. Say the sound, and give the spelling. Apple begins with the short a sound, /ă/. The letter a can stand for the sound /ă/ at the beginning or in the middle of a word. Repeat for c, d, n, and p, using Sound/Spelling Cards cat, duck, nest, and porcupine.

TEKS

a

a

a

a

ELPS

TEACHER TIP Children can now decode the

ENGLISH LEARNER SUPPORT

GO DIGITAL

ALL LEVELS Preteach /ă/ for language transfer. Because short a is not a sound in Spanish, Vietnamese, Cantonese, or Korean, some children may not know how to hold their mouths when saying the sound. Say /ă/ together several times while

ARTICULATION VIDEO

high‑frequency words an, can, and man! Children will practice these words along with the other high-frequency words for this week to build fluent word recognition.

children focus on your mouth. Then play the Articulation Video for /ă/. Have children usemirrors to see how their mouths look as they say /ă/.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 1.4C  Udam eosse volesequae. Itatur, nosapel ecabori buscipictur adit, quas aut ipiet volla vel ipsandu ciisciet quo tessim imil modiciet accaepere abor asim suntur, tenietu reprerrum nesequi vel eratus maiorec aborepro ex est fugitio nsequid qui aut deligen ducide et mod ea voluptatur? Nequi; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic

T36

Module 5 • Lesson 1

FOUNDATIONAL SKILLS

We Do It Write nap and use Letter Cards n, a, p with the SOUND‑BY‑SOUND BLENDING routine below to model blending the word. TEKS 1.1C(i); 1.1C(iv); ELPS B.1

You Do It Blending Practice  Display the words below. Then choose a volunteer to model the activity. Explain that you will point to two words in random order and the child will read them aloud. Repeat the blending routine as needed. Continue until each child has had a turn. TEKS 1.1C(i); 1.1C(iv); ELPS B.1

1 Display cards as shown. Say the first letter and sound. 2 Slide the second letter over. Say its sound. Then blend the two sounds. 3 Slide the last letter over. Say its sound. Say the first two blended sounds, the last sound, and the blended word: /nă/ /p/, nap .

n a p

sad tan

pan mat

map

cat bad

n a p

pat

n a p

Sound-by-Sound Blending  Repeat the SOUND-BY-SOUND BLENDING routine with cards for the words can and Dan , having children say the sounds and blend.

c a n

D a n

c a n

D a n

c a n

D a n

CORRECT & REDIRECT • If a childmispronounces a word during Blending Practice, make note of the error type and address it. • If a child reads mat as mate, contrast the short a and long a sounds and use Sound/Spelling Card apple to reinforce the short a sound. Use sound-by-sound blending to read the word, having the child repeat the steps after you. • If a child reads pat as tap, cover the word and blend it together as you uncover one letter at a time, left to right. Then have the child blend and read the word.

DAILY SMALL-GROUP OPTIONS

READ DECODABLE TEXT  Use Dan Can Tap, Tap, Tap during small-group time to review or reinforce blending and decoding words with short a , n , d , p , c . Meet with children to work through the story, or assign it as independent work. See pp. 42–43 , 45. T Meet Dan and Tab! Here are some fun facts about them. Get Started Dan and Tab like to tap. How do you think a cat can tap? Read to find out! Dan Tab • likes cats • is a cat • plays ball • likes Dan • makes maps • takes naps

Da n Ca n Ta p, Ta p, Ta p

byMargaret Fetty illustratedbyRobMcClurkan

I am Dan.

4

5

(continued) tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sir aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui

T37

Phonics

SPELLING

LESSON 1

Words with Short a

Administer the Pretest • Read the first Spelling Word and the Dictation Sentence. Repeat the word as children write it. • Write the word, and have children correct their spelling if needed. Repeat for words 2–6 and for the Review words. • Assign the Basic and Review words as needed for practice this week. If children do well on the pretest, assign the Challenge words.

TEKS 1.1C(i), 1.1C(iv)

LEARNING OBJECTIVES • Spell words with short a. • Language Learn relationships between sounds and letters. MATERIALS Sound/Spelling Card apple Printable Resources  1, 198–200 Know It, Show It  p. 19 DICTATION SENTENCES BASIC 1. an  That is an apple tree. 2. bad  That apple is bruised and bad. 3. can  The girl can swim fast. 4. nap  The baby takes a nap every day. 5. cat  The cat is tan. 6. pan  The pan is in the sink. 8. at  The boy is at the park. 9. sat  The cat sat on the step. 10. bat  The ball player has a bat. CHALLENGE 11. trap  The fish got caught in a trap. 12. lamp  The lamp is very bright. REVIEW 7. am  I am happy.

Teach the Principle • If children have difficulty, review Sound/Spelling Card apple . Remind them that a is a vowel, which means that it can stand for many sounds, and that one of those sounds is short a , /ă/, as in apple . • Tell children that this week all the Spelling Words have the short a sound. Explain that “ a for /ă/” can be at the beginning or in the middle of a word or syllable. TEKS

a

Model Handwriting • Model how to write upper- and lowercase Aa . Then model writing one or more of the Spelling Words. Point out the importance of leaving space between letters so that others can read the writing. • Have children use the WRITE AND REVEAL routine to practice writing a Spelling Word. As needed, distribute the handwriting models on Printable Resource 198–200 . TEKS

FPO Insert Handwriting Model of Aa.

ELPS

ENGLISH LEARNER SUPPORT ALL PROFICIENCIES Make sure children understand themeaning of the SpellingWords and Dictation Sentences. If necessary, clarify any concepts for children, such as the fact that when a fruit is bruised, it has dark spots on its skin and that “ball player” refers to a baseball player.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 1.4C  Udam eosse volesequae. Itatur, nosapel ecabori buscipictur adit, quas aut ipiet volla vel ipsandu ciisciet quo tessim imil modiciet accaepere abor asim suntur, tenietu reprerrum nesequi vel eratus maiorec aborepro ex est fugitio nsequid qui aut deligen ducide et mod ea voluptatur? Nequi; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic

T38

Module 5 • Lesson 1

FOUNDATIONAL SKILLS

Word Sort 1 Introduce  Display the Spelling Word Cards from Printable Resource 1 . Explain that today’s word sort will focus on where the /ă/ sound appears: at the beginning of a word or in the middle. 2 Column 1  Display and read an . On chart paper, model identifying the vowel at the beginning, and post the card as the heading for words that begin with short a. 3 Column 2  Repeat for bad, and start a column for words that have short a in the middle. 4 Continue  Sort the other words. Model if necessary. Example: Can . I listen for the /ă/ sound. Caaaaan. I hear the sound /ă/ in the middle of the word. 5 Discuss  Read each column together. Discuss what children notice about the words in each column; if no one mentions it, point out that the position of a matches the position of the /ă/ sound in every word. 6 Repeat  Have children work together to repeat the sort, using the Spelling Word Cards from Printable

TEKS 1.1C(i), 1.1C(iv)

Then have children complete Know It, Show It page 19. Encourage them to use their best handwriting so that the completed page is easy for others to read.

SPELLING

Name

Sort the words. Write the correct Spelling Words in each column. Words with Short a

Spelling Words

Basic

an bad can nap cat pan

Words with 2 letters

Words with 3 letters

Review

am at

6

Module5 •Week1

Grade1

©HoughtonMifflinHarcourtPublishingCompany.All rights reserved.

Know It, Show It, p. 19

Resource 1 . Remind children to save the rest of the page and the Spelling Word Cards for use all week.

an

bad

am at

can nap cat

pan sat bat

trap lamp

TEACHER TIP Throughout the week, have children continue practicing the sort. Ask them to time themselves to see how rapidly they are able to complete the sort while maintaining accuracy.

(continued) tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sir aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui

T39

Spelling

DAILY SMALL-GROUP OPTIONS

TEACHER’S CHOICE

LESSON 1

Responsive Reading Instruction

TEKS

TARGETED SKILL PRACTICE: Text Features

• Remind children that authors of informational texts use different text features for different purposes. Review diagrams and fact boxes as different types of text features. • Then use these text-based prompts with Super Shadows! to support a deeper understanding of text features. » » Point to the labels. What do they say? » » What do you learn from the diagram? » » Now reread the information on page 10. How do the labels and the diagram fit with what you are learning in the text on this page? » » Now point to the fact box. Read the information in the fact box. How does the information in the fact box connect to the photos on the page? • As children respond to the prompts, ask follow-up questions to guide them to support their responses with text evidence.

FLEXIBLE OPTIONS Use the Reading Bridge to connect Super Shadows! to a different skill.

FPO Reading Bridge Cover

DIFFERENTIATE AND EXTEND • Help children match each sentence on page 10 with the relevant part of the diagram. • Prompt children to use the diagram or one of the photos to explain how shadows are created. • Have children write their own labels or captions for one or more of the photos on page 11.

ENGLISH LEARNER SUPPORT BEGINNING  Read each label aloud, and have children repeat. Ask children to point as they say the words again. INTERMEDIATE Supply this frame: The diagram shows . ADVANCED/ADVANCED HIGH  As children answer prompts, encourage them to explain where they found details in the text or diagram.

ALMOST THERE

READY FOR MORE

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 1.4C  Udam eosse volesequae. Itatur, nosapel ecabori buscipictur adit, quas aut ipiet volla vel ipsandu ciisciet quo tessim imil modiciet accaepere abor asim suntur, tenietu reprerrum nesequi vel eratus maiorec aborepro ex est fugitio nsequid qui aut deligen ducide et mod ea voluptatur? Nequi; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic

T40

Module 5 • Lesson 5

Refer to the GPS guide for suggestions on forming, scheduling,

GPS Guiding Principles and Strategies

andmanaging small groups.

TEKS

TEKS

GUIDED READING GROUPS

WEEKLY CONFERENCES

• Confer regularly with children to establish their individual literacy goals, and assign strategies in support of those goals. Use the suggestions in the diagram below to structure your conferences with children. • Use a Conference Grid to help you track and follow up with children about their goals.

FPO Take & Teach Lessons

1 2

Match Children to Books + Instruction • Choose just-right books based on level, skill, topic, or genre. • Deliver instruction with each book’s Take & Teach lesson, choosing appropriate sessions based on need. • Check comprehension, reinforce instruction, and extend learning with suggested supporting activities.

CHECK IN Research and Review • Ask the reader questions, observe reading, and review goals.

RECOGNIZE BEHAVIORS I Noticed… • Compliment

positive reading behavior.

Establish Goal • Assign a strategy

FLEXIBLE OPTIONS Use the Reading Bridge to connect Leveled Readers to the whole-group skill or to a different skill.

in support of a reading goal.

FPO Reading Bridge Cover

3

TEACH AND LINK • Teach the strategy and/or coach the child to use it. • Encourage the child to practice during independent reading.

tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sir aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re di dest invel ium res es sitaspelia in eumendu sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol; lam, sus, siti velit maiosam, natum as sitatem re sdantin rem rerorum nobis moluptus rero int mi, que aliam, offic tem facesti nctur, quae molor aliqui officil lestiamet optati nobit elecumq uasimol

T41

Daily Small-Group Options

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