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Unit 5, Week 19
1st Grade
Required Texts
Extended Text
Mamas Birthday Present (Unit 4, RS)
Connected Short Texts
Looking for the Muffin Man (Unit 4, BM RT)
Big Ben Helps the Town (Unit 2, BM LR)
Jans New Home (Unit 3, RS)
Poem: If I Could Build a Town
Standards
Essential Questions
Suggested Texts
The Farmer in the Hat (Unit 2, RS)
Mayor Mom (Unit 2, RS Advanced LR)
The Kids Care Club (Unit 4, RS On-level LR)
Humpty Dumptys Fall (Unit 5, BM RT)
Farm Alarm (Unit 2, BM LR)
Duck for President by Doreen Cronin
My Teacher for President by Kay Winters
Our Community Garden by Barbara Pollak
Weekly Information
1RL7 Use illustrations and details to describe characters, setting, or events.
1RL10 With prompting and support, read prose and poetry of appropriate
complexity for grade one.
1RF3 Know and apply grade-level phonics and word analysis skill in decoding
words.
1RF2a Distinguish long from short vowels in spoken single-syllable words.
1RF3c Know final e and common vowel team conventions for representing long
vowel sounds.
1RF3g Recognize and read grade-appropriate irregularly spelled words.
1SL3 Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
Monday
Mini Lesson
(Incorporates
Read Aloud, ELA
skill)
Text: Little Red Hen
(Benchmark Big
Book, Unit 4)
Teach:
Read: Display The Little Red Hen. Read the title, author, and illustrator together.
Invite students to listen and follow along as you read the complete story for their
enjoyment.
Explain: Whenever I read a story, I pay attention to the story elements. Story
elements are the characters, the setting, the problem, and the resolution.
Model: As I look at the picture, I summarize what is happening. The Little Red Hen is
carrying a bag of flour. The other animals are not helping. I think about my own
experiences. When I have work to do, it is more fun if others help me. The work also
gets done faster. I synthesize this information to figure out that the hen will have a
problem with the other animals. Now lets summarize and synthesize to identify
what problem the Little Red Hen might have with the other animals. You can tell
your ideas by saying, I think the little Red Hens problem is that ________.
Active Engagement:
Use the close read text to reread through the first half of the story. Ask questions
about the text while reading. (See examples below.) You can record students
responses on the story elements chart (BLM 2).
Pages 2-5
Who are the characters in the story?
What is the setting for this story?
What does the Little Red Hen want to do?
What do the animals want to do?
Pages 6-8
o We can see the Little Red Hen has a problem. What is the little Red Hens
problem? What does she do about it?
Pages 9-10
o What happens at the mill? How can we summarize the Little Red Hens
problem?
Link: We used words and pictures to help us summarize what happened in the story.
This helps us understand the story elements, especially identifying the problem.
These are good strategies for you to use when you are reading independently
today.
Monday
Below-Level
Brianna
Raquez
Khristina
TyShiya
walk
float
pal
lost
pole
stomp
spoke
smoke
spot
chose
Phonics:
Sort long and short u words
Sample Words: cube, cure, cute, duke, mule, mute, rude, rule, tube, tune, use, due, glue, clue, cue,
Sue, true
Comprehension Skill from Mini-Lesson:
Review the story elements discussed during todays mini-lesson. Review the high frequency words
from this story on page 70. Take a picture walk through the story Jans New Home (Reading Street,
Unit 3). While going through the story, discuss the story elements that the students notice. Echo
read this selection, modeling for fluency and diction.
On-Level
Mekari
Serenity
Alicia
ZaNiyah
Jessie
Brett
Dameon
Victoria
Jordan
Phonological Awareness:
Listen to these words and tell me if each word has the long o sound or not. Give me thumbs up if
the word has the long o sound and thumbs down if the word doesnt have the long o sound. For
example, if the word is cop, you would show me thumbs down. If the word is cope, you would show
me thumbs up. Pronounce these words to have the students indicate if the word has the long /o/
sound:
woke
stove
walk
float
pal
lost
pole
stomp
spoke
smoke
spot
chose
Phonics:
Sort long and short u words
Sample Words: brute, cube, cure, cute duke, flute, mule, mute, prune, rude, rule, tube, tune, use,
blue, clue, cue, due, glue, Sue, true
Comprehension Skill from Mini-Lesson:
Review the story elements discussed during todays mini-lesson. Review the high frequency words
from this story on page 70. Take a picture walk through the story Jans New Home (Reading Street,
Unit 3). While going through the story, discuss the story elements that the students notice. Choral
read this selection.
Above-Level
Frances
Xiomara
David
Jada
Cameron
Tyriek
Phonological Awareness:
Listen to these words and tell me if each word has the long o sound or not. Give me thumbs up if
the word has the long o sound and thumbs down if the word doesnt have the long o sound. For
example, if the word is cop, you would show me thumbs down. If the word is cope, you would show
me thumbs up. Pronounce these words to have the students indicate if the word has the long /o/
sound:
woke
stove
walk
float
pal
lost
pole
stomp
spoke
smoke
spot
chose
Phonics:
Sort long and short u words
Sample Words: brute, chute, flute, perfume, prune, argue, blue, clue, glue, rescue, statue, tissue,
Tuesday
Comprehension Skill from Mini-Lesson:
Review the story elements discussed during todays mini-lesson. Review the high frequency words
from this story on page 70. Take a picture walk through the story Jans New Home (Reading Street,
Unit 3). While going through the story, discuss the story elements that the students notice. Take
turns reading pages from this selection.
Stations
Independent Reading-Identify the story elements in the text you are reading.
Buddy Reading-Reread The Little Red Hen. Draw a picture of the setting (Use BLM 3)
Computers-www.kizphonics.com Long u Crocodile Game
Word Work-Practice adding s or es to the endings of words (Practice book 1.2 pg. 23)
Writing-Write a journal entry about a trip you have taken.
TUESDAY
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)
Text: Little Red
Hen (Benchmark
Big Book, Unit 4)
Tuesday
Below-Level
rope
cope
stone
broke
vote
rode
rose
bone
cone
shore
Phonics:
Sort words that end are more than one or
Words: mixes, kisses, wishes, patches, buzzes, tosses, rushes, waxes, foxes, glasses, matches
Brianna
Raquez
Khristina
TyShiya
Ending -es
On-Level
Brett
Mekari
Dameon
Serenity
Victoria
Phonological Awareness:
I am going to give you a word with the long // sound in it. I want you to segment the words into
individual sounds. So if I say, joke you would give me /j/, / /, k/. Pronounce these words to have
the students segment the words into phonemes.
tone
woke
Alicia
ZaNiyah
Jessie
Jordan
Advanced
stone
broke
vote
rode
rose
bone
cone
shore
Phonics:
Write the following words and have individuals read them.
Words: foxes, rushes, pushes, classes, kisses, dishes, mops, glasses, rocks, bosses, catches, kicks,
mixes, yelling, rested
Comprehension Skill from Mini-Lesson:
Review the story elements discussed during todays mini-lesson. Review the high frequency words
from this story at the beginning of the leveled reader. Take a picture walk through the story The New
Park (Reading Street, Unit 3, On-Level Reader). While going through the story, discuss the story
elements that the students notice. Choral read this story, practicing with decoding words. Students
will complete the The New Park theme page.
Phonological Awareness:
I am going to give you a word with the long // sound in it. I want you to segment the words into
individual sounds. So if I say, joke you would give me /j/, / /, k/. Pronounce these words to have
the students segment the words into phonemes.
tone
woke
Frances
Xiomara
David
Jada
Cameron
Tyriek
rope
cope
rope
cope
stone
broke
vote
rode
rose
bone
cone
shore
Phonics:
Write the following words and have individuals read them.
Words: beaches, reaches, teaches, touches, searches, leashes, marshes, babies, bunnies, studies,
scurries, spies, strawberries, scarves, leaves
Point out the words that change y to I or f to v before adding es. Discuss unfamiliar words and then
have individuals choose several words to read in a sentence.
Comprehension Skill from Mini-Lesson:
Review the story elements discussed during todays mini-lesson. Review the high frequency words
from this story at the beginning of the leveled reader. Take a picture walk through the story Pins in
the Map (Reading Street, Unit 3, Above-Level Reader). While going through the story, discuss the
story elements that the students notice. Choral read this story, practicing with decoding words.
Students will complete the Pins in the Map theme page.
Stations
Independent Reading-Identify the story elements in the text you are reading.
Buddy Reading-Reread The Little Red Hen. Draw a picture of the setting (Use BLM 3)
Computers-www.kizphonics.com Long u Crocodile Game
Word Work-Practice adding s or es to the endings of words (Practice book 1.2 pg. 23)
Writing-Write a journal entry about a trip you have taken.
Wednesday
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)
Teach:
Read: Conduct shared reading of the entire text, inviting students to chime in when they know
the words or assign specific lines to different group of students. For example, table one could
recite Little Red Hens lines, and table two could recite the pigs lines, etc.
Model: Model completing the Share the Book form. You may choose a book that you have
recently read, like Ruby in Her Own Time.
Active Engagement:
Decide if you would recommend this book to a friend. Complete the Share the Book form (BLM
5) listing three reasons why or why not.
Link: Remember, good readers identify the characters, setting and story problems, This helps
them better understand what they have read. Remember to think about the story elements
when you read and listen to other stories.
Below-Level
Brianna
Raquez
Khristina
TyShiya
On-Level
Mekari
Serenity
Alicia
ZaNiyah
Jessie
Brett
Dameon
Victoria
Jordan
Advanced
Frances
Xiomara
David
Jada
Cameron
Tyriek
Stations
Independent Reading-Identify the story elements in the text you are reading.
Buddy Reading-Reread Tuesdays leveled reader. Complete the vocabulary master.
Computers-www.tumblebooks.com Listen to Mason Moves Away (5 minutes). Complete a story elements graphic organizer for
this story.
Word Work-Practice adding s or es to the endings of words (Spelling Practice book pg. 59)
Writing-Look back at pages 82-83. How is Jans new neighborhood different from her old one?
Thursday
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)
Text: Little Red
Hen (Benchmark
Big Book, Unit 4)
Reread: Read the book again, inviting students to read along with you. Tell them to put
expression into their voices, too.
Analyze: As we read The Little Red Hen, we was how the Little Red Hen worked and worked,
even when no one would help her. Lets imagine that one of the characters was sorry about
being lazy. Lets write a letter the animal might send to the Little Red Hen apologizing. Well
make a list of character traits that the animal might use to describe the Little Red Hen.
Active Engagement:
Use these questions to prompt student thinking:
*What words describe someone who works really hard? (busy, conscientious, hardworking)
*How could you describe someone who never gives up? (energetic, persistent, doesnt quit)
*How would you feel after you worked so hard? How do you think the Little Red Hen feels at
the end of the story? (proud, tired, happy)
Reread students ideas aloud.
Link: Today we analyzed the Little Red Hens character traits. We will use this to help us write
an apology letter tomorrow. Think about the characters in your books that you read
independently today. How would you describe them? Are the similar or different from the
Little Red Hen?
Below-Level
Brianna
Raquez
Khristina
TyShiya
On-Level
Mekari
Serenity
Alicia
ZaNiyah
Jessie
Brett
Dameon
Victoria
Jordan
Advanced
Frances
Xiomara
David
Jada
Cameron
Tyriek
Second Word
Phonological Awareness:
Word Building: Using a pocket chart and letter cards or magnetic letter tiles work through the word chain.
Challenge this group to find ways to change the letters on their own to make a new word entirely.
Example: (duck to cake: duck, luck, lack, lace, lake, cake)
Phonics:
Sort and review compound words.
Sample words: scarecrow, thunderstorm, inchworm, understand, tablecloth, sweatshirt, seashore,
sailboat, peppermint
Compound Word
First Word
Second Word
Stations
Independent Reading-Identify the story elements in the text you are reading.
Buddy Reading-Reread Tuesdays leveled reader. Complete the vocabulary master.
Computers-www.tumblebooks.com Listen to Mason Moves Away (5 minutes). Complete a story elements graphic organizer for
this story.
Word Work-Practice adding s or es to the endings of words (Spelling Practice book pg. 59)
Writing-Look back at pages 82-83. How is Jans new neighborhood different from her old one?
Friday
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)
Text: Little Red
Hen (Benchmark
Big Book, Unit 4)
Below-Level
Brianna
Raquez
Khristina
TyShiya
On-Level
Mekari
Brett
1.
2.
3.
1.
2.
Spelling Test
Dibels Testing
Serenity
3. High Frequency Word Assessments
Dameon
Alicia
Victoria
ZaNiyah
Jordan
Jessie
Advanced
1. Spelling Test
2. Dibels Testing
Frances
3. High Frequency Word Assessments
Xiomara
David
Jada
Cameron
Tyriek
Stations
Independent Reading-Identify the story elements in the text you are reading.
Buddy Reading-Reread Tuesdays leveled reader. Complete the vocabulary master.
Computers-www.tumblebooks.com Listen to Mason Moves Away (5 minutes). Complete a story elements graphic organizer for
this story.
Word Work-Practice adding s or es to the endings of words (Spelling Practice book pg. 59)
Writing-Look back at pages 82-83. How is Jans new neighborhood different from her old one?