MCGF CE TI GE LS CS HOTS

Transcription

1 First Grade Reading District Curriculum Map Good Times we Share: Lunch Week 1 Use letter-sound correspondence to decode words and build a sight word vocabulary. Letter-sound association: /m/, /r/, /s/ Letter recognition: Consonants m, r, s, t, b Color Words Predicting Identify letter correspondences for /m/, /r/, /s/ Identify the letters m, r, s, t, b Recognize capital and lower case letters Use letter-sound knowledge to decode text Vocabulary Read and recognize color words Use words for colors Use illustrations to make predictions about a story Identify concepts of print: title, author, illustrator Make predictions Recall and retell a story Listen to a story to make predictions Recall favorite parts of a story Use of leveled readers and trade books with small groups Write color word on piece of paper and find magazine items matching color Write color words in different color and assess recognition of word Formative : Apply and Assess Workbook Comprehension Page Resources Scott-Foresman Grade 1 Reading Series, Unit 1, Week 1 MCGF CE TI GE LS CS HOTS

2 (Reading) Good Times We Share: Lunch Week 2 Use letter-sound correspondence to decode words and build a sight word vocabulary. Letter sound association: /c/k/, /n/, /p/, short /a/ Letter recognition: Consonants c, n, p and Vowel a Phonograms: -an, -ap, -at Shape and size words Classifying and predicting Identify letter correspondences for /c/k/, /n/, /p/, short /a/ Identify the letters, c, n, p, a Recognize capital and lower case letters Use letter-sound knowledge to decode text Vocabulary Read and recognize shape and size words Use shape and size words Recognize high frequency words Classify groups in a story Classify different objects Use of leveled readers with small groups. Place different objects and have students sort and classify. Place predetermined objects in assigned groups. Using different objects have students determine grouping for classification. Formative : Sort and Classify Workbook Comprehension Page Resources Scott-Foresman Grade 1 Reading Series, Unit 1, Week 2

3 Good Times We Share: My Families Market Week 3 (Reading) Use letter-sound correspondence to decode words and build a sight word vocabulary. Letter-sound association: /f/, /g/, /l/. short /i/ Letter recognition: f, g, l, i Phonograms: -ig, -it Number words Main Idea Identify letter correspondences for /f/, /g/, /l/, short /i/ Identify the letters f, g, l, i Recognize capital and lower case letters Use letter-sound knowledge to decode text Identify concepts of print: title, author, illustrator Use illustrations to make predictions about a story Make predictions Recall and retell a story Listen to story and identify the main idea Use leveled readers and trade books with small groups Write number words on a card and find matching numeral Write a sentence and identify number word in the sentence Formative : Apply and Assess Workbook Comprehension Page Resources Scott-Foresman Grade 1 Reading Series, Unit 1, Week 3

4 Good Times We Share: My Family s Market Week 4 (Reading) Recognize sight words. Use a variety of strategies to and skills to comprehend and interpret fiction. : Letter-sound association: /h/ /d/ /k/ short /o/ Letter recognition: consonants h, d, k, vowel o Fact and Fantasy Author s Purpose Identify sound correspondence of h, d, k, o Use letter/sound knowledge to decode words Identify letter/sound correspondence of h, d, k, o Identify words with short /o/ sound Identify phonograms of /ot/ and /op/ Recall and retell a story Listen to a story for pleasure Distinguish fact from fantasy Connect ideas across text Listen for facts and fantasy in a story Write sentences with high-frequency words Follow directions with high-frequency words Use of leveled readers and trade books with small groups Match pictures with beginning sounds of /h/, /d/, /k/, /o/ Formative : Apply and Assess Workbook Comprehension Page Resources Scott-Foresman Grade 1 Reading Series, Unit 1, Week 4

5 Good Times we Share: Tumble Bumble Week 5 Use letter-sound correspondence to decode words and build a sight word vocabulary. Concepts of Print: Demonstrate an understanding of the concepts of print Letter-sound association: /j/, /w/, /v/, short /e/ Letter recognition: consonants j, w, v, vowel e Rhyming Words Sequencing Concepts of Print: Book Awareness Identify letter correspondences for /j/, /w/, /v/, short /e/ Produce rhyming words Recognize rhyming and non-rhyming words Identify the letters j, w, v, e Identify phonograms et and en Use letter-sound knowledge to decode text Vocabulary Build vocabulary through discussion Recognize rhyming and non-rhyming words Identify sequence of events Use strategies to comprehend text Recall and retell a story Use personal interpretation to respond to a story Distinguish between fact and fantasy Concepts of Print: Locate title on cover Recognize author/illustrator Count words in a sentence Small group instruction focusing on /et/ and /en/ families Sequencing 3, 4, or 5 parts in a story after reading Fact and Fantasy Review in small groups Formative : Apply and Assess Workbook Comprehension Pages

6 Resources Scott-Foresman Grade 1 Reading Series, Unit 1, Week 5

7 Title Good Times we Share: Tumble Bumble Week 6 (Reading) : Use letter-sound correspondence to decode words and build a sight vocabulary. Concepts of Print: Demonstrate an understanding of the concepts of print. Letter-sound association: /x/, /y/, /z/, /q/, short /u/ Letter recognition: consonants x, y, z, q, vowel u Position words Recall and retell Concepts of Print: Book Awareness Recognize sound correspondence for /x/, /y/, /z/, /q/ short /u/ Recognize words that start with /z/ Recognize letter-sound correspondence for consonants x, y, z, q, vowel u Use letter-sound knowledge to read decodable text Recognize words with phonograms /ug/ /ut/ and /up/ Recognize rhyming words Build vocabulary through a word web Recognize position words that tell where Use words that tell where (position words) Recall a Story Recall and retell information from stories Use pictures to retell a story Segment syllables in a word Recognize how illustrations support the text Classify colors and animals Concepts of Print: Recognize title and author Small group instruction: use picture books to recall a story Distribute multi-syllabic words on cards to have student decode Formative : Apply and Assess Workbook Comprehension Page Resources Scott-Foresman Grade 1 Reading Series, Unit 1, Week 6

8 Title Take a Closer Look: The Nap/Oh, Cats Week 1 Short /a/ sound Final consonants Context Clues High-Frequency Words Identify, decode, and spell words with short /a/ and final consonants n, t, d, p, g, m Review initial consonants b, f, r, s Review: decode words with initial consonants: c,g, n, p, t Use sound-symbol relationships to read decodable text Use context clues to develop meaning of new words Recall and retell events in stories Use prior knowledge to make predictions and make sense of text Identify information found on the cover and title page of a book Read with fluency and understanding Given an onset of a word, have students change the rime Make word ladders with short /a/ words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 2, Week 1

9 Take a Closer Look: Look at That/Can You Find it? Week 2 Short /a/, final consonants Cause and Effect High-Frequency Words Identify, decode and spell short /a/ words and final consonants Use sound-symbol relationships to read decodable text Review initial consonants: d, h, k, j, l, v, w, y, z Use prior knowledge to make predictions and make sense of text Identify the main idea of a selection Recognize implied cause and effect in a story Recognize a story s setting Use context to develop meaning of new words Use prior knowledge to anticipate meaning of texts Establish purposes for reading Identify cause-and-effect relationships Read with fluency and understanding Read with accuracy and comprehension Small Group: Using familiar phonics stories identify main idea Small Group: Review previous letter sounds and short a words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 2, Week 2

10 Take a Closer Look: What Do I See?/I Went Walking Week 3 Short i, Final ck Predicting High-Frequency Words Identify, decode, build and spell the sounds of short /i/ and final /ck/ Use sound-symbol relationships to read decodable text Review: decode words with final consonants: n, t, d, p, g, m Use prior knowledge to anticipate meaning and make sense of text Identify setting Make predictions about a story Use context to discuss meaning of new words and develop vocabulary Establish purposes for reading Read with fluency and understanding Using familiar books, make a list of different settings from stories Small group instruction: Make word families using short /i/ and final /ck/ Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 2, Week 3

11 Take a Closer Look: Fish Mix/How Many Fish? Week 4 Short /i/ Final x Setting High-Frequency Words Identify, spell and decode words with short /i/ and final /x/ Use sound-symbol relationship to read decodable text Context clues to develop meaning of new words Identify cause and effect Use prior knowledge to anticipate the meaning of text and make predictions Use context to discuss meaning of new words Read with fluency and understanding Read to be entertained Small group instruction: Make words with short /i/ and final /x/ Using new stories, write predictions about what might happen Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 2, Week 4

12 Take a Closer Look: Jog, Frog, Jog/Tadpole Week 5 Short o -s plurals Author s Purpose High-Frequency Words Identify, decode, build, and spell words with the short o and the s plural Use sound symbol relationships to read decodable text Use structural clues to decode and identify words with s plurals Use prior knowledge to make sense of text Recognize implied cause and effect relationships Identify and recognize the author s purpose Identify why the author wrote the selection Use context clues to make predictions about text Establish purposes for reading Read with fluency and understanding Read with accuracy and comprehension Small group instruction: Make words with short /o/ and s plural Using new stories, identify the cause and effect relationships Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 2, Week 5

13 Take a Closer Look: Big Job/Sweet Potato Pie Week 6 Short /o/ Inflected endings s and -ing Cause and Effect High-Frequency Words Identify, decode, spell words with short /o/ and inflected ending s and ing Use sound-symbol relationships to read decodable texts Use structural cues to decode and build words with inflected ending s and ing Review: short /i/ Use prior knowledge to make predictions and make sense of text Identify implied sequence of events Establish purposes for reading Recognize cause and effect Read with fluency and understanding Write sequence of events for morning routine at home Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 6, Week 1

14 Let s Learn Together: The Big Mess; The Little Red Hen 1 Week : Use letter-sound correspondence to decode words and build a sight vocabulary. : Short /e/ sound, double final consonant sounds Short /e/, double final consonants Compare and Contrast Identify short /e/ sound and double final consonant sounds Identify and decode words with short /e/ and double final consonants Use letter-sound knowledge to read decodable text Activate Prior Knowledge Connect literature to real-life Draw on experiences of others to form broader perspectives of topics Recall details to comprehend text Make comparisons and identify contrasts Small group instruction: use picture books to compare and contrast stories Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 3, Week 1

15 Let s Get Together: Yes we Want; Cat Traps Week 2 : Use letter-sound correspondence to decode words and build a sight vocabulary. Short /e/ initial /r/ and /l/ blends short /o/ review Short /e/ initial /r/ and /l/ blend words Short /o/ cvc words Drawing conclusions High-frequency words Identify short /e/ and initial /r/ and /l/ blend sounds Identify and decode words with the sound of short /e/ and words with initial /r/ and /l/ blends Spell words with short /e/ (cvc) Use sound/symbol relationship to read decodable text Use context to develop meaning of new words Review comparisons and identify contrasts in a selection Use prior knowledge to make predictions Use pictures, text or other prior knowledge to draw conclusions Organize parts of a story into beginning, middle and end High-frequency words Small group instruction: use picture books to organize beginning, middle and end of a story Small group instruction: build words using c/v/c letter tile magnets with short /e/ sound, work with initial blends Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 3, Week 2

16 Let s Get Together: My Buddy, Stan; Biscuit Week 3 : Use letter-sound correspondence to decode words and build a sight vocabulary. Short /u/, initial /s/ blend sounds Short /u/ cvc words and initial /s/ blend words Main Idea High-frequency words Short /u/ and initial /s/ blend sounds Spell words with short /u/ phonograms Decode words with short /u/ Initial /s/ blends Use sound-symbol relationships to read decodable texts Review double final consonants Identify the implied cause and effect in a story Tell the implied main idea of a story Use context to construct meaning of new words Use prior knowledge to make predictions and make sense of text Reread stories to practice fluency Small group instruction: build words using c/v/c letter tile magnets with short /u/ sound, work with initial blends Use fairy tales to discuss main idea/moral of the story Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 3, Week 3

17 Let s Get Together: Trucks/Communities Week 4 : Use letter-sound correspondence to decode words and build a sight vocabulary. Use a variety of strategies and skills to comprehend and interpret nonfiction. Short /u/, initial c as /s/ sound, g as /j/ sound Short /u/ cvc words, c as /s/, g as /j/ High Frequency Words Context Clues Classify Practice fluency Identify and decode sounds of initial c as /s/, g as /j/ Build words with short /u/ phonograms Spell words with short /u/ (cvc) Use sound-symbol relationship to read decodable text Review: decode initial /r/ blends Use context to develop meaning of new words Determine the Author s purpose Classify by grouping things that are alike Use prior knowledge to make predictions about text Establish purposes for reading Read to be informed Read with fluency and understanding Small group instruction: classify a group of books that are alike and different Small group instruction: spell short /u/ words using whiteboards; group into word families Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 3, Week 4

18 Let s Get Together: Fox and Bear/Look at the Moon Week 5 : Use letter-sound correspondence to decode words and build a sight vocabulary. Short vowels Final blends Short vowels Final Blends Pronouns Context Clues High-frequency words Recognize words with short vowels Recognize words with short vowels Decode words with final consonant blends Build words with short vowels Spell words with final consonant blends Use sound-symbol relationship to read decodable text Use context clues to construct meaning of pronouns Use context to develop meaning of new words Use prior knowledge to make predictions about text Use context clues to construct meaning of pronouns Use context clues to figure out unfamiliar words Establish purposes for reading Read for entertainment Recognize High frequency words Read with fluency and understanding Small group instruction: read a story with pronouns and identify who they belong to Using read a variety of stories with short vowel sounds Formative : Apply and Assess

19 Resources Scott-Foresman Grade 1 Reading Series, Unit 3, Week

20 Title Let s Get Together: I Can Read/Lilly Reads/ Week 6 : Use letter-sound correspondence to decode words and build a sight vocabulary. Short vowels Short vowels Contractions Character High-Frequency words Identify short vowel sounds Identify and decode short vowel sounds Build/spell words with short vowels Use sound-symbol relationship to read decodable text Review: decode words with initial /s/ blends Recognize and use contractions Decode contractions Use vocabulary to describe ideas, feelings, and experiences Use context to develop meaning of new words Use prior knowledge to make predictions about text Classify Identify the characters in a story Relate to characters Establish purposes for reading Recognize and read high-frequency words Read with fluency and understanding Small group instruction: identify main characters and supporting characters in a story Small group instruction: Review short vowel word families Play Short Vowel Bingo Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 3, Week 6

21 Favorite Things Old and New: Red Stone/Gingerbread Man Week 1 Use letter-sound correspondence to decode words and build a sight vocabulary. Long /a/ CVCe words Inflected ending -ed Realism vs. fantasy High-frequency words Identify and decode words with long /a/ (CVCe) and inflected ed ending Spell words with long /a/ (CVCe) Use sound-symbol relationship to read decodable text Review: build words with final consonant blends Review: decode and build words with soft g /j/ sound Use prior knowledge to make predictions and make sense of texts Draw conclusions Distinguish realism from fantasy Use context clues to construct meanings for new words and develop vocabulary Small group: give students a card with missing vowels (i.e.: w_v_) students fill in the missing long vowel/silent e on the words to create new words Classify books into groups of realism and fantasy with partners Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit4, Week 1

22 Favorite Things Old and New: The Same as You/Cherry Pies Week 2 Use letter-sound correspondence to decode words and build a sight vocabulary. Long /a/ (CVCe) Initial digraphs ch, th Theme High frequency words Identify long /a/ sound, initial digraph ch and th, decode words with same Build words with long /a/ phonogram Spell words with long /a/ and short /a/ Review: build words with /qu/ Use sound-symbol relationship to read decodable text Use context clues Use prior knowledge to make predictions and make sense of texts Identify theme in a story Recognize theme in a passage Read with fluency, understanding, accuracy and comprehension Read to be entertained Small group instruction: build word families with short /a/ vs. long /a/ Read stories with similar themes to compare and contrast Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 4, Week 2

23 Favorite Things Old and New: Rose and Grandma/Our Family Week 3 Long /o/ Initial digraphs sh and wh Main Idea High-frequency words Identify the long /o/ sound and initial sh and wh Decode words with long /o/ (CVCe), intial sh and wh Build words with long /o/ phonogram Spell words with long /o/ words (CVCe) Use sound-symbol relationship to read decodable text Review: use structural cues to decode contractions Use context to develop meanings of new words Make inferences from text Use prior knowledge to make predictions about text Identify the main idea of a selection Use context clues to construct meanings for new words and develop vocabulary Respond to different customs reflected in literature Read with fluency and understanding Cut pictures from magazines to identify words beginning with sh and wh; label pictures Small group instruction: identify main idea in simple paragraphs Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 4, Week 3

24 Favorite Things Old and New: Rolling Rice Cake/Rat and Cat Week 4 Long /i/ (CVCe), medial consonants Author s Purpose High-frequency words Identify and decode words with long /i/ (CVCe), medial consonants Build/spell words with long /i/ Use sound-symbol relationship to read decodable text Use context to develop meanings of new words Summarize a selection Use prior knowledge to make predictions about text Understand the author s purpose is why the author writes Read with fluency and understanding Small group instruction: with a selection of medial consonant words, have students circle medial consonants and chunk words Small group instruction: make word families with long /i/ words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 4, Week 4

25 Favorite Things Old and New: June and the Mule/Slim, Luke Week 5 Long /u/ sound, final digraphs Plot High-frequency words Identify and decode words with long /u/ (CVCe), final digraphs (ch, tch, sh, th) final consonants ng, nk Build/spell words with long /u/, final digraphs and consonants Use sound-symbol relationship to read decodable text Review: build words with long /i/ Use prior knowledge to make predictions about text Establish purposes for reading Identify elements of plot Read with fluency and understanding Read to be entertained Small group instruction: reteach and review final digraphs and final consonants Using familiar stories from previous weeks, identify plot with a partner Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 4, Week 5

26 Favorite Things Old and New: Riddle-Dee Fiddle/The Riddles Week 6 Long /e/ (e, ee), compound words Realism and Fantasy High-frequency words Identify and decode words with long /e/ sound Build/spell words with long /e/ sound (e, ee) Use structural cues to recognize and decode compound words Use sound-symbol relationships to read decodable text Review: decode words with medial consonants Use prior knowledge to make predictions and make sense of text Understand author s purpose Determine whether a story is make-believe or could really happen Use context to develop meanings of new words Use prior knowledge to make predictions about text Understand the author s purpose is why the author writes Establish purposes for reading Read with fluency and understanding Read to be entertained Small Group instruction: with word cards, identify words that may create compound words. Break apart compound words into single words Review high-frequency words from previous weeks Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 4, Week 6

27 Take Me There: A Real Gift/Arthur s Reading Race Week 1 Long /e/: ea, inflected ending -ed Predicting High Frequency words Identify and decode the long /e/ sound (ea), inflected ed ending Use sound-symbol relationships to read decodable text Build and spell words with long /e/ (ea) sound, inflected ed ending Use prior knowledge to make predictions and make sense of text Draw conclusions Make predictions about a selection Retell a story Establish purposes for reading Use context to develop meanings of new words Read with fluency and understanding Read to be entertained Small group instruction: reread the phonic story to do a word hunt for words with the long /e/ sound with ea spelling; make a list of words Extension: make predictions about what could happen next when a story has finished Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 5, Week 1

28 Take Me There: A Big Day for Jay/Lost Week 2 Long /a/: ai, ay Contractions Compare and Contrast High-Frequency Words Identify, decode, and spell words with the long /a/ sound (ai, ay) Use sound-symbol relationships to read decodable text Use structural cues to decode contractions Build and decode contractions Review: long vowels with silent e Review: identify plot Use prior knowledge to make predictions and make sense of text Identify similarities and differences of elements within text Use context to develop meanings of new words Recognize and respond to different places reflected in literature Establish purposes for reading Read with fluency and understanding Read to be entertained Small group instruction: teacher reads a long /a/ (ai, ay) word; students identify if it is spelled with ai or ay. Discuss words that have ai have a sound after them, and ay are words where the /a/ sound is the last in the word. Using a Venn Diagram, compare and contrast the two phonics stories Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 5, Week 2

29 Take Me There: Baby Otter Grows Up/Foal Week 3 Long /o/: oa, ow Inflected ending ing Sequence High-Frequency Words Identify, decode, and spell words with long /o/ sound (oa, ow) Identify and spell words with inflected ending ing Use sound-symbol relationships to read decodable text Review: build words with long /e/ (e, ee, ea) sounds Review: decode words with medial consonants Use context to develop meanings of new words Review: Identify the implied main idea of a selection Use prior knowledge to make predictions and make sense of text Recognize that events in a story happen in an ordered sequence Identify the sequence of events in a story Identify the importance of setting to a story s meaning Read with fluency and understanding Using multiple stories at different reading levels, have partners write a summary of 2 stories to discuss the importance of sequence in a story Small group instruction: using letter tiles and the phonogram ing, build ing words; write them into sentences Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 5, Week 3

30 Take Me There: What a Sight/Lost in the Museum Week 4 Long /i/: igh, ie Singular Possessives Cause and Effect High-Frequency Words Identify, decode, and spell words with long /i/ sound (igh, ie) Use structural cues to identify and decode singular possessives Use sound-symbol relationships to read decodable text Review: long /a/ (ai, ay) Review: decode contractions Use prior knowledge to make predictions and make sense of text Make predictions Identify and recognize implied cause and effect in a story Use context to develop meanings of new words Read with fluency and understanding Read to be entertained Small group/individual instruction: Re-teach singular possessive nouns Review contractions Using pictures, have students predict why something happened in a picture Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 5, Week 4

31 Take Me There: Chompy s Afternoon/Dinosaur Babies Week 5 Vowel sounds of /y/ (long /e/, long /i/) Compound words Main Idea High-Frequency Words Identify, decode, build and spell words with vowel sounds of y (long /e/, long i) Use structural cues to identify and decode compound words Use sound-symbol relationships to read decodable text Review: long /i/ (igh, ie) Use prior knowledge to make predictions and make sense of text Distinguish realism and fantasy Identify the implied main idea of a selection Use context to construct meanings of new words Read with fluency and understanding Read to be informed Small group instruction: with word cards, sort words with vowel sounds of y into groups of long /e/ and long /i/ Using familiar phonics stories, with a partner reread the story and write the main idea Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 5, Week 5

32 Take Me There: Abbie Burgess/The Bravest Cat Week 6 Vowel patterns of ew, ue Inflected ending es, plural -es Cause and Effect High-Frequency Words Identify, decode, build and spell words with vowel patterns of ew, ue; inflected and plural ending es Use structural cues to identify and decode words with inflected and plural endings es Use sound-symbol relationships to read decodable text Use context to construct meanings of new words Describe the setting in a story Use prior knowledge to make predictions and make sense of text Recognize and determine implied cause and effect in a story Use prior knowledge to determine the meaning of a text Read with fluency and understanding Small group instruction: sort words with inflected es and plural es endings; write into sentences Compare the settings of the phonics story and selection story Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 5, Week 6

33 Surprise Me!: Bluebirds in the Garden/The Garden Week 1 High-Frequency Words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 6, Week 1

34 Surprise Me!: Jordan Makes a Friend/Ice-Cold Birthday Week 2 High-Frequency Words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 6, Week 2

35 Surprise Me!: Show Time/Do You Live in a Nest? Week 3 High-Frequency Words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 6, Week 3

36 Surprise Me!: What s New in Mrs. Powell s Class?/Fox on Stage Week 4 High-Frequency Words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 6, Week 4

37 Surprise Me!: Doggy Art/The Snow Glory Week 5 High-Frequency Words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 6, Week 5

38 Surprise Me!: I ll Join You/Leon and Bob Week 6 High-Frequency Words Formative : Apply and Assess Resources Scott-Foresman Grade 1 Reading Series, Unit 6, Week 6