Little Red Riding Hood

Size: px
Start display at page:

Download "Little Red Riding Hood"

Transcription

1 GUIDED READING FAIRY TALE Little Red Riding Hood Written by Robert Vitro and illustrated by Jeff Mack KEY IDEA A little girl in a red cape sets out to visit her grandmother, but meets up with a pesky wolf on the way. LITERACY STANDARDS ADDRESSED IN THIS PLAN RL.1.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.4 Craft & Structure Sessions 1, 2, 3 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 2, 3 Use illustrations and details in a story to describe its characters, setting, or events. L.1.5 Vocabulary Acquisition & Use Additional Instruction With guidance and support from adults, demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RF.1.3b Phonics & Word Recognition Session 2, Additional Instruction Decode regularly spelled one-syllable words. RF.1.4a Fluency Session 2 Read grade-level text with purpose and understanding. W.1.3 Text Types & Purposes Writing Connection Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ISBN RL.1.10 Range of Reading & Level of Text Complexity With prompting and support, read prose and poetry of appropriate complexity for grade 1. SL.1.1 Comprehension & Collaboration Sessions 1, 2, 3 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.4c Vocabulary Acquisition & Use Additional Instruction Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). W.1.8 Research to Build & Present Knowledge Sessions 2, 3 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. MONDO BOOKSHOP GRADE 1 1

2 Session 1 Text Selection: pp LEARNING FOCUSES RL.1.2, RL.1.7 Students read closely and use illustrations and text evidence to retell the key events in a story and demonstrate understanding of the story s central message or lesson. PREVIEWING THE TEXT 5 minutes Read aloud the title and the author and illustrator credits. Discuss the cover illustration with students. Then read the back cover together. Let s read the title of the story together: Little Red Riding Hood. Who has heard this story before? It looks like a lot of you have heard it. Who can share a little about the story from what we read on the back cover? A girl in a red cape goes to visit her grandmother. She has an exciting adventure. This is an old and well-known story. Many grown-ups heard the story when they were children. Let s read and find out what happens. RL.1.4 Point out the pattern of questions and answers used throughout the book. Discuss how this pattern creates a rhythm in the story. COMPREHENSION SHARE Fairy tales usually have a message to share. Think about what happens in the story. Think about what the author wants you to learn. Corrective Feedback Have students closely reread the title and first sentences to identify how key events are shown in the illustrations. Encourage them to silently or softly reread line by line and look at the pictures, stopping to think and talk together about their understandings. SL.1.1 DISCUSSION Collaborative READING THE TEXT CLOSELY 10 minutes Explain the learning focuses to students and read pages 2 7. Provide support as necessary as you circulate while students read. When they are finished reading, check students application of the learning focuses. Provide support if needed. Today we are going to read closely and find out what happens to Little Red Riding Hood. We ll think about the characters, the setting, and the key events to come up with a central message or lesson. The illustrations will also give us information. Let s begin by reading pages 2 7. Can anyone describe the setting? Where does the story take place? in the woods What do you learn about the woods from the illustration? At the beginning, the woods are sunny and green. But by page 6, it looks like the woods are getting dark and black. That s a great observation. What do you think this means? Maybe they re getting darker because something scary is going to happen. We ll have to read and find out, but first, who can retell the beginning of the story? Use your own words. Little Red Riding Hood is going to see her granny. As she walks through the woods, she stops to talk to the Big Bad Wolf. If you are satisfied that students can apply the learning focuses, read the rest of the book with them. If needed, prompt students to reread pages 2 7 and have them describe the characters, setting, and events. Today our work as readers is to retell the story and the key details. Later, we ll determine the author s central message or lesson. Let s use the illustrations to help us. DISCUSSING THE TEXT 5 minutes Guide students to use the text and illustrations to retell the story. Our purpose for reading today is to retell the story, including key details. Before we read, we talked about the back-cover text. The author said that Little Red Riding Hood is going on an exciting adventure. Talk about what happened in the story that supports his statement. 2 LITTLE RED RIDING HOOD

3 She goes to Grandmother s house and meets the Big Bad Wolf in the woods. The Big Bad Wolf pretends to be her grandmother, and then the woodsman scares him away. It was an exciting story! You described the details to retell the events. How did the illustrations help you understand the story? On page 9, I saw the Big Bad Wolf running to Grandmother s house, and he looked hungry. It made me think that Grandmother was in danger. And she was. The Big Bad Wolf locked her in a closet. You explained how the text and the illustration work together to help you understand more about the story. Focus on the word woodsman on page 15. The word woodsman appears in our reading today. Let s reread the sentence on the page where the word appears. Share what we understand about this character so far. He s holding an ax; he s a good person; he gets the wolf to leave. Great. How did you come up with those ideas? I looked at the picture and read the words. Who can tell us what kind of job the woodsman does? He cuts down trees. Right, a woodsman works in the woods cutting down trees. You can use the words and text whenever you come to an unfamiliar word in a story. Confirm students good use of the learning focuses and encourage them to keep the focuses in mind whenever they read stories. You used the text and illustrations to retell the story, including the key details. Remember to do this whenever you read a story to help you understand what you read. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. ELL SUPPORT RL.1.7 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: B: This picture shows. I/A: This illustration helped me understand. RL.1.4 Word Meaning TEACHER S CHOICE COMPREHENSION: RETELL E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to retell what happened at the beginning, middle, and end of Little Red Riding Hood. Review students answers as you evaluate their mastery of the learning focus. RL.1.2 COMPREHENSION Retell MONDO BOOKSHOP GRADE 1 3

4 Session 2 Text Selection: pp LEARNING FOCUSES RL.1.2, RL.1.5, RL.1.7 Students read closely to explain differences between books that tell a story and books that give information. They continue to use text and illustrations to retell the key events in a story and demonstrate understanding of the story s lesson. TEACHER TIP Gather a bin of 6 8 books. Have students sort the books into two piles: stories and informational books. Talk about what is the same and different in the two types of books. RETURNING TO THE TEXT 5 minutes Ask students to reflect on their reading in Session 1. Prompt them to recall how they applied the learning focuses. Let s review what we talked about in the last session. We read about Little Red Riding Hood and the Big Bad Wolf. The woodsman saved her and her grandmother. We used the words and pictures to retell the story. READING THE TEXT CLOSELY 10 minutes Explain the new learning focus. Invite students to read pages 2 7 once more. Check in to see how well they have understood the new focus. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan. Today as we reread, we ll continue to use text and illustrations to retell the story events. We ll also discuss differences between types of books. This may help us understand how the events are described. Let s begin by thinking about why the author wrote this book. What do you think? Maybe he wanted to retell the story in a fun way; it was exciting.) An author can write to entertain and share a message, or an author can write to give information about a topic. Thinking about why the author wrote the text can help you understand and enjoy what you read. Now, let s reread pages 2 7 together to help us retell the beginning of the story. Can you tell us what is happening? Little Red Riding Hood goes into the woods with a basket of food for her Grandmother. Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode regularly spelled one-syllable words such as red (p. 2) and Mom (p. 3). Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading. SL.1.1 DISCUSSION Collaborative COMPREHENSION SHARE You can use illustrations to help you retell a story in your own words. Tell how the story begins. Then tell what happens in the middle. Finally, tell how it ends. 4 LITTLE RED RIDING HOOD DISCUSSING THE TEXT 5 minutes Facilitate a discussion in which students retell the story by using key details from the text and illustrations. Guide them to use the structure of the text to explain the differences between fiction and nonfiction. We talked about why the author wrote this story. Let s think about the format. What do you notice about the words and sentences? A sentence asks a question, and then the next sentence answers the question. Why do you think the author used this style of writing? It makes the book fun to read because we wonder what happens next. The author builds suspense with the questions to keep our attention. What else do you notice? The author says things to the characters, like on page 7 when he writes, No, no, Little Red Riding Hood!

5 This type of comment also makes the story more fun to read. Authors usually choose a style of writing, like these comments and questions, that matches the type of book they are writing. How is this book different from books that give information? This one is fun to read; the things that happen in the book aren t real; there are characters in the story. This book was written to entertain us, not to give us information. Now let s think about the illustrations. What are they for? They give more information, like what the characters look like. Anything else? I can tell more about what s happening in the story. Like on page 11, the words say Red Riding Hood is picking flowers. But the picture shows that the Big Bad Wolf is chasing grandmother into the house. The words don t tell about that. Excellent point. These illustrations give key details about the story. The illustrations also add to the fun of the story. Focus on the word basket on page 5. Let s reread page 5. Look at the word basket. What clues helped you figure out the meaning of this word? We have baskets at home to put things in, and I looked at the picture. A basket is a woven container, but there are all kinds of baskets. Who can describe some different types of baskets? We have a big picnic basket, and a little basket in our bathroom for soap; we have a really big basket for our dirty clothes; we have baskets for letter cards in our classroom. Confirm students good use of the learning focuses and encourage them to keep the focuses in mind whenever they read stories. You joined in the conversation and retold key details by using the text and the illustrations. You also explained how this story is different than a book that gives information about a topic. We discussed how elements of this story make it fun to read. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. DISCUSSION TIP Help students make sure that everyone has an opportunity to participate during small group discussions. RL.1.4 Word Meaning TEACHER S CHOICE PHONICS AND FLUENCY FOLLOW-UP Phonics Practice Write Mom and red and on a whiteboard or chart paper. Underline the o of Mom and the e of red. Guide students to use the Sound and Say routine to read these words. Let s practice reading regularly spelled one-syllable words using our Sound and Say strategy. We ll try it together (point to the underlined letters of the word). Sound it (students say the underlined sound). Now say the word. (Repeat for the next word.) Let s go back to pages 2 and 3 and read those words in our books. Fluency Practice Remind students that one of the author s purposes for writing this story was to entertain. Discuss how to change your voice as you read exciting parts of the story. Then reread pages with students. Remind students to make their voices sound like yours as you read. Talk about how you change your voice at different points by reading a little more quickly, a little more slowly, or by emphasizing key words. RF.1.3b PHONICS & WORD RECOGNITION One-Syllable Words RF.1.4a FLUENCY Purpose and Understanding MONDO BOOKSHOP GRADE 1 5

6 RL.1.2 COMPREHENSION Central Message TEACHER S CHOICE COMPREHENSION: CENTRAL MESSAGE E-RESOURCE Formative Assessment Have students use the blackline master on page 11 to tell about the central message of Little Red Riding Hood. Review students responses as you evaluate their mastery of the learning focus. W.1.8, RL.1.3 WRITING Gather Information TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Use the blackline master on page 12 to introduce the constructed response question: How is Little Red Riding Hood like other children you know? How is she different? Use details and examples from the text to help you answer the question. Have students use self-stick notes to mark places in the book that help them answer the question. Point out that the details can come from the illustrations as well as the main text. Review students self-stick notes as you evaluate their mastery of the learning focus. 6 LITTLE RED RIDING HOOD

7 Session 3 Text Selection: pp RETURNING TO THE TEXT 5 minutes Explain that students will now reread Little Red Riding Hood on their own. Encourage them to read independently with as little interruption as possible. Provide support when needed. Observe students fluency and make a judgment as to whether or not they need additional fluency practice. You re going to reread Little Red Riding Hood. Do you remember the problem in the story? The Big Bad Wolf wants to trick Little Red Riding Hood. As you read, think about the characters, the setting, and the events. These details will help you retell the story. We ll use those details to determine the author s central message or lesson later on. LEARNING FOCUSES RL.1.2, RL.1.5, RL.1.7 Students continue to use text and illustrations to retell the key events in a story and demonstrate understanding of the story s lesson. They explain differences between books that tell a story and books that give information. READING THE TEXT CLOSELY 10 minutes Review the learning focuses and have students read pages 2 5 independently. Check their application of the focuses as you have done previously. Then have students independently read the rest of the book. Today we re going to think about everything we learned during the past two sessions. We ll retell the story by using the text and the illustrations. We ll also think about the message that the author wants to share. Reread pages 2 5 on your own.... Where does this part of the story take place? in the woods Can anyone tell about something they learned about Little Red Riding Hood from this part of the story? She wants to do something nice for her grandmother, like bring her the basket of food. She doesn t seem nervous about going in the woods alone. RL.1.4 Help students recognize how alliteration makes the characters names fun to read. Read the names together, stressing the initial consonants. DISCUSSING THE TEXT 10 minutes Prompt a discussion that continues to link the three learning focuses. Encourage students to discuss the central message of the story. Often the author has a message from the story that we need to figure out. Let s retell the important parts of the story and figure out what that message might be. Who can begin? Little Red Riding Hood goes to bring Grandmother a basket of food. Then she meets the Big Bad Wolf in the woods. The Big Bad Wolf pretends to be Little Red Riding Hood s grandmother, but the woodsman chases him away. Is there a lesson that Little Red Riding Hood can learn from this experience? Don t stop in the woods and talk to the Big Bad Wolf. Just do what you re supposed to do. So what do you think the author s message is for all of us? Don t talk to strangers, even if they seem nice. Follow your parents instructions. This story is fun to read, but that s an important message. SL.1.1 DISCUSSION Collaborative COMPREHENSION SHARE Think about the most important things that happen during the story. Did the character learn something new by the end? The answer to this question might be the author s message to the readers. MONDO BOOKSHOP GRADE 1 7

8 Encourage students to share their understandings with the group. Talk about how this story is different than a book that gives facts about wolves. Think about the text and the text features. A book that tells a story has characters and a beginning, middle, and end. An information book might have photos with labels and chapters and a Table of Contents. It would only give facts about wolves. W.1.8, RL.1.3 WRITING Respond to Question TEACHER S CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 12 to write a response to the question: How is Little Red Riding Hood like other children you know? How is she different? Use details and examples from the text to help you answer the question. Tell students that they can use their self-stick notes to help them write their answer. TEACHER S CHOICE Writing Connection W.1.3 WRITING Narrative WRITING A NARRATIVE E-RESOURCE Summative Assessment Reinforce ideas in the book by having students write a new ending to the story. Many of us have heard or read the story about Little Red Riding Hood before. Think about how this story ends. How could the story end differently? Write a new ending to this fairy tale. Remember to tell the events in order. Draw a picture to illustrate your ending. 8 LITTLE RED RIDING HOOD

9 TEACHER S CHOICE Additional Instruction WORD STUDY Inflectional Forms Focus on the inflectional forms used in the text. Several words in this book end in the letters -ing. Who can find some of these words? walking, waving, going, talking, running, picking The root words for these words are verbs, or action words. Many sentences use these words to describe something that the character is doing. Let s say the root word for each of these words: walking, waving, going, talking, running, picking. walk, wave, go, talk, run, pick Now, can you think of other verbs that end in -ing? I ll make a list of your ideas. laughing, playing, sleeping, jumping Now turn to a partner. Take turns using the words in sentences. L.1.4c Inflectional Forms TEACHER TIP If students have difficulty retelling the entire story, ask them to retell one part of the story, such as what happens in the beginning. Encourage them to use the illustrations to help. Word Relationships and Meanings Enrich students understanding of the story by discussing the meaning of the words riding hood. Why do you think the main character is named Little Red Riding Hood? She s a little girl; she is wearing a red cape. What do you think the words riding hood mean? A hood covers your head; it s the red cape and hood that she is wearing. Right. Sometimes we have hoods on our jackets or sweatshirts to cover our heads. Long ago, people wore these types of hoods when they rode horses. That s why it s called a riding hood. L.1.5 Word Relationships and Meanings PHONICS Short Vowels Use the Sound and Say routine for more practice with regularly spelled one-syllable words. Guide students to identify the letters and sounds that differ in a list of words drawn from the text or that you have created in advance. Depending on the ability of your group, you can work with word pairs (bad, bat) or a word bank containing several pairs of words for students to locate. Let s practice finding some letter sounds that change one word into another word. Here is the word bad. We read this word in the book we just finished. Let s say each sound in bad. (Say the sounds.) Now, here is a word that looks almost like bad. (Point to the word bat.) What letter is different? (Students name t.) Let s say the sounds together. What word? (Students say bat.) Which sound was different from bad? (Students name /t/.) RF.1.3b PHONICS & WORD RECOGNITION Short Vowels MONDO BOOKSHOP GRADE 1 9

10 Name Date Comprehension: Retell Use the chart to retell what happened in the story. You can draw and write. Beginning Middle End Mondo Publishing Score: 10 LITTLE RED RIDING HOOD

11 Name Date Comprehension: Central Message What lesson is the author trying to teach in Little Red Riding Hood? The lesson was... I know because... Mondo Publishing Score: MONDO BOOKSHOP GRADE 1 11

12 Name Date Constructed Response How is Little Red Riding Hood like other children you know? How is she different? Little Red Riding Hood is like other children I know because Little Red Riding Hood is different from other children I know because Mondo Publishing Score: IDING 12 HOODLITTLE RED RIDING HOOD

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1 Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy Lesson Plan About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220 Book Summary Nami has a problem: She must make the perfect gift for each person in her family. It is her family tradition.

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Character Traits. Teacher Talk

Character Traits. Teacher Talk Character Traits Teacher Talk What: (What are character traits, emotions and motives?): Characters are the people or animals in a story. When looking at characters, notice details about how they look,

More information

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

More information

Our Solar System. What is out there in space? Theme

Our Solar System. What is out there in space? Theme Our Solar System Earth is one among many objects in the sky, which includes stars, the moon, the sun, and the International Space Station. We are only just beginning to explore and understand outer space

More information

Green Eggs and Ham. by Dr. Seuss. overview THE WHEATLEY PORTFOLIO. overview TeXT-DepenDenT questions assessment fluency. Rationale

Green Eggs and Ham. by Dr. Seuss. overview THE WHEATLEY PORTFOLIO. overview TeXT-DepenDenT questions assessment fluency. Rationale TEXT STUDY Green Eggs and Ham by Dr. Seuss map Grade 1 Unit 3 Unit Life Lessons Type Literary Text (Lexile 30L) overview Rationale overview TeXT-DepenDenT questions assessment fluency This text is one

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

& Sample Lesson. Before Reading. Sight Word Review (1 minute)

& Sample Lesson. Before Reading. Sight Word Review (1 minute) Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in

More information

Monitoring for Meaning

Monitoring for Meaning Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

Make a Plan of Your Classroom

Make a Plan of Your Classroom Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final

More information

Mendham Township School District Reading Curriculum Kindergarten

Mendham Township School District Reading Curriculum Kindergarten Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension

Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching Unit Paraphrasing Grade Level: Grade three and four students

More information

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense?

Retelling. In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 In the beginning.. Then,... After that,... And then,... Finally,... Do I understand what I read? Does it make sense? Retelling Gr 1-3 Page 1 Grade: Prior Knowledge: What prior knowledge

More information

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences. Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective

More information

Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences

Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

California Treasures High-Frequency Words Scope and Sequence K-3

California Treasures High-Frequency Words Scope and Sequence K-3 California Treasures High-Frequency Words Scope and Sequence K-3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English

More information

King Midas & the Golden Touch

King Midas & the Golden Touch TM Celebration Press Reading DRA2 Level 30 Guided Reading Level N Genre: Fiction Traditional Tale Reading Skill: Analyze Theme King Midas & the Golden Touch Retold by Alan Trussell-Cullen Illustrated by

More information

Grade Level: 2 nd Grade

Grade Level: 2 nd Grade 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

Writing Poetry with Second Graders By Shelly Prettyman

Writing Poetry with Second Graders By Shelly Prettyman Day 1 Mini-Lesson: What is Poetry (review)? Time: 30-45 min Writing Poetry with Second Graders By Shelly Prettyman Standard 7--Comprehension Students understand, interpret, and analyze grade level poetry.

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Level 2 6.4 Lesson Plan Session 1

Level 2 6.4 Lesson Plan Session 1 Session 1 Materials Materials provided: image of 3R symbol; 4 environment images; Word Map; homework puzzle. Suggested additional materials: examples of compostable and non-compostable waste, i.e., apple

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

2 Mathematics Curriculum

2 Mathematics Curriculum New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:

More information

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)

More information

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Lesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1

Lesson 1.1 P.WRITE, Gr. 2 & 3, 08-09. PWRITE: POW + TREE: LESSON # 1 Part 1 PWRITE: POW + TREE: LESSON # 1 Part 1 Purpose: Develop Background Knowledge, Discuss It Objectives: Introduction to POW, writing to persuade, and TREE; identification of TREE parts in essay example Materials:

More information

Welcome to the Reading Workshop. Learning, Loving and Laughing Together

Welcome to the Reading Workshop. Learning, Loving and Laughing Together Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)

More information

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing Crafting an Argument Organized, Well-Supported, Convincing Students need to know how to state facts and express their opinions effectively so that they can positively contribute to classroom conversations

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

Weekly Lesson Plan for Shared Reading Kindergarten

Weekly Lesson Plan for Shared Reading Kindergarten Weekly Lesson Plan for Shared Reading Kindergarten Level: Emergent Week of: Note: This sample plan contains considerably more detail than you would include in your own day book plan. This level of detail

More information

Using Leveled Text to Teach and Support Reading Strategies

Using Leveled Text to Teach and Support Reading Strategies Using Leveled Text to Teach and Support Reading Strategies The text structures of leveled text support the teaching of strategies along a developmental continuum. As the levels increase, the demands on

More information

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

Lesson Plan Template + ++ +++++

Lesson Plan Template + ++ +++++ Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading

More information

Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks

Unit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify

More information

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts

More information

Grade 8 English Language Arts 90 Reading and Responding, Lesson 9

Grade 8 English Language Arts 90 Reading and Responding, Lesson 9 GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

READING THE NEWSPAPER

READING THE NEWSPAPER READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and

More information

Pre-A Lesson Plan. Students: Date: Lesson # Working with Letters. Letter Activity: Letter formation: Working with Names (Circle 1) Name puzzles.

Pre-A Lesson Plan. Students: Date: Lesson # Working with Letters. Letter Activity: Letter formation: Working with Names (Circle 1) Name puzzles. Pre-A Lesson Plan Students: Date: Lesson # Activity Options * Working with Letters Observations/Notes Letter Activity: Letter formation: # Working with Names (Circle 1) Name puzzles. Make names out of

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Visual Literacy: Using Images to

Visual Literacy: Using Images to Visual Literacy: Using Images to Increase Comprehension Deepens children s understanding of texts Children live in a very visual world Builds on children s experiences Students need visual images to help

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Grade 3: Module 1: Unit 1: Lesson 11 End of Unit 1 Assessment: Close Reading and Powerful Note-taking on My Own

Grade 3: Module 1: Unit 1: Lesson 11 End of Unit 1 Assessment: Close Reading and Powerful Note-taking on My Own Grade 3: Module 1: Unit 1: Lesson 11 Close Reading and Powerful Note-taking on My Own This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

Choral Reading Type: Strategy Literacy Skill: Reading Domain:

Choral Reading Type: Strategy Literacy Skill: Reading Domain: Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word

More information

Reading Aloud with Children of All Ages

Reading Aloud with Children of All Ages with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,

More information

Close Reading Read Aloud

Close Reading Read Aloud Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Learning Objectives: The

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

Grade 3 Reading Comprehension Sample Selections and Items Test Information Document

Grade 3 Reading Comprehension Sample Selections and Items Test Information Document Grade 3 Reading Comprehension Sample Selections and Items Test Information Document Copyright 2005 by the North Carolina Department of Public Instruction This publication and the information contained

More information

Using sentence fragments

Using sentence fragments Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many

More information

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY

Plants That Eat Bugs, Level H LANGUAGE AND LITERARY FEATURES SENTENCE COMPLEXITY YOU WILL NEED Take-Home Book, Little Wolf s New Home magnetic letters: s, e, e, d, f, r, t, h, w, p, l, g, n word bags highlighter tape NEW BOOK Plants That Eat Bugs, Level H REREADING Little Wolf s New

More information

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach...

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach... Page 1 of 6 READING - 1st School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org LA1100 1 Show Icon August 2015 August 2014 Review of

More information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

More information

Grade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis

Grade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

More information

Determining Importance

Determining Importance Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

PICTURE DAY PERFECTION

PICTURE DAY PERFECTION A Common Core State Standards Aligned Discussion & Activity Guide for PICTURE DAY PERFECTION Grades: K-2 ISBN: 978-1-4197-0844-9 Written by Deborah Diesen Illustrated by Dan Santat Published by Abrams

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

ONLINE SAFETY TEACHER S GUIDE:

ONLINE SAFETY TEACHER S GUIDE: TEACHER S GUIDE: ONLINE SAFETY LEARNING OBJECTIVES Students will learn how to use the Internet safely and effectively. Students will understand that people online are not always who they say they are.

More information

Primary Curriculum 2014

Primary Curriculum 2014 Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.

More information

AR State PIRC/ Center for Effective Parenting

AR State PIRC/ Center for Effective Parenting Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

More information

A Guide to Text Types:

A Guide to Text Types: SAMPLE A Guide to Text Types: Narrative, Non-fiction and poetry Overview of structure, language features and key knowledge Text Types Information on a range of text types for literacy is contained here.

More information

Helping your child with Reading

Helping your child with Reading Helping your child with Reading Some ways that you can support. Getting Started Sharing books - We teach phonics to help our children learn to read and write and in order to do this successfully they need

More information

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale

More information

Persuasive Writing Persuasive Paragraph

Persuasive Writing Persuasive Paragraph 183 Persuasive Writing Persuasive Paragraph How would you complete the next sentence? The best event at school is... Would you say hat day, grandparents day, the school carnival? A special event can make

More information

Reading IV Grade Level 4

Reading IV Grade Level 4 Reading IV Reading IV introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds using phonetic clues and diacritical marks to identify

More information

CCSS English/Language Arts "I Can" Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts I Can Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 I can show that I know how books can be read. Reading: Foundational Skills Print Concepts Re- CCSS.ELA-Literacy.RF.1.1.A I can find and point to the first word, the beginning capital

More information

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Lesson One: The Bible An Adventurous Book

Lesson One: The Bible An Adventurous Book Lesson One: The Bible An Adventurous Book Teacher Goals Teach kids history of the Bible and how it wasn t always in English. Talk about how the Bible is an adventurous book, how some people have risked

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Phonics. High Frequency Words P.008. Objective The student will read high frequency words.

Phonics. High Frequency Words P.008. Objective The student will read high frequency words. P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a

More information

Year 5 Poetry based on Unit 2 Classic/narrative poems

Year 5 Poetry based on Unit 2 Classic/narrative poems Narrative Poems (based on the Primary framework for literacy, Poetry Unit 2 Classic/narrative poems) Key aspects of learning Enquiry Children will investigate an older narrative poem, seeking the answers

More information

Personal Narrative Writing

Personal Narrative Writing CHAPTER 6 Teaching Genres Using BEW A personal narrative tells the audience my story. This type of story must include a well-planned story line, with details that occur in chronological order, character

More information

Plot Connections Grade Five

Plot Connections Grade Five Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents

More information

Narrative Literature Response Letters Grade Three

Narrative Literature Response Letters Grade Three Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

More information

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

More information

27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!

27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! 1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers

More information

THE CONTEST BETWEEN THE SUN AND THE WIND. Outcome: Students will learn about Aesop and Aesop s fables.

THE CONTEST BETWEEN THE SUN AND THE WIND. Outcome: Students will learn about Aesop and Aesop s fables. Outcome: Students will learn about Aesop and Aesop s fables. World map or globe Sun Graphic Organizer worksheet Blackboard or Whiteboard Unlined paper Lined paper Markers or pastels Optional: Cleveland,

More information