1. 1 st Grade Reading/Lang. Arts Week 8 Sept 28-Oct. 2

2. Lesson Objectives At the end of this lesson you should be able to:  Decode and blend words with short i  Read high frequency words  Identify Main Idea and details  Use commas in a series

3. Standards RF.1.2b orally produce single-syllable words by blending sounds. RI.1.2 identify the main topic and retell key details RF.1.3g recognize and read irregularly spelled words RF.1.4b read on-level text orally with accuracy, appropriate rate, and expression L.1.2c use commas in dates and to separate words in a series Science Connection: 0107.2.2 Identify the basic characteristics of living things Technology - 1.1.2. Students will exhibit a proficiency in the use of technology b. Operate a mouse (click, double-click, click and drag, click and hold/draw.

4. VOCABULARY animal how make why some

5. VOCABULARY animal- a living thing other than a human how- in what way make- to produce why- for what? What reason? some- no certain amount

6. VOCABULARY Discuss each vocabulary word with your A-B partner. Practice using each one in a sentence with your partner. animal how some make why Let’s practice reading the words in sentences. Pgs. 42- 43 in your reading books.

7. Anticipatory Set Let’s take a look at our story for the week. How Animals Communicate Preview the Topic: Animal Communication Animals can send messages. Animals can understand messages. Some move their bodies. Many make special sounds. Why do you think birds sing? Why does a dog wag its tail? You will learn all about animal messages in How Animals Communicate? Lets take a look at this short clip about animal communication: https://www.youtube.com/watch?v=1CwIJYFa--w

8. GENRE Teacher Read Aloud Let’s take a look at our story for the week. How Animals Communicate This story is an informational text. An informational text gives facts about a topic. As I read, look for:  Information and facts in the words  Photos that show the real world How do you know a story is an informational text ?

9. Teacher Read Aloud Teacher Read Aloud: Track the print as I read Listen for the vocabulary words as I read. Think about how the author uses them in the story. animal how some make why how Also, look for information and facts in the words and photos that show the real world.

10. Teacher Read Aloud- Reflections Think about the story that I read. What information or facts from the story did you see or hear? What photos did you see that were real? Discuss with your group. What ways did the animals communicate? Discuss with your partner. In your groups, come up with a different form of communication that your group would like to use. Remember, everyone has to agree. Monitors make sure that the noise level is low as you create the way to communicate. I will walk around and facilitate each group. Share…

11. Phonics Last week we worked with short a words. This week we will review short i words. We will also work with blends with r this week as well as the phonogram –ip. Short i makes the /i/ sound. Say /i/ /i/ /i/ -ip makes the sound /ip/ /ip/ say /ip/ /ip/ Let’s think of the –ip word family. How many –ip words can we think of? I will pull sticks to call and write your answers on the board.

12. Phonics Let’s read some words with short i. https://www.youtube.com/watch?v=iOu-QkmInKc

13. Phonics Turn and talk to your A-B partner. Discuss the words that you heard in the video. See how many you can remember. Share…

14. SPELLING Words with short /i/ in will did sit six big

15. SPELLING Say, Sound, Spell, Say... in i n i n in will w i l l w i l lwill did d i dd i ddid sit s i ts i tsit six s i xs i xsix big b i gb i gbig

16. SPELLING When I say “Go”. Practice with your A-B partner. You have 60 seconds. Say, Sound, Spell, Say... in i n i n in will w i l l w i l lwill did d i dd i ddid sit s i ts i tsit six s i xs i xsix big b i gb i gbig

17. Main Idea- I Do A few weeks ago we discussed Main Idea. This week we are going to revisit Main Idea as well as identifying the details that help us to identify the Main Idea. Main Idea is the big idea or what the story is mostly about. Using details or information from the story can help you identify the Main Idea of the text. https://www.youtube.com/watch?v=_Jb0JuslzDQ

18. Main Idea- I Do Main Idea is what the story is mostly about. How can you identify the Main Idea of a story? 2 weeks ago, we read Gus Takes the Train. This story was mostly about a cat that took the train to the zoo and had fun with his friend.

19. Main Idea- I Do Main Idea is what the story is mostly about. I know that this is the Main Idea because of certain details or information from the story.  The title Gus takes the Train  Gus and Peg played  Gus got off the train at the zoo

20. Main Idea- We Do Remember, Main Idea is what the story is mostly about. Let’s think about the story we read last week, Jack and the Wolf. Let’s turn to page 15 in our books. Do a picture walk through the story to review. Turn and talk to your group about Jack and the Wolf and what it was mostly about.

21. Main Idea- We Do What was the Main Idea of Jack and the Wolf, or what was Jack and the Wolf mostly about? Discuss each choice with your partner and decide on an answer together. Was Jack and the Wolf about  A wolf that scared all of the people in the town  A little boy who tricked the people and they didn’t believe him in the end  A little boy who played with the wolf and sheep so the people played with them too.

22. Main Idea- We Do Share…  A wolf that scared all of the people in the town  A little boy who tricked the people and they didn’t believe him in the end  A little boy who played with the wolf and sheep so the people played with them too.

23. Main Idea- We Do Jack and the Wolf was mostly about b. A little boy who tricked the people and they didn’t believe him in the end This is the Main Idea of the story Jack and the Wolf. How did you know that this was the Main Idea? What details from the story helped you find this? Discuss with your group. Find the details in the story and tell the page number.

24. Main Idea- You Do Today I read How Animals Communicate. What is the Main Idea of this story? What was the big idea, or what was it mostly about? I will read it again as you follow along. Remember to think about the big idea or what it was mostly about as I read. Be sure to track the print and look at the photographs.

25. Main Idea- You Do You are going to draw a picture of the Main Idea of the story How animals communicate. You are going to also write about it. Remember, it is ok if you misspell some of the words but be sure to try to spell them by sounding them out. I will be walking around to help if needed. Closure: we will share and discuss drawings.

26. Main Idea- They Do They Do will be completed in the Library station.

27. Commas in a Series- I Do This is a comma, A comma is a punctuation mark that is used in sentences to separate a series of words. When reading and you get the comma, you know to slow down or pause and then keep on reading. Anticipatory Set: https://www.youtube.com/watch?v=ZAUjO2gEfXI&index=1&list=PLF2q7Oy3Iln65Wy0RmdJqoI GRiUGYsCGp https://www.youtube.com/watch?v=ZAUjO2gEfXI&index=1&list=PLF2q7Oy3Iln65Wy0RmdJqoI GRiUGYsCGp

28. Commas in a Series- I Do Let’s look at the following sentences. Notice how the commas separate the series of words.  My mom cooked ham, peas, rice, and pie.  Pink, purple, and blue are my favorite colors.  She has a pet turtle, dog, and cat.

29. Commas in a Series- We Do Let’s practice! Where should the commas go in the following sentences? (volunteer) Do you have pencil paper and crayons?

30. Commas in a Series- We Do Let’s practice! This is where the commas should go because commas are used to separate the series of words. Do you have pencil, paper, and crayons?

31. Commas in a Series- We Do Let’s do some more! Where should the commas go in the following sentences? (volunteer) I like to read dance and play.

32. Commas in a Series- We Do Let’s do some more! This is where the commas should go in the sentence because the commas are used to separate the series read dance and play. I like to read, dance, and play.

33. Commas in a Series- You Do Your turn! Copy the following sentence on your white board. Place the commas in the sentence to separate the series of words. She saw a horse bird and lion at the zoo.

34. Commas in a Series- You Do Your turn! She saw a horse bird and lion at the zoo. Chin it!

35. Commas in a Series- You Do Try another! Copy the following sentence on your white board. Place the commas in the sentence to separate the series of words. The ball is blue red and yellow.

36. Commas in a Series- You Do Your turn! The ball is blue red and yellow. Chin it!

37. Commas in a Series- They Do Let’s practice some more just to make sure you have it. Remember, we use commas in sentences to separate a series of words. Work with your A-B partner to put commas in the following sentences. One partner should write the sentences. Both of you will decide where the commas go. Then the other partner write the commas.

38. Commas in a Series- They Do  Do you see the nest bird and eggs?  I have a black blue and pink bag.  We have pencils paper and glue.

39. Commas in a Series Closure: Share your partner work. We will also work on this some more in the writing station.

40. Science This week we are discussing living things. Living things have basic characteristics. Living things:  Grow and develop  Move  Need food or water  https://www.youtube.com/watch?v=jDpav9mg3fs https://www.youtube.com/watch?v=jDpav9mg3fs

41. Science Let’s classify the following to see if they are living things or non- living. Discuss with your group. Be sure to ask yourself:  Grow and develop  Make babies  Move  Need food or water Share…

42. Science We will work on some more activities about living things throughout the week. Remember… Living things:  Grow and develop  Move  Need food or water Closure: Are you a living thing?

43. Day 2-4 This week we have been working on new skills. At the end of this lesson you should be able to:  Decode and blend words with short i  Read high frequency words  Identify Main Idea and details  Use commas in a series Let’s Review!

44. VOCABULARY animal- a living thing other than a human how- in what way make- to produce why- for what? What reason? some- no certain amount

45. SPELLING Say, Sound, Spell, Say... in i n i n in will w i l l w i l lwill did d i dd i ddid sit s i ts i tsit six s i xs i xsix big b i gb i gbig

46. Phonics (day 2)  Yesterday we created the –ip word family. Today we will think of ways to blend /r/

47. Phonics (Day 2)  How many words can we think of? We will write them on the board.  tr-br- gr- cr-fr-  truckbrick grip crackfrog

48. Main Idea- Review A few weeks ago we discussed Main Idea. This week we are going to revisit Main Idea as well as identifying the details that help us to identify the Main Idea. Main Idea is the big idea or what the story is mostly about. Using details or information from the story can help you identify the Main Idea of the text. https://www.youtube.com/watch?v=_Jb0JuslzDQ

49. Commas in a Series- Review Remember, we use commas in sentences to separate a series of words. Place commas in the correct place in these sentences. Non-volunteer and volunteers  Do you see the nest bird and eggs?  I have a black blue and pink bag.  We have pencils paper and glue.

50. Stations We will review these skills some more in stations. Please refer to the Station Rotation board. Facilitators, make sure all of your members are at the right station at the right time.

51. Stations For a Participation Grade- Must turn in at least 3 a week. 1.Library- (Must do) Choose a story from the library. Write a complete sentence telling what the main idea is in the story.(Can do) Partner read this week’s story. 2. Word Work- (Vocabulary Must do)Write a complete sentence from five words on the word wall.(Spelling Can do) Rainbow write your spelling words. 3. Listening- listen the center book on CD. Write a complete sentence telling the main idea is in the story. 4. Phonics- (Must do)Complete the work sheet in the red folder. (Can do 1- Complete 1 worksheet from the blue folder. Can do 2- build real words using the letters in the red bucket. 5. Writing- (Must do) Finish your what living things need writing and illustration. (Can do) Write about and illustrate an example of “tenacity”. 6. Fluency- (Must do) Partner read this week’s story. (Can do :1Compete the sight word practice worksheet in the red then blue folder. (Can do 2) Make sight word flash cards to practice with a partner. 7. Technology- abcya.com- abc order. Short /i/

52. Stations (Tuesday) 1 Library, 2 Word Work, 3 Listening, 4 Phonics, 5 Writing, 6 Fluency 7 technology GroupRotation: 1 2 __ 9:20-9:40 12:15-12:45__ A71 B12 C23 D34 E45 F56

53. Stations (Wednesday) 1 Library, 2 Word Work, 3 Listening, 4 Phonics, 5 Writing, 6 Fluency 7 technology GroupRotation: 1 2 __ 9:20-9:40 12:15-12:45__ A23 B34 C45 D56 E67 F71

54. Stations (Thursday) 1 Library, 2 Word Work, 3 Listening, 4 Phonics, 5 Writing, 6 Fluency 7 technology GroupRotation: 1 2 __ 9:20-9:40 12:15-12:45__ A45 B56 C67 D71 E12 F23

55. Teacher Table  Hortons 1- Letters, letter sounds, and sight words  Hortons 2- Break and blend words and sounds, sight words, reading skill: identify characters, review adjectives  Loraxes- Close read (see the next slide)  Sneetches- Sight Words, Reading Skill, review adjectives  Hortons 1(far below) Hortons 2(below) Lorax(above) Sneetches (on)

56. Close Reading Close Reading will be done at the Teacher Table with the Tier I students. Title: Schools Everywhere Tuesday: We receive our passage and read it through once. The students write down or highlight “tricky” words. I then read the text aloud once as they follow along. We talk about the words they wrote down and see if we can figure out their meaning using context clues. Wednesday: We take out our passage and re-read it. I review the vocabulary terms we learned yesterday and students receive the vocabulary sheet to complete. Students circle the words in the passage and we go over it together.  Thursday: We read the passage again and receive the comprehension page. We go through each question together and answer them while highlighting the evidence from the text to support each answer

57. Assessments The following skills will be assessed Friday. Reteaching will be done if less than 80% mastered the skills.  Decode and blend words with short i  Read high frequency words  Identify Main Idea and details  Use commas in a series  Fluency  Text dependent questions (How Animals Communicate)