G1U1

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY
Cover and Title Pages: Nathan Love
www.mheonline.com/readingwonders A
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1 2 3 4 5 6 7 8 9 WEB 17 16 15 14 13 12
Common Core State Standards© Copyright 2010. National

Governors Association Center for Best Practices and Council of
Chief State School Officers. All rights reserved.
CCSS Reading/Language Arts Program
Program Authors
Dr. Diane August Dr. Jan Hasbrouck
Principal Investigator, National Educational Consultant
Institutes of Child Health and and Researcher
Human Development J.H. Consulting
Washington, D.C. Los Angeles, California
Gibson Hasbrouck and Associates
Dr. Donald Bear Wellesley, Massachusetts
University of Nevada, Reno
Reno, Nevada Margaret Kilgo
Educational Consultant
Dr. Janice A. Dole Kilgo Consulting, Inc.
University of Utah Austin, Texas
Salt Lake City, Utah
Dr. Jay McTighe
Dr. Jana Echevarria Educational Consultant
California State University, Long Beach Jay McTighe and Associates
Long Beach, California Columbia, Maryland
Dr. Douglas Fisher Dr. Scott G. Paris

San Diego State University Vice President, Research
San Diego, California Educational Testing Service
Princeton, New Jersey
Dr. David J. Francis
University of Houston Dr. Timothy Shanahan
Houston, Texas University of Illinois at Chicago
Chicago, Illinois
Dr. Vicki Gibson
Educational Consultant Dr. Josefina V. Tinajero
Gibson Hasbrouck and Associates University of Texas at El Paso
Wellesley, Massachusetts El Paso, Texas
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

PROGRAM AUTHORS
(Echevarria) Deborah Attoinese Photography; (Fisher) Photography by Monet; (Gibson) Courtesy Vicki Gibson; (Hasbrouck, Shanahan, Tinajero) McGraw-Hill Companies/Ken Karp, photographer; Kilgo (Courtesy Margaret Kilgo); (Bumgardner) Courtesy sixcentsphotography; (Walker-Dalhouse) Dan Johnson, Marquette University; (others) McGraw-Hill Companies.
Dr. Diane August Dr. Donald R. Bear Dr. Janice A. Dole
National Institutes of Child Health University of Nevada, Reno University of Utah
and Human Development, Director, E.L. Cord Foundation Center for Professor, University of Utah
Washington, D.C. Learning and Literacy Director, Utah Center for Reading
Principal Investigator, National Institutes Professor, College of Education and Literacy
of Child Health and Human Development Author of Words Their Way: Word Study Content Facilitator, National Assessment
Program Project Grant focused on for Phonics, Vocabulary, and Spelling of Educational Progress (NAEP)
the Acquisition of Literacy in Spanish- Instruction and Words Their Way with CCSS Consultant to Literacy Coaches, Salt
speaking ELLs Struggling Readers Lake City School District, Utah
Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

California State University, San Diego State University University of Houston
Long Beach Co-Director, Center for the Advancement Director of the Center for Research on
Author of Making Content Comprehensible of Reading, California State University Educational Achievement and Teaching
for English Learners: The SIOP Model Author of Language Arts Workshop: of English Language Learners (CREATE)
Principal Researcher, Center for Research Purposeful Reading and Writing Instruction
on the Educational Achievement and and Reading for Information in Elementary
Teaching of English Language Learners School
Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

Educational Consultant J.H. Consulting Educational Consultant
Gibson Hasbrouck and Associates Gibson Hasbrouck and Associates Kilgo Consulting, Inc., Austin, TX
Author of Differentiated Instruction: Developed Oral Reading Fluency Norms
Grouping for Success, Differentiated for Grades 1–8
Instruction: Guidelines for Implementation, Author of The Reading Coach: A How-
and Managing Behaviors to Support to Manual for Success and Educators as
Differentiated Instruction Physicians: Using RTI Assessments for
Effective Decision-Making
iv
Dr. Scott G. Paris Dr. Timothy Shanahan Dr. Josefina V. Tinajero
Educational Testing Service, University of Illinois at Chicago University of Texas at El Paso
Vice President, Research Member, National Reading Panel Board of Directors and Executive Board
Professor, Nanyang Technological President, International Reading Member for the American Association
University, Singapore, 2008–2011 Association, 2006 of Colleges for Teacher Education (AACTE)
Professor of Education and Psychology, Chair, National Literacy Panel and Board of Directors of Parents as
University of Michigan, 1978–2008 National Early Literacy Panel Teachers (PAT)
Governing Board of the National Network
for Educational Renewal (NNER)
Consulting Authors
Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

Language Arts Instructional Specialist Jay McTighe and Associates Marquette University Educational Consultant
Gaston County Schools, NC Author of The Understanding by Design Associate Professor, Department Dinah-Might Activities, Inc.
Guide to Creating High Quality Units with of Educational Policy & Leadership San Antonio, TX
G. Wiggins; Schooling by Design: Mission, Author of articles on multicultural
Action, Achievement with G. Wiggins; literature, struggling readers, and
and Differentiated Instruction and reading instruction in urban schools
Understanding By Design with C. Tomlinson
Program Reviewers
Kelly Aeppli-Campbell Helen Dunne Michele Jacobs Angela L. Reese,
Escambia County School District Gilbert Public School District Dee-Mack CUSD #701 Bay District Schools
Pensacola, FL Gilbert, AZ Mackinaw, IL Panama City, FL
Marjorie J. Archer David P. Frydman LaVita Johnson Spears Eddie Thompson

Broward County Public Schools Clark County School District Broward County Public Schools Fairfield City School District
Davie, FL Las Vegas, NV Pembroke Pines, FL Fairfield Township, OH
Whitney Augustine Fran Gregory Randall B. Kincaid Patricia Vasseur Sosa

Brevard Public Schools Metropolitan Nashville Public Schools Sevier County Schools Miami-Dade County Public Schools
Melbourne, FL Nashville, TN Sevierville, TN Miami, FL
Antonio C. Campbell Veronica Allen Hunt Matt Melamed Dr. Elizabeth Watson
Washington County School District Clark County School District Community Consolidated School Hazelwood School District
Saint George, UT Las Vegas, NV District 46 Hazelwood, MO
Grayslake, IL
v
TEACHING WITH
INTRODUCE
Weekly Concept
Grade Appropriate
Topics, including Science
and Social Studies • Videos
• Photographs
• Interactive Graphic
Organizers
Reading/Writing Workshop
Big Book and Little Book
TEACH
Listening
Comprehension
Complex Text
Close Reading
Shared Reading
Decodable Text • Visual Glossary
Minilessons • Interactive Minilessons
Phonics, High-Frequency
uency • Interactive Graphic
Literature
Lit t Organizers
Words, Comprehension,
Big Book
Writing Traits, Grammar
APPLY
APP
PLY
Close Reading
Anchor Texts
Extended Complex Texts • eBooks
• Interactive Texts
Application of
• Listening Library
Strategies and Skills
• English/Spanish
Summaries
Literature Anthology
vi
Master the Common Core State Standards!
M
DIFFERENTIATE
Leveled Readers
Small Group Instruction
• eBooks with Differentiated Texts
• Interactive Texts
• Leveled Reader Search
• Listening Library
Leveled Readers • Interactive Activities
INTEGRATE
Research and Inquiry
Short and Sustained Research
Projects
Text Connections
Reading Across Texts
• Online Research
• Interactive Group
Write About Reading
Projects Analytical Writing
Collection of Texts
Collec
ASSESS
Weekly Assessment
Unit Assessment
• Online Assessment
Benchmark Assessment
• Test Generator
• Reports
Weekly Unit Benchmark
Assessment Assessment Assessment
TEACHING WITH READING WONDERS vii

PROGRAM COMPONENTS
Big Book and Little Literature Literature Interactive Teacher Editions Teaching Poster
Book of Reading/ Big Books Anthology Read-Aloud Cards
Writing Workshop
behavior
behavior
Leveled Readers Classroom Library Your Turn Visual Vocabulary Leveled Workstation Activity Cards
Tradebooks Practice Book Cards
Assessing the Common Core State Standards
Photo Cards
could
Retelling Cards Sound- High-Frequency Response Board Weekly U i

Unit Benchmark
Spelling Word Cards Assessment Assessment Assessment
Cards
Go
Digital For the For the
Teacher Students
Plan Assess Professional My To-Do List

M W
Words to Know
Customizable Online Assessments, Development Assignments
A Build Vocabulary
B
Lesson Plans Reports, and Scoring Lesson and CCSS Assessments
A
Videos
Teach Collaborate Additional Online Resources RRead PPlay

Classroom Online Class Leveled Practice eeBooks IInteractive Games
Presentation Tools, Conversations, Grammar Practice IInteractive Texts
Instructional Interactive Group Phonics/Spelling
Lessons Projects
ELL Activities
Genre Study WWrite School to Home
Manage and School to Home Reader’s Theater IInteractive Writing Activities for Home
Assign Digital Open House Messages from the Teacher
Tier 2 Intervention
Student Grouping Activities and
Word-Building Cards Class Wall of Student Work
and Assignments Messages
www.connected.mcgraw-hill.com
viii
UNIT 1 CONTENTS
Unit Planning
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Weekly Lessons
START SMART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Week 1 At School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1
Week 2 Where I Live . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T78
Week 3 Our Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T156
Week 4 Let’s Be Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T234
Week 5 Let’s Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T312
Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T390
Moden
Lesso
l
Extended Lesson
Complex Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T412
Program Information
Compassionate Eye Foundation/Tanya Constantine/Photodisc/Getty Images; Robert Houser/UpperCut Images/Getty Images
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1

(t to b) Superstudio/The Image Bank/Getty Images; Sven Hagolani/Getty Images; Jose Luis Pelaez/Getty Images;
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
GETTING TO KNOW US ix
UNIT OVERVIEW
Week 1 Week 2 Week 3

AT SCHOOL WHERE I LIVE OUR PETS
READING
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION

What do you do at your school? What is it like where you live? What makes a pet special?
Build Background Build Background Build Background
Oral Vocabulary Oral Vocabulary Oral Vocabulary

L.1.5.c common, learn, object, recognize, L.1.5.c bored, city, country, feast, scurried L.1.5.c care, companion, groom, popular,
subjects train
Word Work
Word Work RF.1.2 Phonemic Awareness: Word Work
RF.1.2 Phonological/Phonemic Awareness: Alliteration, Phoneme RF.1.2 Phonemic Awareness:
Identify Rhyme, Phoneme Isolation, Categorization, Phoneme Blending, Contrast Vowel Sounds, Phoneme
Phoneme Blending, Phoneme Phoneme Segmentation Blending, Phoneme Substitution,
Segmentation RF.1.3 Phonics/Spelling: Phoneme Segmentation
RF.1.3 Phonics/Spelling: Short i RF.1.3 Phonics/Spelling:
Short a RF.1.3 Structural Analysis: L-Blends
RF.1.3 Structural Analysis: Double Final Consonants RF.1.3 Structural Analysis:
Inflectional Endings -s RF.1.3g High-Frequency Words: Plural Nouns (-s)
RF.1.3g High-Frequency Words: down, out, up, very RF.1.3g High-Frequency Words:
does, not, school, what be, come, good, pull
Comprehension
Comprehension RL.1.4 Strategy: Visualize Comprehension
RL.1.4 Strategy: Visualize RL.1.2 Skill: Key Details RL.1.4 Strategy: Visualize
RL.1.7 Skill: Key Details RL.1.10 Genre: Fantasy RL.1.2 Skill: Key Details
RL.1.10 Genre: Realistic Fiction RL.1.10 Genre: Fantasy
Fluency
Fluency RF.1.4b Intonation Fluency
RF.1.4b Phrasing RF.1.4b Phrasing
LANGUAGE ARTS
Writing Writing Writing

W.1.5 Trait: Ideas W.1.5 Trait: Ideas W.1.5 Trait: Ideas
Grammar Grammar Grammar

RF.1.1 Sentences RF.1.1 Word Order RF.1.1 Sentences
L.1.2 Mechanics: Sentence Capitalization L.1.2 Mechanics: Sentence Punctuation L.1.2 Mechanics: Sentence Capitalization
(periods) and Punctuation (periods)
x UNIT 1
UNIT 1
Review
and
Assess
Week 4 Week 5 Week 6
LET’S BE FRIENDS LET’S MOVE!
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
What do friends do together? How does your body move? R.F.1.2 Assign Roles
Fluency: Phrasing, Rate and
Build Background Build Background
Expression
Oral Vocabulary Oral Vocabulary
Reading Digitally
L.1.5.c chore, collect, cooperate, deliver, L.1.5.c agree, difficult, exercise, exhausted,
physical RI.1.5 Take Notes
relationship
W.1.6 Access Interactive Elements
Word Work Word Work Navigate Links
RF.1.2 Phonemic Awareness: RF.1.2 Phonemic Awareness:
Phoneme Categorization, Phoneme Phoneme Categorization, Phoneme Research and Inquiry
Segmentation, Phoneme Deletion, Segmentation, Phoneme Deletion, W.1.5 Retell Information
Rhyme, Phoneme Blending Phoneme Blending
Unit Projects
RF.1.3 Phonics/Spelling: Short o RF.1.3 Phonics/Spelling:
Presentation of Ideas
RF.1.3 Structural Analysis: r-Blends and s-Blends
Alphabetical Order RF.1.3 Structural Analysis: Possessives
RF.1.3g High-Frequency Words: RF.1.3g High-Frequency Words:
fun, make, they, too jump, move, run, two
Comprehension Comprehension Unit 1 Assessment

RI.1.1 Strategy: Ask and Answer Questions RI.1.1 Strategy: Ask and Answer Questions
Unit Assessment Book
RL.1.7 Skill: Key Details RL.1.7 Skill: Key Details
pages 1–24
RL.1.10 Genre: Informational Text/ RL.1.10 Genre: Informational Text/
Nonfiction Nonfiction
Fluency Fluency
RF.1.4b Phrasing RF.1.4b Phrasing
Writing Writing Writing

W.1.3 Trait: Organization W.1.3 Trait: Organization W.1.3 Celebrate: Share Your Writing
Portfolio Choice
Grammar Grammar
RF.1.1 Sentences RF.1.1 Sentences
L.1.2 Mechanics: Question and L.1.2 Mechanics: Capitalization and
Exclamation Marks Punctuation
UNIT OVERVIEW xi
UNIT OPENER
Unit 1
Getting to Know Us
Something About Me
There’s something about me
That I’m knowing.
There’s something about me
That isn’t showing.
I’m growing!
Reading/Writing
Workshop
The
Plush Studios/Bill Reitzel/Blend Images
Big Idea
What makes you special?
6 7
READING/WRITING WORKSHOP, pp. 6–7
The Big Idea What makes you special?
COLLABORATE
Talk About It Read the Poem: “Something
Have children read the Big Idea aloud. Ask them About Me”
about things that make them special. Children Read aloud “Something About Me.” Ask children
may offer ideas such as how they dance, how they questions to explore the theme.
draw, how they read, or how they play sports. ➔ What is the poem about?
Ask: What are your favorite things to do? When do ➔ What makes the speaker special?
you do them? Have children discuss with partners
➔ How do you know you are growing?
or in groups, then share their ideas with the class.
Let children know that they will discuss the Big Rhyme Explain to children that the words
Idea throughout the unit. Each week they will knowing, showing, and growing rhyme. Ask
talk, read, and write about an Essential Question them to think of other words that rhyme with
related to the Big Idea. words in the poem. For example, suggest words
that rhyme with there’s: hairs, pears, dares. Have
partners come up with two-line rhyming poems
that tell something that makes them special.
xii UNIT 1
UNIT 1
RESEARCH AND INQUIRY WRITING
Weekly Projects Each week children will produce Write About Reading As children read and
a project related to the Essential Question. They reread for close reading of text, children will take
will then develop one of these projects more notes and cite evidence to support their ideas.
fully for the Unit Research Project. Through their
research, children will focus their attention on: Writing Every Day: Focus on Writing Traits
➔ choosing print and online sources. Each week, children will focus on a writing trait.
➔ summarizing information from multiple sources. Children will draft and revise short writing entries
in their writer’s notebook, applying the trait to
➔ working with a partner. their writing.
➔ drawing representations of real things.
Shared Research Board You may wish to WEEKLY WRITING TRAITS
develop a Shared Research Board. Children can Week 1 Ideas, T18
post ideas and information about the unit theme. Week 2 Ideas, T96
Children can post drawings, sources, or facts Week 3 Ideas, T174
they gather as they do their research. They can Week 4 Organization, T252
also post notes with questions they have as they Week 5 Organization, T330
conduct their research.
WEEKLY PROJECTS
Children work in pairs or small groups.
Week 1 Class Book on School Activities, T44
Week 2 Venn Diagram Comparing Places, T122
Week 3 Pet Poster, T200
Week 4 Game Poster, T278
Week 5 Visual Record of Movements, T356
WEEK 6
Children work in small groups to complete and
present one of the following projects.
➔ Song
➔ Travel Poster
➔ Diorama
➔ Game Directions
➔ List of Activities
COLLABORATE WRITER’S WORKSPACE

Go Post children’s questions Go Ask children to work
Digital and monitor student online
discussions. Create a
Digital through their writing
using the online tools for
Shared Reasearch Board. support.
Go Digital! www.connected.mcgraw-hill.com
UNIT 1 OPENER xiii
Overview
Start Smart
Help your students to grow into
critical readers, writers, and thinkers.
This year you’ll lay the groundwork
for literacy success in the years to
come.
That’s why it’s important for all
First Graders to Start Smart. Start
Smart provides lessons in the key
foundational skills:
• Phonological Awareness
• Phonics
• Listening Comprehension
• High-Frequency Words
• Writing
What’s more, it offers the

opportunity to observe and assess
where children are now, so you can
provide what they will need to move
ahead.
Cc
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Hh Ii Jj Kk Ll
WASHINGTON
OREGON
Mm
C ANAD A
MONTANA
NORTH
DAKOTA MINNESOTA
SOUTH
DAKOTA WISCONSIN
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HAMPSHIRE
VERMONTNEW
NEW YORK
MAINE
MASSACHUSETTS
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G
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WYOMING RHODE ISLAND
PENNSYLVANIA
IOWA CONNECTICUT
NEVADA NEBRASKA OHIO
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
UTAH WASHINGTON D.C.
COLORADO VIRGINIA
KANSAS MISSOURI KENTUCKY
NORTH
CALIFORNIA
CAROLINA
ARIZONA OKLAHOMA TENNESSEE
ARKANSAS
NEW SOUTH N
MISSISSIPPI CAROLINA
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEXICO
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M: Map – McGraw-Hill Companies, Inc.; N: Nest - Photodisc/SuperStock; O: Octopus - Photographers Choice RF/SuperStock; P: Piano - Photo Spin/Getty Images;
Q: Queen - Joshua Ets-Hokin/Photodisc/Getty Images; R: Rose - Steve Cole/Photodisc/Getty Images; S: Sunset - Jeremy Woodhouse/Photodisc/Getty Images;
I: Insect - Photodisc/Getty Images; J: Jump - Photodisc/Getty Images; K: Koala - Al Franklin/Corbis; L: Lemon - C Squared Studios/Photodisc/Getty Images;
T: Turtle - Ingram Publishing/Alamy; U: Umbrella - Stockbyte/Getty Images; V: Volcano - Westend61/Getty Images; W: Window - Photodisc/Getty Images
A: Apple - Stockdisc/PunchStock; B: Bat - Radlund & Associates/Getty Images; C: Camel – Photodisc/Getty Images; D: Dolphin - imagebroker/Alamy;
E: Egg - Foodcollection; F: Fire - Jupiter Images/Comstock Images/Alamy; G: Guitar - Jules Frazier/Getty Images; H: Hippo – Michele Burgess/Corbis;
Vv Ww Xx Yy Zz
McGraw-Hill Reading
Start Smart
005_CR14_TP1_SS_119529.indd 1 2/8/12 8:24 AM
c ck k
camel me
I
START SMART
Week 1 Name
A. Say each picture name. Write an m below the

picture if its name begins like map. Write s if its
Phonics
I love
All our namesmy are
garden,
not the same. name begins like sun.
So weAnd
likeyou helped
to play me weed it.
a game.
Is thisYou baked
Anna? a pie,
Is that Lee?
Now I’ll
Let’s wave to help
Dan.you
Let’seat it! to Bree.
wave
Say hello to Jan and James!
We like to play the game of names! m s m
s m s
McGraw-Hill Reading
McGraw-Hill Reading
Grace Zong
Start Smart
Copyright © The McGraw-Hill Companies, Inc.

B. Say each picture name. Then write an m below
Jason Wolff
006_CR14_TP1_SS_119529.indd 1
Start Smart 2/7/12 2:20 PM
007_CR14_TP1_SS_119529.indd 1 2/7/12 2:20 PM

the picture if its name ends like jam.
T hi Posters
Teaching P t 6 and
d7
“The Game”
“Helping Hands”
m m
Practice • Grade 1 • Start Smart • Week 1 SS1
Practice Book, S1–S12
Week 2 The grass is red.

The leaves are blue.
Name
A. Say each picture name. Write a c below the

picture if its name begins like camel. Write f if its
Phonics
The air is damp

The sun is green. name begins like family.
And very warm.
The clouds are, too!
Drip, drop — here comes
A summer storm.
f c c
Rain falls from
The darkened sky.
Below the trees,
It’s nice and dry.
f f c
McGraw-Hill Reading
McGraw-Hill Reading
B. Say each picture name. Write c or f to complete

Tim Beaumont
Start Smart
the words.
John Patrick
Start Smart
c at
008_CR14_TP1_SS_119529.indd 1 2/7/12 2:23 PM
009_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
T hi Posters
Teaching P t 8 and
d9
“Where Are We?” f an
“Rain Forest” Practice • Grade 1 • Start Smart • Week 2 SS13
Week 3 Who is in my family?

Name
A. Say each picture name. Write a k below the

picture if its name begins like king.
Phonics
My mom, my dad,
If IMy
hadcat,
myand
ownme!red car,
I’d What do we
jump right in like?
and travel far.
ButOur
if I family bike! ship
had a rocket
I’d take an even longer trip. k k
I’d zoom up to a twinkling star— B. Say each picture name. Write a ck below the
picture if its name ends like back.
That’s really, really, really far!
Go
McGraw-Hill Reading
ck ck
McGraw-Hill Reading
Barbara Bongini
Digital
Start Smart
Luigi Aime
010_CR14_TP1_SS_119529.indd 1
Start Smart 2/7/12 2:24 PM
011_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM C. Use the letters ck to make new words.
T hi Posters
Teaching P t 10 and
d 11 ki ck so ck
“Our Bike”
“Zoom!” Practice • Grade 1 • Start Smart • Week 3 SS25
all materials provided online
Suggested Lesson Plan
DAY 1 DAY 2
Build Background, S4 Build Background, S10
Oral Language Oral Language
Concepts of Print: Directionality Concepts of Print: Directionality, Concept of a
Word Work, S5–S7 Sentence
Phonemic Awareness: Phoneme Identity Word Work, S11–S13
WEEK 1
Phonics: /m/m, /s/s Phonemic Awareness: Phoneme Isolation

High-Frequency Words: I, like Phonics: /a/a
Listening Comprehension, S8 High-Frequency Words: do, to, you
Share the Rhyme: “The Game” Listening Comprehension, S14–S15
Shared Writing, S9 Read the Read Aloud: “The Three Billy
Sentences Goats Gruff”
Shared Writing, S15
Sentences

Concepts of Print: Directionality, Return Concepts of Print: Word Spaces, End
Sweep, First Word Capitalization Punctuation, Pronoun I, Title Page
Word Work, S35–S37 Word Work, S41
WEEK 2
Phonological Awareness: Onset/Rime Phonemic Awareness: Phoneme Isolation

Phonics: /k/c, /f/f Phonics: Short o
High-Frequency Words: this, is High-Frequency Words: my, look, little
Listening Comprehension, S38 Listening Comprehension, S44–S45
Share the Rhyme: “Where Are We?” Read the Read Aloud: “Jack and the Beanstalk”
Shared Writing, S39 Shared Writing, S45
Sentences Sentences

Concepts of Print: Pronoun I, End Punctuation Concepts of Print: Sentence Boundaries
WEEK 3
Word Work, S65–S67 Word Work, S71–S73

Phonemic Awareness: Phoneme Blending Phonemic Awareness: Phoneme Blending
Phonics: /k/k, /k/ck Phonics: Short u
High-Frequency Words: are, me High-Frequency Words: she, with, for
Listening
Li Comprehension, S68 Listening Comprehension, S74–S75
Grades K-6
Share
Sh the Rhyme: “Our Bike” Read the Read Aloud: “The Tortoise and the
Shared
Sh Writing, S69 Hare”
Sentences
Se Shared Writing, S75
nt
Placeme stic Sentences
g no
and Dia
ss m ent
Asse
Administer Placement and Diagnostic Assessment

LATE
PRINT TEMP
S2
START SMART
Go
Digital
all materials provided online
DAY 3 DAY 4 DAY 5

Build Background, S16 Build Background, S22 Build Background, S28
Oral Language Oral Language Oral Language
Concepts of Print: Concept of a Word Concepts of Print: Book Handling, Concepts of Print: Parts of a Book, Periods,
Word Work, S17–S19 Capitalization, End Punctuation, Word Spaces Pronouns
Phonological Awareness: Onset and Rime Word Work, S23–S25 Word Work, S29–S31
Phonics: /p/p, /t/t Phonological Awareness: Syllable Phonological Awareness: Rhyme
High-Frequency Words: he, can Segmentation Phonics: Short i
Phonics: /n/n, /r/r High-Frequency Words: a, can, do, go, has, he,
Listening Comprehension, S20
High-Frequency Words: go, a, has I, like, to, you
Share the Rhyme: “Helping Hands”
Listening Comprehension, S26–S27 Listening Comprehension, S32
Interactive Writing, S21
Read the Read Aloud: “Elephants” Reread the Read Aloud: “The Three Billy Goats
Sentences
Gruff”
Interactive Writing, S27
Sentences Independent Writing, S33
Sentences

Concepts of Print: Print-to-Speech Match, Concepts of Print: Sentence Boundaries, End Concepts of Print: Sentences, Italics,
Word Length, Sentence Boundaries Punctuation, Quotation Marks, Title Page Repetition of Letters
Word Work, S47–S49 Word Work, S53–S55 Word Work, S59–S61
Phonological Awareness: Syllable Phonemic Awareness: Phoneme Blending Phonological Awareness: Rhyme
Segmentation Phonics: Short e Phonics: /b/b, /l/l, /l/ll
Phonics: /d/d, /h/h, /z/s High-Frequency Words: play, the, we High-Frequency Words: this, is, my, look, little,
High-Frequency Words: where, here Listening Comprehension, S56–S57 where, here, play, the, we
Listening Comprehension, S50–S51 Read the Read Aloud: “Let’s Explore” Listening Comprehension, S62
Share the Rhyme: “Rain Forest” Interactive Writing, S57 Read the Read Aloud: “Jack and the Beanstalk”
Interactive Writing, S51 Sentences Independent Writing, S63
Sentences Sentences

Concepts of Print: Sentences, Directionality, Concepts of Print: Sound-Letter Concepts of Print: Sound-Letter
Return Sweep Correspondence, Directionality Correspondence, Sentence Lengths
Word Work, S77–S79 Word Work, S83–S85 Word Work, S89–S91
Phonemic Awareness: Phoneme Phonemic Awareness: Phoneme Phonological Awareness: Rhyme
Segmentation Segmentation Phonics: /j/j, /y/y, /z/z
Phonics: /g/g, /w/w Phonics: /ks/x, /v/v, /kw/qu High-Frequency Words: are, me, she, with, for,
High-Frequency Words: and, have High-Frequency Words: see, said, was and, have, see, said, was
Listening Comprehension, S80 Listening Comprehension, S86–S87 Listening Comprehension, S92
Share the Rhyme: “Zoom” Read the Read Aloud: “How Do We Get Read the Read Aloud: “The Tortoise and the
Interactive Writing, S81 Around?” Hare”
Sentences Interactive Writing, S87 Interactive Writing, S93
Sentences Sentences
Administer Placement and Diagnostic Assessment
START SMART S3
START Materials
SMART
Aa
Hh
Bb
Ii
Cc
Jj
Dd
Kk
Ee
Ll
WASHINGTON
OREGON
Mm
CANADA
MONTANA
Ff
NORTH
DAKOTA MINNESOTA
SOUTH
DAKOTA WISCONSIN
M
IC
H
I
HAMPSHIRE
VERMONTNEW
NEW YORK
MAINE
MASSACHUSETTS
Gg
Nn
All our names are not the same.
So we like to play a game.
Is this Anna? Is that Lee?
behavior
behavior
I Mm
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
Let’s wave to Dan. Let’s wave to Bree.

WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
ARKANSAS
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEXICO

Oo Pp Qq Rr Ss Tt Uu We like to play the game of names!
High-Frequency
Vv Ww Xx Yy Zz
McGraw-Hill Reading
McGraw-Hill Reading
WHOLE GROUP Word Cards
Grace Zong
Start Smart Start Smart
m
005_CR14_TP1_SS_119529.indd 1 2/8/12 8:24 AM 006_CR14_TP1_SS_119529.indd 1 2/7/12 2:20 PM
DAY 1
Teaching Poster Teaching Poster I
like
map
a b c
Sound-
Spelling
Word-Building Cards
Cards
Build Background
Mins
5 Oral Language
OBJECTIVES Go
Demonstrate
understanding of
Welcome to Grade 1. Digital
the organization My name is .
and basic features of
print. RF.1.1 What is your name?
Isolate and
pronounce initial,
medial vowel, Track the print as you read the Daily Warm-Up by pointing to each
and final sounds word as you say it. This will reinforce the speech-to-print connection. Phonemic
(phonemes) Awareness
Have children turn to a partner and introduce themselves: Hi. My
in spoken
single-syllable
name is . What is your name? Point out children’s names on desk
words. RF.1.2c name cards, attendance charts, and other places they appear.
Mins
5 Concepts of Print
Directionality
Explain to children that we read from left to right and from the top
to the bottom of the page.
S4 START SMART WEEK 1

START SMART
Word Work
5
Mins
Phonemic Awareness
Phoneme Identity
1 Model Show children how to identify the same sound in different
words. I will say three words: mop, man, milk. What sound is the
same in mop, man, and milk? The beginning, or first, sound in mop,
man, and milk is the same. They all begin with the /m/ sound.
Have children identify the same sound in drum, him, team.
2 Guided Practice/Practice Have children identify the same sound
in a word group. Do the first one with them. I will say three words. Tell
me the sound you hear that is the same in all three words.
sad, say, six mitt, make, men mat, moon, mail
safe, soup, sit sun, soap, suit us, yes, toss
Collaborative Conversations
Distribute the Speaking and Listening checklists from the
Teacher’s Resource Online PDF. Explain that there are certain
discussion guidelines children should follow to make sure they
are being respectful and active participants and listeners.
Take Turns Talking As children engage in partner, small-
group, and whole-group discussions, encourage them to:
take turns talking and not speak over others.
raise their hand if they want to speak.
ask others to share their ideas and opinions.
Listen Carefully As children engage in partner, small-group,
and whole-group discussions, encourage them to:
always look at the speaker.
respect others by not interrupting them.
repeat others’ ideas to check understanding.
Circulate and monitor children’s conversations. Ask them to evaluate
their discussions. Are they taking turns and listening carefully?
BUILD BACKGROUND/WORD WORK S5

START
SMART
WHOLE GROUP Word Work
DAY 1
5
Mins Phonics
OBJECTIVES Introduce /m/m, /s/s Go
Decode regularly
1 Model Display the Map Sound-Spelling Card. Teach the sound /m/
Digital
spelled one-syllable
words. RF.1.3b spelled m.
Recognize and read This is the Map Sound-Spelling Card. The sound is /m/. The /m/ sound is
grade-appropriate spelled with the letter m. Say it with me: /mmm/. This is the sound at the
irregularly spelled
beginning of the word map. Listen: /mmmap/, map. Watch as I write the
words. RF.1.3g Map
letter m. I will say /m/ as I write the letter several times.
Phonics
Repeat with Sun Sound-Spelling Card. Teach the sound /s/ spelled s.
This is the Sun Sound-Spelling Card. The sound is /s/. The /s/ sound is Aa Bb Cc Dd Ee Ff Gg
spelled with the letter s. Say it with me: /sss/. This is the sound at the Hh Ii Jj Kk Ll
WASHINGTON
OREGON
Mm
CANADA
MONTANA
NORTH
DAKOTA MINNESOTA
SOUTH
DAKOTA WISCONSIN
M
IC
H
I
HAMPSHIRE
VERMONTNEW
NEW YORK
MAINE
MASSACHUSETTS
Nn
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
ARKANSAS
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEXICO
beginning of the word sun. Listen: /sssun/, sun. Watch as I write the
Vv Ww Xx Yy Zz
letter s. I will say /s/ as I write the letter several times.

Start Sma
005_CR14_TP1_SS_119529.indd 1 2/8/12 8:24 AM
Teaching Poster
2 Guided Practice/Practice Have children practice connecting the
letters and sounds through writing. Now do it with me. Say /m/ as I write they together
the letter m. Say /s/ as I write the letter s. This time, write the letter m five
times as you say the /m/ sound. Write the letter s five times as you say /s/. how eat
ENGLISH LANGUAGE
LEARNERS High-Frequency
Transfer Skills Many Review the Alphabet Word Routine
children whose first

language is not 1 Explain Display the ABC on
English find it difficult Teaching Poster 5. Tell children Aa Bb Cc Dd Ee Ff Gg
to pronounce and that this is the alphabet. It

Hh Ii Jj Kk Ll Mm Nn
perceive some English contains 26 letters. Explain that WASHINGTON
OREGON
CANADA
MONTANA
NORTH
DAKOTA MINNESOTA
SOUTH
DAKOTA WISCONSIN
M
IC
H
I
NEW
HAMPSHIRE
VERMONT
NEW YORK
MAINE
MASSACHUSETTS
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
OKLAHOMA
ARIZONA ARKANSAS TENNESSEE
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEXICO
sounds. Refer to the Handwriting

sound transfer chart
throughout the year, children Oo Pp Qq Rr Ss Tt Uu
in the Language will learn how to read and spell

Vv Ww Xx Yy Zz
Transfers Handbook words with these letters.
McGraw-Hill Reading
to identify sounds that Start Smart
do not transfer.
2 Guided Practice/Practice Sing 005_CR14_TP1_SS_119529.indd 1 2/8/12 8:24 AM
Teaching Poster
“Alphabet Song” with children
Sound Pronunciation
Play the Go Digital
as you point to each letter. Note
audio again for a letters children have difficulty naming. Sing it again; stop on the
model of the /m/ and letters m and s. What’s the letter’s name? What’s the sound?
/s/ sounds for children
needing additional
models.

START SMART
Routines
5
Mins
High-Frequency Words High-Frequency Words
Why High-frequency words are a
I, like small group of words that account
for over half the words in print.
1 Model Display the High-Frequency Word Cards I and like. Use Many high-frequency words are
the Read/Spell/Write routine to teach each word. irregular and cannot be decoded.
To read fluently, children must be
Read Point to and say the word like. This is the word like. Say it able to read high-frequency words
with me: like. I like to play outside. quickly and accurately.
Spell The word like is spelled l-i-k-e. Spell it with me. How Children need explicit,
systematic instruction with high-
Write Let’s write the word in the air as we say each letter: l-i-k-e. frequency words.
Follow the same steps to introduce the word I. Use this • The teacher introduces a high-
sentence: I can read. Point out that I is also a letter. frequency word, puts it in context,
and spells it.
2 Practice Have children work in pairs to make up sentences using • Children read, spell, and write the
the words. word. Then they use it in a sentence.
Word Bank You may wish to begin a Word Bank, a list of words • The teacher displays the words on a
that you have learned, by adding this week’s high-frequency word wall for reference and review.
words. Throughout the year, place related words together, such Refer to the Professional
Development video for additional
as words that contain the same spelling patterns. As children instruction.
master words, remove them from the Word Bank.
ON-LEVEL PRACTICE BOOK p. SS1

A. Say each picture name. Write an m below the
picture if its name begins like map. Write s if its
name begins like sun.
m s m
s m s
B. Say each picture name. Then write an m below
the picture if its name ends like jam.
m m
SS001-SS001_CR14_NA_YT_1_PS_W1_114242.indd SS1
WORD WORK S7
3/3/12 1:40 PM
START
SMART
WHOLE GROUP Listening Comprehension
DAY 1
5
Mins
Share the Rhyme
OBJECTIVES Build Background Go
Ask and answer
Talk with children about starting school in a new class. Engage children
Digital
questions about key
details in a text read in a discussion about class procedures and rules. Then ask if they know
aloud or information the names of the other children. Tell them that you are going to read
presented orally aloud a rhyme to help them learn everyone’s name. All our names are not the same.
So we like to play a game.
Is this Anna? Is that Lee?
or through other Let’s wave to Dan. Let’s wave to Bree.

We like to play the game of names!
media. SL.1.2
Read “The Game”
Grace Zong
006_CR14_TP1_SS_119529.indd 1 2/7/12 2:20 PM
Write opinion
“The Game”
pieces in which
they introduce Read the title and show the
the topic or name illustration on Teaching Poster 6.
All our names are not the same.
the book they are Then read aloud the rhyme with So we like to play a game.
writing about, state Is this Anna? Is that Lee?

rhythm and expression, stressing Let’s wave to Dan. Let’s wave to Bree.
an opinion, supply Say hello to Jan and James!
a reason for the the rhyming words. Explain that We like to play the game of names!
Writing
opinion, and provide rhyming words are words that have
some sense of the same ending sounds, such as
McGraw-Hill Reading
closure. W.1.1
Grace Zong
same and game, which both end in 006_CR14_TP1_SS_119529.indd 1

Start Smart
2/7/12 2:20 PM
/ām/. Repeat the reading several Teaching Poster
times, asking children to join in.
Respond
Talk About It Explain how a rhyme is different from a story. Then have
COLLABORATE children chorally chant the rhyme. Then, play “the game of names.” Point
to a child as you say: Is this ? Let’s wave to . Say hello to .

Have children say: Hello, . Continue for each child in the group.
Invite children to chime in.

START SMART
Shared Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
5
Mins Sentences Use Gestures Pair children. Have
partners act out things they do in
school or point to things they like.
Ask: Is school fun? Do you do art?
Brainstorm Do you read? Have children answer
Ask children to tell things they like about school. yes or no. Then use the words to
complete the sentence: I like .
On chart paper, make a list of children’s ideas. Have children repeat.
Write Intermediate
Read the class list together. Demonstrate Comprehension
Pair children and have them give
On chart paper write the sentence frame I like . Have children a thumbs-up or thumbs-down
read it aloud as you point to each word. as you read things about school
from the list. Then guide partners
Have each child complete the sentence with one of the ideas on
to complete the sentence frame
the class list. with ideas from the list. Invite
Write children’s sentences on chart paper. Read the sentences volunteers to read their sentences.
aloud. Advanced
Discuss Pair children and have
them discuss ideas from the
list. Ask partners to take turns
completing the sentence frame
orally with opinions from the list.
Help them elaborate on their
sentences.
LISTENING COMPREHENSION/SHARED WRITING S9

START Materials
SMART Aa
Hh
Bb
Ii
Cc
Jj
Dd
Kk
Ee
Ll
WASHINGTON
OREGON
Mm
CANADA
MONTANA
Ff
NORTH
DAKOTA MINNESOTA
SOUTH
DAKOTA WISCONSIN
M
IC
H
I
HAMPSHIRE
VERMONTNEW
NEW YORK
MAINE
MASSACHUSETTS
Gg
Nn
Detail Detail Detail
behavior
behavior
do Aa
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
ARKANSAS
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEXICO
High-Frequency
Vv Ww Xx Yy Zz
McGraw-Hill Reading
WHOLE GROUP 005_CR14_TP1_SS_119529.indd 1
Start Smart
2/8/12 8:24 AM
Word Cards
a
DAY 2
Teaching Poster Teaching Poster do
to
you
apple
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
Mins
5 Oral Language
OBJECTIVES Go
Demonstrate
understanding of
Today we will read a story. Digital
the organization It is about three goats.
print. RF.1.1 Can you tell me what a goat is?
Isolate and
pronounce initial,
medial vowel, Track the print as you read the Daily Warm-Up. To reinforce the
and final sounds speech-to-print connection, point to each word as you read the Phonemic
(phonemes) Awareness
sentences again. Invite children to chime in.
in spoken
single-syllable Have partners take turns asking and answering the question.
words. RF.1.2c
Mins
5 Concepts of Print
Directionality, Concept of a Sentence
Remind children that we read from left to right. Track the print as
you read the Daily Warm-Up.
Explain that sentences are made up of words. Tell children that the
Daily Warm-Up has three sentences. Point to and read each word
in the first sentence. Ask: How many words are in this sentence? Help
children count the words. Repeat for the next two sentences.

START SMART
Word Work
5
Mins
Phonemic Awareness
Phoneme Isolation
1 Model Show children how to isolate initial and medial /a/. I am
going to say a word and then say the first, or beginning, sound in the
word. Listen: at, /aaat/. The sound at the beginning of at is /a/. Say the
sound with me: /aaa/.
Now listen for the middle sound in a word. Listen: mat, /mmmaaat/.
The middle sound in mat is /a/. Say the sound with me: /aaa/.
Repeat with initial /m/ and /s/, using the words men and sit.
2 Guided Practice/Practice Have children practice isolating initial
/a/, /m/, and /s/. Stretch the target sound as you say each word.
Listen to these words. Say the first, or beginning, sound you hear.
am milk at safe mad sit
Now say the middle sound you hear in these words.
sat map men sad run bag

START
SMART
DAY 2
5
Mins Phonics
OBJECTIVES Introduce Short a Go
Decode regularly
1 Model Display the Apple Sound-Spelling Card. Teach the sound /a/
Digital
words. RF.1.3b spelled a.
Recognize and read This is the Apple Sound-Spelling Card. The sound is /a/. The /a/ sound
grade-appropriate is spelled with the letter a. Say it with me: /aaa/. This is the sound at the
irregularly spelled
beginning of the word apple. Listen: /aaapәl/, apple. Watch as I write
words. RF.1.3g Apple
the letter a. I will say /a/ as I write the letter several times.
Phonics
letter and sound through writing. Now do it with me. Say /a/ as I
Pam can not nap.
write the letter a. This time, write the letter a five times as you say the Pam can jump up.
Can Sam jump up?
/a/ sound. Sam can not jump up.
Fluency
Review the Alphabet
1 Explain Display the ABC on they together
Teaching Poster 5. Aa Bb Cc Dd Ee Ff Gg how eat
Sing “Alphabet Song” with Hh Ii Jj Kk Ll Mm Nn

High-Frequency
CANADA
WASHINGTON
NEW
children as you point to each

HAMPSHIRE MAINE
NORTH
DAKOTA MINNESOTA VERMONT
MONTANA
M
IC
H
OREGON SOUTH I NEW YORK
DAKOTA WISCONSIN MASSACHUSETTS
G
A
IDAHO
PENNSYLVANIA
IOWA CONNECTICUT
INDIANA NEW JERSEY
WEST DELAWARE
VIRGINIA
ILLINOIS MARYLAND
COLORADO VIRGINIA
NORTH
CALIFORNIA CAROLINA
OKLAHOMA
ARIZONA ARKANSAS TENNESSEE
NEW SOUTH N
MEXICO
E
GEORGIA W
TEXAS ALABAMA
S
LOUISIANA
FLORIDA
MEXICO
Word Routine
letter. Note letters children
have difficulty naming. Sing
Vv Ww Xx Yy Zz
again, stopping on the letter

McGraw-Hill Reading
Start Smart
a. Ask: What’s the letter’s 005_CR14_TP1_SS_119529.indd 1 2/8/12 8:24 AM
Teaching Poster
name? What’s the sound?
ENGLISH LANGUAGE Handwriting
LEARNERS 2 Guided Practice/Practice Highlight the difference between a letter
Practice Vocabulary and a word. Write the following on the board: a, m, s, am, Sam.
Hand a child a Point out that a, m, and s are letters. Explain that am and Sam
classroom object and
are words. What’s the first letter in am? How many letters are in the
say: I give this to you.
Point at the child when word? What’s the first letter in Sam? How many letters?
you say “you.” Have
children repeat. Then
have children take
turns giving each other
objects and saying,
“I give this to you.”

START SMART
Build Fluency: Sound-Spellings Routines
Display Word-Building Cards a, m, s. Tell children that each day Following Directions As
children begin working in their
you will review the sound-spellings they have learned as a warm- Practice Book, work with them on
up. Remind them that this is a great way to master these sound- understanding and following one-
spellings, which is necessary as they begin reading and writing. and two-step directions.
Have children chorally say each sound. When finished, repeat and • Read aloud the directions, one
vary the pace. sentence at a time. Have children
repeat, then restate the direction in
their own words.
Blend Words with Short a • Model how you follow the
directions. Then have children
1 Model Display Word-Building Cards a, m. Model how to blend the repeat.
sounds. This is the letter a. It stands for /a/. This is the letter m. It stands
for /m/. Listen as I blend these sounds together: /aaammm/, am.
2 Guided Practice/Practice Display the Word-Building Cards s, a,
m. Read the word together with children, blending the sounds: Daily Handwriting
D
/sssaaammm/. The word is Sam. Then have children blend and read
Assess children’s handwriting
the word on their own. informally by having them write
their names and the letters of the
alphabet. Have them use Practice
Book pages SS5, SS8, and SS12
5
Mins
High-Frequency Words throughout the week for more
targeted practice in writing the
letters they are learning. See
do, to, you Handwriting for daily practice
and additional information on
1 Model Display the High-Frequency Word Cards do, to, and you. ball-and-stick or slant models.
Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word do. This is the word do. Say it
with me: do. What will we do today?
Spell The word do is spelled d-o. Spell it with me. ON-LEVEL PRACTICE BOOK p. SS2
A. Say each picture name. Write an a below the
Write Let’s write the word in the air as we say each letter: d-o. picture if its name begins with a as in apple.
Follow the same steps to introduce the words to and you. Use
these sentences: We will go to the park. Where are you going?
2 Practice Have partners make up sentences using the words. a a
Use the same routine to review I and can.
Have children read high-frequency words in context using the
a

Start Smart Reader on Your Turn Practice Book page SS3.

B. Say each picture name. Write a to complete
the words.
h a t
f a n
WORD WORK S13 3/3/12 1:40 PM
START
SMART
DAY 2
5
Mins
Read the Read Aloud
OBJECTIVES Genre: Fiction
Go
Ask and answer
Tell children that made-up stories are called fiction. Point out that
Digital
questions about key
details in a text read “The Three Billy Goats Gruff” is fiction. Explain that fiction stories:
aloud or information tell about things that did not really happen.
presented orally
or through other have a beginning, a middle, and an end.
reading. SL.1.2 have characters.
Write opinion
Introduce Read the title of the story on the opposite page. Say: The “The Three Billy
pieces in which
title of a story can help us figure out what the story might be about. I think Goats Gruff ”
they introduce
the topic or name this story will be about three goats and what happens to them.
the book they are
Strategy: Ask and Answer Questions Explain to children that they
writing about, state
an opinion, supply can stop and ask themselves questions as they listen to the story. Then
a reason for the they can listen for the answers as you continue to read.
opinion, and provide Writing
Skill: Details Explain: Details give important information in a story. Some
some sense of
closure. W.1.1 details tell about people or animals and other details tell what happens in
the story. Tell children to listen for important details as you read aloud.
Use Teaching Poster 26 to record important details.
Read “The Three Billy Goats Gruff”

Read the first paragraph of the story to children. Explain that you
learned these important details: Three billy goats live near a river; they
have to cross a bridge to get to the other side; a mean troll lives under
the bridge. Say: I don’t understand why it is important to know that a troll
lives under the bridge. What will the troll do if the goats try to cross the
bridge? I’ll keep reading to find the answer to my question.
ENGLISH LANGUAGE Continue reading, pausing to have children ask and answer questions
LEARNERS
about the story.
Demonstrate
Comprehension Respond to Literature
Ask children yes or no
questions about the Talk About It Discuss story details with children. Ask: Who crosses the
story, such as, Is the troll COLLABORATE bridge first? What does the troll say? What does the troll do? Who crosses
nice? Does Little Billy the bridge last? What does the troll do? What happens to the troll? Ask
cross the bridge? Repeat
children’s answers in
children to tell about their favorite parts of the story and why they liked
complete sentences. those parts.

START SMART
“The Three Billy Goats Gruff”
Once there were three billy goats whose last name was “I’ll gobble you up!” shouted the troll.
Gruff. The three brothers lived near a river. Across the river “Please don’t!” pleaded Middle Billy. “My brother is
was a hillside where the grass was sweet. But the goats had following me, and he is bigger than I am.”
to cross a bridge to get there, and a mean troll lived under it.
The troll was hungry, but he said, “Very well, I’ll wait
One day the brothers decided to cross the bridge. The for a bigger meal.” And Middle Billy crossed the bridge.
youngest, smallest Billy Goat Gruff went first. Trip-trap,
Then the oldest, biggest Billy Goat Gruff went across
trip-trap went his feet over the bridge.
the bridge. TRIP-TRAP, TRIP-TRAP, went his feet. The
“WHO IS CROSSING MY BRIDGE?” roared the troll. bridge creaked because Big Billy was big and heavy.
“It is I, Little Billy Goat Gruff,” said Little Billy in a tiny “WHO IS CROSSING MY BRIDGE?” roared the troll.
voice.
“IT IS I, BIG BILLY GOAT GRUFF!” said Big Billy in a
“I’ll gobble you up!” shouted the troll. booming voice.
“Please don’t!” pleaded Little Billy. “I’m so little. But “I’ll gobble you up!” shouted the troll.
here comes my brother, and he is bigger than I am.”
“That’s what you think!” Big Billy replied.
“Run along,” said the troll. “I’ll wait for a bigger meal.”
The troll got on the bridge. Big Billy lowered his horns
And Little Billy crossed the bridge.
and butted that mean troll into the air! Then down,
The second Billy Goat Gruff went across the bridge. down, down, the troll fell into the river and was gone.
Trip-trap, trip-trap went his feet.
“Good-bye, troll!” shouted Big Billy as he crossed the bridge.
“WHO IS CROSSING MY BRIDGE?” roared the troll.
The three Billy Goats Gruff lived happily ever after
“It is I, Middle Billy Goat Gruff,” said Middle Billy, and crossed the bridge every day to eat!
whose voice was louder than Little Billy’s.
Shared Writing
5
Mins
Sentences ENGLISH LANGUAGE
LEARNERS
Brainstorm
Describe Cut little, medium,
Have children work in pairs. Ask partners to discuss “The Three Billy and big circles from construction
Goats Gruff.” Have them give opinions about the story. Make a list of paper. Distribute one of each to
children’s opinions on chart paper. Read the class list together. children. Ask children to arrange
the circles in order by size. Then
ask children to hold up the little
Write circle as they complete this
On chart paper, write and read aloud the sentence starter: The story sentence: This is the circle.
Repeat the sentence to develop
is . Have children read it aloud as you point to each word. Have
their oral language proficiency.
each child complete the sentence with one of the class ideas. Write Continue for the other circles.
children’s sentences on chart paper. Reread the sentences.

START Materials
SMART I love my garden,
And you helped me weed it.
You baked a pie,
Now I’ll help you eat it!
behavior
behavior
he Pp
High-Frequency
McGraw-Hill Reading
Jason Wolff
Start Smart
007_CR14_TP1_SS_119529.indd 1 2/7/12 2:20 PM
DAY 3
Teaching Poster he
can
piano
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
Mins
5 Oral Language
OBJECTIVES Go
Demonstrate
understanding of
We can read. Digital
the organization We like to read with friends.
print. RF.1.1 What do you like to read?
Blend words by onset

and rime Track the print as you read the Daily Warm-Up. To reinforce the
speech-to-print connection, point to each word as you read the Phonological
Awareness
Have partners take turns asking and answering the question: What
do you like to read? Have children share their favorite stories with a
partner, then call on volunteers to share with the class.
Mins
5 Concepts of Print
Concept of a Word
Remind children that sentences are made up of words. Point out the
words as you read the Daily Warm-Up sentences. Have children take
turns pointing to one word in the sentence.
Explain that a word is made up of letters. Circle and read aloud the
first word in the first sentence. Point to and name each letter in the
word. Then have children chime in as you point to and name each
letter. Repeat for other words in the sentence.
Read the first word in the second sentence. Help children name each
letter in the word. Continue with other words.

START SMART
Word Work
5
Mins
Phonological Awareness
Onset and Rime
1 Model Show children how to blend words by onset and rime. I am
going to say a word in parts. I want you to listen carefully. Then I will
put the sounds together to say the word as a whole. Listen: /sss/ /at/.
Now listen as I put the sounds together: /sssaaat/, sat. The word is sat.
Let’s try another one: /sss/ /ad/. Listen as I put the sounds together:
/sssaaad/, sad. The word is sad.
2 Guided Practice/Practice Have children practice blending words
by onset and rime. Guide practice with the first word. The first set
contains words that begin with continuous sounds. These will be
easier for many children to blend.
/s/ /ok/ /s/ /un/ /s/ /and/ /s/ /et/
/m/ /at/ /m/ /an/ /m/ /op/ /m/ /ud/
/f/ /at/ /f/ /an/ /f/ /un/ /f/ /ish/
The second set contains words that begin with stop sounds.
/b/ /at/ /b/ /ag/ /p/ /an/ /p/ /at/
/t/ /op/ /t/ /an/ /d/ /ad/ /d/ /og/

START
SMART
DAY 3
5
Mins Phonics
OBJECTIVES Introduce /p/p, /t/t Go
Decode regularly
1 Model Display the Piano Sound-Spelling Card. Teach the sound /p/
Digital
words. RF.1.3b
Recognize and read
spelled p.
This is the Piano Sound-Spelling Card. The sound is /p/. The /p/ sound
p
grade-appropriate is spelled with the letter p. Say it with me: /p/. This is the sound at the
irregularly spelled
beginning of the word piano. Listen: /p/ /p/ /p/, piano. Watch as I write
words. RF.1.3g Piano
the letter p. I will say /p/ as I write the letter several times.
Phonics
Apply phonics when Repeat with /t/ spelled t. Use the Turtle Sound-Spelling Card.
decoding words with
/p/p and /t/t This is the Turtle Sound-Spelling Card. The sound is /t/. The /t/ sound
Pam can not nap.
is spelled with the letter t. Say it with me: /t/. This is the sound at the Pam can jump up.
Can Sam jump up?
beginning of the word turtle. Listen: /t/ /t/ /t/, turtle. Watch as I write the Sam can not jump up.
letter t. I will say /t/ as I write the letter several times.

Fluency
letters and sounds through writing. Now do it with me. Say /p/ as I they together
ENGLISH LANGUAGE write the letter p. Say /t/ as I write the letter t. This time, write the letter p
LEARNERS five times as you say the /p/ sound. Write the letter t five times as you
how eat
Transfer Skills Many say /t/. High-Frequency

children whose first Word Routine
language is not
English find it difficult
to pronounce and
perceive some English
sounds, such as /p/
and /t/ sounds for
Hmong speakers. Refer Handwriting
to the sound transfer
chart in the Language
Transfers Handbook
to identify sounds that
have approximate
transfers.
Sound Pronunciation
Play the Go Digital
audio again for a
model of the /p/
and /t/ sounds for
additional models.

START SMART
Build Fluency: Sound-Spellings
ENGLISH LANGUAGE
Display Word-Building Cards a, m, p, s, t. Have children chorally
LEARNERS
say each sound. Repeat and vary the pace when finished.
Demonstrate Meaning Do
different actions in the classroom
Blend Words with /p/p, /t/t as you describe what you can do:
I can write. I can sit. I can jump. I
1 Model Display Word-Building Cards p, a, t. Model how to blend can read. Have children mimic the
the sounds together as you run your finger under each letter. This actions and repeat the sentences.
is the letter p. It stands for /p/. This is the letter a. It stands for /a/. This
is the letter t. It stands for /t/. Listen as I blend these sounds together:
/paaat/. Say it with me.
Continue by modeling the words tap, sat, and map.
2 Guided Practice/Practice Display the Phonics Practice Activity.
Read each word in the first
row, blending the sounds; for at am
example: /aaat/. The word is at sat mat
at. Have children blend each am Sam Pam
word with you. Complete Pat sat.
the remaining lines chorally. I am Sam.
Prompt children to read the Also online
connected text, sounding out
the decodable words. Phonics Practice Activity
5
Mins
High-Frequency Words
he, can ON-LEVEL PRACTICE BOOK p. SS6
1 Model Display the High-Frequency Word Cards he and can. Use A. Say each picture name. Write a p below the
picture if its name begins like pin. Write a t below
the Read/Spell/Write routine to teach each word. the picture if its name begins like toy.
Read Point to and say the word he. This is the word he. Say it
with me: he. He jumps up and down!
Spell The word he is spelled h-e. Spell it with me. t p t
Write Let’s write the word in the air as we say each letter: h-e.
Follow the same steps to introduce the word can. Use this
sentence: We can run outside. p t p
B. Say each picture name. Write a p below the
2 Practice Have children work in pairs to make up sentences using picture if its name ends like cup. Write a t below
the picture if its name ends like bat.
the words.
Use the same routine to review I, like, do, to, and you.
p t p
WORD WORK S19 3/3/12 1:39 PM
START
SMART
DAY 3
5
Mins
Share the Rhyme
Ask and answer
Talk with children about how friends help each other. Sometimes we help
Digital
questions about key
details in a text read our friends or family. Other times our friends help us. We help each other in
aloud or information many ways. Tell children you will read aloud a rhyme about how two friends
presented orally help each other.
I love my garden,
And you helped me weed it.
You baked a pie,
or through other
Now I’ll help you eat it!
media. SL.1.2
Read “Helping Hands”
Jason Wolff
007_CR14_TP1_SS_119529.indd 1 2/7/12 2:20 PM
Write opinion
“Helping
pieces in which Hands”
they introduce Read the title and show the
the topic or name illustration on Teaching Poster 7. I love my garden,
the book they are Ask children who they think helps And you helped me weed it.
You baked a pie,
writing about, state Now I’ll help you eat it!
each other and how. Then read
an opinion, supply
a reason for the aloud the rhyme with rhythm and
opinion, and provide expression. Stress the words weed Writing
some sense of it and eat it. Point out that the two
McGraw-Hill Reading
closure. W.1.1
Jason Wolff
phrases are like rhyming words

Start Smart
007_CR14_TP1_SS_119529.indd 1 2/7/12 2:20 PM
because they both end with the Teaching Poster

word it. Repeat the reading several
Respond
Talk About It Remind children how a rhyme is different from a story.
COLLABORATE Have children chorally chant the rhyme. Ask: Why do you think the rhyme
is called “Helping Hands”? Then ask children who they help and how.

START SMART
Interactive Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
5
Mins Sentences Demonstrate Pair children. Have
partners act out games. Then have
children complete the sentence I
can play the game . It is .
Brainstorm Repeat the sentence slowly and
Ask children to think about games they can play. On chart paper, clearly to the class.
make a list of the games. Then ask them for opinions about each
Intermediate
game. Write their ideas next to the games. Read the list with children.
Demonstrate Comprehension
Pair children and have them give
Write a thumbs-up or thumbs-down as
On chart paper write the sentence frames I can play the game . you read games from the list. Then
guide partners to complete the
It is . Have children read them aloud as you point to each word.
sentence frames. Invite volunteers
Guide each child to complete the sentences with one of the games on to say their sentences. Correct
the class list. Write children’s sentences on chart paper. Share the pen. pronunciation as necessary.
Reread the sentences.
Advanced
them discuss games and opinions
from the list. Read the game
names and have children repeat
as needed. Ask partners to take
turns completing the sentence
frames orally with games from the
list. Help them elaborate on their
sentences.
LISTENING COMPREHENSION/INTERACTIVE WRITING S21

START Materials
SMART Detail Detail Detail
behavior
behavior
go Nn
High-Frequency
n
DAY 4
Teaching Poster go
kn_ gn
a
has
nest
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
Today we will learn about elephants. Digital
features of a What do you know about elephants?
sentence (e.g., first
word, capitalization, What would you like to learn?
ending punctuation).
RF.1.1a
Track the print as you read the Daily Warm-Up. Point to each word as
Segment words by Phonological
you read the sentences again. Invite children to chime in.
syllables Awareness
Have partners say what they know about elephants and what they
would like to learn. I know that elephants . I want to learn .
5
Mins
Concepts of Print
Book Handling, Capitalization, End
Punctuation, Word Spaces
Hold open a book. When we read books, we read the left page first.
After we read the left page, we read the right page.
Explain that we read the pages in front of the book before the end.
Remind children that we read the words in sentences from left to
right and we read sentences from top to bottom on a page.
Tell children that sentences begin with capital letters. Have children
name each capital letter in the Daily Warm-Up. Circle the two
question marks. Tell children that these sentences ask questions.
Tell children that words in a sentence are separated by spaces. Have
volunteers point out the spaces between the words.

START SMART
Word Work
5
Mins
Syllable Segmentation
1 Model Show children how to segment a word into syllables.
Then model how to count the syllables in a word. I am going to
say a word. Then I will clap the syllables, or word parts, that I hear.
Remember that each syllable has only one vowel sound. Listen:
pancake, pan (clap) cake (clap). The word pancake has two syllables,
or word parts.
Clap the syllables with me as we say the word pancake: pan (clap)
cake (clap). You clapped two times because pancake has two
syllables.
2 Guided Practice/Practice Have children segment each word
into syllables and count the number of syllables. If any children
struggle, have them place their hands underneath their chins. Tell
them that as they say a new word, a new syllable happens every
time their chin drops.
Listen to these words. Clap the syllables in each word. Count how
many syllables you hear.
little (2) Sunday (2) funny (2) book (1) together (3)
running (2) mop (1) teacher (2) student (2) listen (2)
elephant (3) tomato (3) hop (1) rabbit (2) animal (3)

START
SMART
DAY 4
5
Mins
Phonics
OBJECTIVES Introduce /n/n, /r/r Go
Decode regularly
1 Model Display the Nest Sound-Spelling Card. Teach the sound /n/
Digital
words. RF.1.3b spelled n.
Recognize and read This is the Nest Sound-Spelling Card. The sound is /n/. The /n/ sound is
grade-appropriate spelled with the letter n. Say it with me: /nnn/. This is the sound at the
irregularly spelled beginning of the word nest. Listen: /nnnest/, nest. Watch as I write the
words. RF.1.3g Nest
letter n. I will say /n/ as I write the letter several times.
Phonics
Repeat with /r/ spelled r. Use the Rose Sound-Spelling Card.
This is the Rose Sound-Spelling Card. The sound is /r/. The /r/ sound
Pam can not nap.
is spelled with the letter r. Say it with me: /rrr/. This is the sound at the Pam can jump up.
Can Sam jump up?
beginning of the word rose. Listen: /rrrōz/, rose. Watch as I write the Sam can not jump up.
letter r. I will say /r/ as I write the letter several times.

Fluency
2 Guided Practice/Practice Have children practice connecting
ENGLISH LANGUAGE the letters and sounds through writing. Now do it with me. Say /n/ as I they together
LEARNERS write the letter n. Say /r/ as I write the letter r. This time write the
Transfer Skills Many
letter n five times as you say the /n/ sound. Write the letter r five times as how eat
children whose first you say /r/.

High-Frequency
language is not English Word Routine
will have difficulties
pronouncing and Build Fluency: Sound-Spellings
perceiving some English
sounds, such as the /r/ Display Word-Building Cards a, m, n, p, r, s, t. Have children chorally
sound for Cantonese, say the sound for each card. When finished, repeat and vary the pace.
Vietnamese, Hmong,
and Korean speakers. Handwriting
Refer to the sound
transfer chart in the
Language Transfers
Handbook to identify
sounds that do not
transfer.
Sound Pronunciation
Play the Go Digital
audio again for a
model of the /n/
and /r/ sounds for
additional models.

START SMART
Blend Words with /n/n, /r/r Daily Handwriting
D
1 Model Display Word-Building Cards r, a, n. Model how to blend Assess children’s handwriting
the sounds together as you run your finger under each letter. This informally by having them write
is the letter r. It stands for /r/. This is the letter a. It stands for /a/. This is alphabet. Have them use Practice
the letter n. It stands for /n/. Listen as I blend these sounds together: Book pages SS5, SS8, and SS12
/rrraaannn/, ran. Say it with me. throughout the week for more
Continue by modeling the words nap, rat, and man. letters they are learning. See
Handwriting for daily practice
2 Guided Practice/Practice
Display the Phonics Practice an man ran pan ball-and-stick or slant models.
Activity. Read each word at rat Pat Nat
am ram Pam Sam
in the first row, blending map rap nap tap
the sounds; for example: Sam ran.
/aaannn/. The word is an. I can nap.
Have children blend each Also online
word with you. Complete ENGLISH LANGUAGE
the remaining lines chorally. Phonics Practice Activity
LEARNERS
Prompt children to read the
connected text, sounding out the decodable words. Demonstrate Meaning Move to
different places in the classroom
as you say:, I go to the door. I go
to the window. I go to Sam’s desk.
5
Mins
High-Frequency Words Emphasize go as you move to
each location. Then ask: Where do
you go? Call on children to move
somewhere in the classroom and
go, a, has answer with the sentence frame
I go to .
1 Model Display the High-Frequency Word Cards go, a, and has.
Read Point to and say the word go. This is the word go. Say it
with me: go. We go to the store.
A. Say each picture name. Write an n below the
picture if its name begins like nest. Write r if its
Spell The word go is spelled g-o. Spell it with me. name begins like rabbit.
Write Let’s write the word in the air as we say each letter: g-o.
Follow the same steps to introduce the words a and has. Use
these sentences: He reads a book. She has brown eyes. n r n
2 Practice Have children work in pairs to make up sentences using
the words.
Use the same routine to review I, like, do to you, he, and can. r n r
B. Say each picture name. Then write an n below
Have children read high-frequency words in context using the the picture if its name ends like fun.
n n
WORD WORK S25
3/3/12 1:39 PM
START
SMART
DAY 4
5
Mins
Read the Read Aloud
OBJECTIVES Genre: Informational Text Go
Ask and answer Tell children that selections that give facts are called informational text. Digital
questions about key
details in a text read
This is a type of nonfiction. Point out that “Elephants” is informational
aloud or information text. Explain that informational text:
presented orally gives facts about real people, places, animals, or events.
or through other
reading. SL.1.2 includes details that give important information.
Write opinion Introduce Read the title of the selection on the opposite page. Say: The “Elephants”
pieces in which title of a selection can help us figure out what the selection might be about.
they introduce
I think this selection might give me information about real elephants.
the topic or name
the book they are Strategy: Ask and Answer Questions Remind children that they can
writing about, state stop and ask themselves questions as they listen to the selection. Then
an opinion, supply
they can listen for the answers as you continue to read.
a reason for the Writing
opinion, and provide Skill: Details Remind children that details give important information.
some sense of Tell children that details can describe what something looks like or
closure. W.1.1
what something does. Tell children to listen for important details about
elephants as you read the selection aloud. Use Teaching Poster 26 to
record important details.
ENGLISH LANGUAGE Read “Elephants”

LEARNERS
Read the first sentence of the selection to children. Explain that you
Describe Remind learned an important detail: Elephants are the largest land animals. Say:
children that details I wonder what else I’ll learn about elephants. I’ll ask myself this question: Do
give important
information. Have elephants live alone or in groups? Then I’ll keep reading to find the answer
children draw pictures to my question.
of elephants. As they Continue reading, pausing to have children ask and answer questions
hold up their pictures,
have them complete about the selection.
this sentence to
give details about Respond to Literature
elephants: An elephant
Talk About It Discuss selection details with children. Ask: Who leads
has . To provide
COLLABORATE a group of elephants? Why can elephants walk quietly? What sounds do
guidance, point to
and name body parts, elephants make? How do elephants protect their babies? Ask children to
such as the big ears or share what they think is the most interesting fact they learned about
long trunk, and have elephants.
children repeat.

START SMART
“Elephants”
Introducing Elephants “There’s water here!” to another elephant. If lions
African elephants are huge animals—the largest on are around, the elephant’s sound may mean, “Stay
land. They live in family groups that are led by the away!” Elephants also make sounds that only other
oldest female. When a baby is born, all the females elephants can hear. Elephants from miles away can
help take care of the young elephant. Sisters, aunts, hear these special sounds.
grandmothers, and cousins are all babysitters. The Elephant Communities
male elephants stay in the family group until they
Elephant family groups are on the move a lot, but
are old enough to leave. Then they go off on their
they travel only as fast as the babies and older
own, or they band together with other males.
elephants can move. Elephants like to rest in
Quiet Movement, Loud Sounds the hot part of the day. In the evening they look
Elephants can walk very quietly. How is it possible for water to drink and to bathe in. Because of
for such huge animals to move without making a their large size, elephants can easily scare away
lot of noise? Elephants have wide feet with a thick animals by charging at them. If baby elephants are
pad under their heels. This means they really walk threatened, the big elephants make a circle around
on their toes. Even in a group, elephants can move them. This protects the babies from harm.
without much sound. But if a herd gets worked up, Elephants are interesting animals that have lived
the elephants will make plenty of loud noise! on Earth for a long, long time. Today many people
Elephants make all kinds of sounds. They use are working to protect elephants. If we care for
their trunks to growl, snort, roar, and trumpet. them and their land, elephants may be around
The sounds they make help them communicate for years to come.
with each other. An elephant’s sound may mean,
Interactive Writing
ENGLISH LANGUAGE
5
Mins
Sentences LEARNERS
Brainstorm Write and read aloud the word
quiet, and have children repeat.
Ask children to tell details about elephants they thought were Demonstrate the meaning by
interesting. On chart paper, make a list of their ideas. Read the class putting your finger in front of
list with children. your mouth as you whisper
“elephant.” Have children repeat.
Continue for loud. Use your hands
Write to make a megaphone and yell
On chart paper, write and read aloud the sentence starters An “elephant.” As you say quiet or
elephants has . Elephants can . Have children complete the loud, invite children to make quiet
or loud noises. Allow children
sentences with ideas from the class list. Write children’s sentences on time to respond.
chart paper. Read the sentences aloud.

START Materials
SMART behavior
behavior
I a b c Ii
Word-Building
High-Frequency Cards
i
DAY 5
I he
like can
do go
insect
to a
you has Photo Cards Sound-
Spelling
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
You and I read two stories. Digital
features of a Which story did you like best?
word, capitalization, Why did you like the story?
RF.1.1a
Track the print as you read the Daily Warm-Up. Then have children
Identify and generate echo-read as you read each sentence again. Phonological
rhyming words Awareness
Remind children that this week they read “The Three Billy Goats
Gruff” and “Elephants.” Ask partners to discuss which story they liked
better and why.
5
Mins
Concepts of Print
Parts of a Book, Periods, Pronoun I
Hold up a book. Identify the front and back covers. Then point to
each cover and ask children: Which cover is this?
Remind children: A sentence is made up of a group of related words.
How many words are in the first Daily Warm-Up sentence? Circle
the period. Explain that telling sentences end with a period. Have
children point to words and a period.
Circle the word I in the first sentence and have children read the
word aloud. Point out that the word I is always capitalized.

START SMART
Word Work
5
Mins
Rhyme
1 Model Use the Photo Cards for
man and fan to show children how to
identify rhyming words. Look at these
two Photo Cards. I will say the name of
each card, then you will repeat the name:
man (point to card), fan (point to card).
The words man and fan rhyme because
they both end in /an/. Listen: /m/ /an/,
man; /f/ /an/, fan. Both man and fan end
in /an/. They rhyme. Rhyming words end
in the same sounds.
Now I will try to make other words that
rhyme with man and fan. To do so,
Photo
hoto Cards
I need to think of other words that end in
/an/. Listen as I try one: ran, /rrr/ /an/.
The word ran rhymes with man and fan because it also ends in /an/:
ran, man, fan.
2 Guided Practice/Practice Say each word pair. Ask children to
identify which words rhyme and why.
Listen to these word pairs. If the words rhyme, say the words. I will
then ask you why they rhyme. Think about what sounds the two
words have in common at the end. If the words don’t rhyme, remain
silent. Guide practice with the first pair.
man/ran map/tap mat/hop
sad/bat sock/lock run/sun
hat/bat bit/sit hot/hit
Have children generate words that rhyme with each rhyming pair.
Now listen as I say the words again. Let’s think of other words that
rhyme with the rhyming pairs.

START
SMART
DAY 5
5
Mins Phonics
OBJECTIVES Introduce Short i Go
Decode regularly
1 Model Display the Insect Sound-Spelling Card. Teach the sound /i/
Digital
words. RF.1.3b spelled i.
Recognize and read This is the Insect Sound-Spelling Card. The sound is /i/. The /i/ sound
grade-appropriate is spelled with the letter i. Say it with me: /iii/. This is the sound at the
irregularly spelled
beginning of the word insect. Listen: /iiinsekt/, insect. Watch as I write
words. RF.1.3g Insect
the letter i. I will say /i/ as I write the letter several times.
Phonics
letter and sound through writing. Now do it with me. Say /i/ as I write
Pam can not nap.
the letter i. This time, write the letter i five times as you say the /i/ sound. Pam can jump up.
Can Sam jump up?
Sam can not jump up.
Extend with Final Double Letters ss, tt Fluency
1 Model Write and read aloud miss. Underline the letters -ss at the
ENGLISH LANGUAGE end of the word. Model how to blend the sounds together as you they together
LEARNERS
run your finger under each letter: /mmmiiisss/. Explain that the last how eat
Transfer Skills Many sound is /s/, but it is spelled with two s’s instead of one.
2 Guided Practice/Practice Repeat the routine with children with High-Frequency
language is not English Word Routine
will have difficulties pass and mitt.
pronouncing and
perceiving some
English sounds, such
as the /I/ sound
for speakers of
Vietnamese, Hmong, Handwriting
and Khmer. Refer to
the sound transfer
Transfers Handbook
do not transfer.
Sound Pronunciation
Play the Go Digital
audio again for a
model of the /i/ sound
for children needing
additional models.

START SMART
ENGLISH LANGUAGE
Display Word-Building Cards a, i, m, n, p, r, s, t. Have children LEARNERS
chorally say the sounds. When finished, repeat and vary the pace.
Demonstrate Meaning Have
children hold up an object, such
Blend Words with Short i as a crayon. Say: Pam has a crayon.
Have children repeat. Continue
1 Model Display Word-Building Cards i, n. Model how to blend the with other children. Then have
sounds together as you run your finger under each letter. This is partners take turns holding up
the letter i. It stands for /i/. This is the letter n. It stands for /n/. Listen as objects, as the other partner
completes the sentence: (Child’s
I blend these sounds together: /iiinnn/, in. Say it with me. name) has a .
Continue by modeling the words pin, it, and sit.
2 Guided Practice/Practice in pin tin
Display the Phonics Practice
it pit sit sat
Activity. Read each word in
the first row, blending the rip tip nip nap
sounds; for example: /iiinnn/. pass miss mitt
The word is in. Have children Tim can sit.
blend each word with you. Also online
I see a pin.
Complete the remaining lines
chorally. Prompt children Phonics Practice Activity
to read the connected text,
sounding out the decodable words.
5
Mins
Review ON-LEVEL PRACTICE BOOK p. SS11
1 Model Display the High-Frequency Word Cards for I, like, do, to, A. Say each picture name. Write an i below the
picture if its name begins with i as in ink.
you, he, can, go, a, and has. Have children Read/Spell/Write each
word.
Read Point to and say the word go. This is the word go. Say it
with me: go. I will go to my desk.
i i
Spell The word go is spelled g-o. Spell it with me.
Write Let’s write the word in the air as we say each letter: g-o.
i

Use the routine to review the other words B. Say each picture name. Write i to complete
the words.
2 Practice Point to a word and call on a child to Read/Spell/Write it.
Challenge them to use the word in a sentence. Then have partners f i sh
work together to create sentences using as many of the high-
frequency words as they can. p i g
WORD WORK S31
3/3/12 1:40 PM
START
SMART
DAY 5
10
5
Mins
Make Connections
OBJECTIVES
Reread “The Three Billy Goats Gruff” Go
Identify basic
similarities in and Tell children that as you read, they should listen carefully and try to
Digital
differences between remember as much of the story as they can. Pause to allow children
two texts on the to ask and answer questions that will help them understand and
same topic. RI.1.9
remember the story: Why do the Billy Goats Gruff want to cross the river?
• Make text Why does the troll let the first billy goat cross? Why does the middle billy
connections to self goat say his brother is following?
• Make text “The Three Billy
connections to the Goats Gruff ”
world Text to Self
Ask children to think about “The Three Billy Goats Gruff.” Guide them
Routines to make text-to-self connections: Have you ever been afraid to do
Retellings Retellings something? How did you get the courage to do it? Provide help as needed.
allow teachers to monitor “Elephants”
comprehension. Text to World
Model Retelling Use
Guide children to make text-to-world connections about “The Three Billy
the prompts on the
Goats Gruff.” Ask: Where might you see a bridge? Who would use the bridge
first few Retelling Cards
and why? Provide help as needed.
to model retelling. Retell
Guide Retelling Use
the remaining Text to Text
cards to guide Help children to make connections between “The Three Billy Goats
children’s retelling Gruff” and “Elephants.” How are the billy goats like the elephants? How are
of the selection and the billy goats different from the elephants? Provide help as needed. Then Writing
important features. discuss with children the differences between a selection that is a story,
Discuss the like “The Three Billy Goats Gruff,” and a selection that gives information,
Retelling Have like “Elephants.” Guide them in explaining the differences.
children summarize
selection concepts by
asking higher-order
questions.
Refer to the Professional
Development video for
more instruction.

START SMART
Independent Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
Use Visuals Display pictures of a
5
Mins Sentences few animals. Ask questions, such
as: Do you like cats or dogs? Show
me. Say the names of the animals
Brainstorm children choose, and have them
repeat. Then say the completed
Ask children to think of and name animals they like and tell why sentence frames, and have
they like them. children repeat. Model correct
pronunciation as needed.
On chart paper, make lists of children’s ideas. Read the class lists
together. Intermediate
Write As you complete the sentence
On chart paper, write the sentence frames I like . frame with ideas from the
chart, have partners act out the
can . Have children read them aloud. sentence. Then have partners
On notebook paper, have each child complete the sentences with take turns repeating the sentence
ideas on the class lists. and acting it out. Model correct
Have children read aloud their sentences. Write them on
chart paper. Advanced
Discuss Have partners describe
and discuss animals from the list.
Then have partners match each
animal to an opinion of why they
like the animal. Challenge them to
complete the sentence using the
animal names and opinions. Elicit
more details to support children’s
answers.
Quick Check
Q
Can children read and decode
words with the letter/letter
sounds covered this week?
Can children recognize and
read the high-frequency
words?
LISTENING COMPREHENSION/INDEPENDENT WRITING S33

START Materials
SMART
The grass is red.
The sun is green.
behavior
behavior
this Cc
High-Frequency
McGraw-Hill Reading
Tim Beaumont
Start Smart
008_CR14_TP1_SS_119529.indd 1 2/7/12 2:23 PM
c ck k
DAY 1
Teaching Poster this
is
camel
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
Mins
5 Oral Language
OBJECTIVES Go
Recognize the
distinguishing
Let’s talk about colors. Digital
features of a What color is grass?
word, capitalization, What color is the sun?
RF.1.1a
Blend words by Track the print as you read the Daily Warm-Up. Point to each word Phonological
onset and rime and reread to reinforce the speech-to-print connection. Awareness
Have partners ask and answer questions in the Daily Warm-Up. Have
them ask and answer questions about other colors they see outside.
Mins
5 Concepts of Print
Directionality, Return Sweep,
First Word Capitalization
Review: We read words in sentences from left to right and top to
bottom. Have children finger-point as they echo-read.
Reread sentences and emphasize the return sweep by moving your
finger from the last word in a line to the first word in the next line.
Have children model how they go from one sentence to the next.
Help them use their fingers to move down the page as they come to
the end of the last line.
Remind children that sentences begin with capital letters. Have
them point to the first word in each sentence. Circle the first letters
and have children name the letters.

START SMART
Word Work
5
Mins
Onset and Rime
1 Model Show children how to blend words by onset and rime.
I am going to say a word in parts. I want you to listen carefully. Then
I will put the sounds together to say the word as a whole. Listen: /fff/
/it/. Now listen as I put the sounds together. /fffiiit/, fit. The word is fit.
Let’s try another one: /fff/ /ish/. Listen as I put the sounds together:
/fffiiish/, fish. The word is fish.
2 Guided Practice/Practice Have children practice blending
onsets and rimes. Guide practice with the first word.
/f/ /an/ /f/ /at/ /f/ /iks/ /f/ /il/ /m/ /ap/
/m/ /at/ /m/ /is/ /m/ /iks/ /s/ /at/ /s/ /ad/
/s/ /ik/ /s/ /ip/ /k/ /at/ /k/ /an/ /d/ /ish/
/d/ /ig/ /h/ /it/ /h/ /at/ /t/ /ip/ /p/ /in/
Review the Speaking and Listening Checklists from the
Teacher’s Resource Online PDF. Explain that during
discussions, children should follow guidelines to make sure
they are prepared to actively participate.
Add New Ideas As children engage in partner, small-group,
stay on topic.
connect their own ideas to the comments of others.
look for ways to connect their experiences to the conversation.
Be Open to All Ideas As children engage in partner, small-
group, and whole-group discussions, remind them:
that everyone’s ideas are important and should be heard.
not to be afraid to ask a question if something is unclear.
to respect the opinions of others.
Monitor children’s conversations. Ask children to evaluate their
discussions. Are they adding ideas and listening to one another?

START
SMART
DAY 1
5
Mins Phonics
OBJECTIVES Introduce /k/c, /f/f Go
Decode regularly
1 Model Display the Camel Sound-Spelling Card. Teach the sound
Digital
words. RF.1.3b /k/ spelled c.
Recognize and read This is the Camel Sound-Spelling Card. The sound is /k/. The /k/ sound
grade-appropriate can be spelled with the letter c. Say it with me: /k/. This is the sound at
irregularly spelled
the beginning of the word camel. Listen: /k/ /k/ /k/, camel. Watch as I
words. RF.1.3g Camel
write the letter c. I will say /k/ as I write the letter several times.
Phonics
Repeat with the Fire Sound-Spelling Card. Teach the sound /f/
spelled f.
Pam can not nap.
This is the Fire Sound-Spelling Card. The sound is /f/. The /f/ sound is Pam can jump up.
Can Sam jump up?
spelled with the letter f. Say it with me: /fff/. This is the sound at the Sam can not jump up.
beginning of the word fire. Listen: /fffīr/, fire. Watch as I write the letter f.
Fluency
I will say /f/ as I write the letter several times.
ENGLISH LANGUAGE 2 Guided Practice/Practice Have children practice connecting the they together
LEARNERS letters and sounds through writing. Now do it with me. Say /k/ as I write
Use Examples Point the letter c. Say /f/ as I write the letter f. This time, write the letter c five how eat
to an object in the times as you say the /k/ sound. Write the letter f five times as you say /f/.
High-Frequency
room and say, “This is a
Word Routine
(name of object).” Have
children repeat. Then
point to other objects
and have children Display Word-Building Cards a, c, f, i, m, n, p, r, s, t. Have children
complete the sentence chorally say the sound for each card. When finished, repeat and vary
frame: This is a . the pace.
Handwriting
Ask Questions Point
to an object in the
classroom and ask, Is
it red? Model how to
respond by saying
either: Yes, it is red or
No, it is not red. Repeat
with other objects,
asking questions
about the object’s
color, size, or function.
Have children respond
chorally.

START SMART
Blend Words with /k/c, /f/f Routines
1 Model Display Word-Building Cards f, a, n. Model how to blend High-Frequency Words
the sounds together as you run your finger under each letter. This Why High-frequency words are
is the letter f. It stands for /f/. This is the letter a. It stands for /a/. This is a small group of words, but they
the letter n. It stands for /n/. Listen as I blend these sounds together: account for over half the words
in print. Many high-frequency
/fffaaannn/, fan. Say it with me. words are irregular and cannot
Continue by modeling the words can, fat, and cat. be decoded. To read fluently,
children must be able to read
2 Guided Practice/Practice high-frequency words quickly and
an can fan pan accurately.
Display the Phonics Practice
Activity. Read each word in at cat fat mat How Children need explicit,
the first row, blending the in fin fit it systematic instruction with
cap nap map man high-frequency words.
sounds; for example:
/aaannn/. The word is an. He has a fan. • The teacher introduces a high-
frequency word, puts it in context,
Have children blend each A cat can nap.
Also online and spells it.
word with you. Complete • Children read, spell, and write the
the remaining lines chorally. Phonics Practice Activity word. Then they use it in a sentence.
Prompt children to read the • The teacher displays the high-
connected text, sounding frequency words on a word wall for
out the decodable words. reference and review.
5
Mins
this, is
1 Model Display the High-Frequency Word Cards this and is. Use
the Read/Spell/Write routine to teach each word.
Read Point to and say the word is. This is the word is. Say it with
A. Say each picture name. Write a c below the
me: is. My shirt is blue. picture if its name begins like camel. Write f if its
name begins like family.
Spell The word is is spelled i-s. Spell it with me.
Write Let’s write the word in the air as we say each letter: i-s.
Follow the same steps to introduce the word this. Use this
sentence: This is my dog, Bo.
f c c
the words. f f c
B. Say each picture name. Write c or f to complete
The McGraw Hill Companies, Inc.
Use the same routine to review I, like, do, to, you, he, can, go, a, the words.
and has.
c at
Copyright
f an
WORD WORK S37
3/3/12 1:39 PM
START
SMART
DAY 1
5
Mins
Share the Rhyme
Ask and answer
Talk with children about their favorite places. If you could make up the
Digital
questions about key
details in a text read perfect place, what would it be like? What would you see there? Tell children
aloud or information that you are going to read aloud a rhyme about a make-believe place.
presented orally
The grass is red.
The sun is green.
or through other
media. SL.1.2 Read “Where Are We?”
Tim Beaumont
008_CR14_TP1_SS_119529.indd 1 2/7/12 2:23 PM
Write informative/
Read the title and show the “Where
explanatory texts in Are We?”
which they name a illustration on Teaching Poster 8. The grass is red.
topic, supply some Then read aloud the rhyme with The sun is green.
facts about the rhythm and expression, stressing

topic, and provide
the rhyming words. Explain that
some sense of
closure. W.1.2 rhyming words are words that have
the same ending sounds, such as FPO
McGraw-Hill Reading
Writing
Tim Beaumont
blue and too, which both end in /ü/. 008_CR14_TP1_SS_119529.indd 1

Start Smart
2/7/12 2:23 PM
Repeat the reading several times, Teaching Poster

asking children to join in.
Respond
Talk About It Ask how a rhyme is different from a story. Then have
COLLABORATE children chorally chant the rhyme. Repeat the rhyme and substitute in
other objects for grass, leaves, sun, and clouds. Ask what is red, blue,
and green in the children’s make-believe place. Then reread the rhyme
and ask children to supply other object names to describe their own
make-believe places.

START SMART
Shared Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
5
Mins Sentences Describe Have partners display
the pictures they drew. Ask
questions, such as, Is this a tree?
Have children answer: Yes, this
Brainstorm is a . Continue with other
Have children draw pictures of the perfect places they imagined. Then questions, such as, What color is
ask children to name objects or places in their drawings. this? Repeat sentences slowly and
clearly to the class.
On chart paper, make a list of children’s responses.
Intermediate
Write Demonstrate Comprehension
Have partners discuss meanings of
Read the class list together. words on the class list by pointing
On chart paper write the sentence frame This is a . Have children to things in their drawings. Then
have partners complete the
read it aloud as you point to each word.
sentence frame. Invite them to
Have each child complete the sentence with one of the responses on share their sentences. Model
the class list as they point to things in their drawings. correct pronunciation as needed.
Write children’s sentences on chart paper. Reread the sentences aloud. Advanced
them discuss descriptions from
the list. Ask partners to take turns
orally. Allow children ample time
to respond.

START Materials
behavior
behavior
my Oo
High-Frequency
o
DAY 2
Teaching Poster my
look
little
octopus
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
I know about Jack. Digital
features of a He meets a giant.
word, capitalization, What is a giant?
RF.1.1a
Isolate and Track the print as you read the Daily Warm-Up. To reinforce the
pronounce initial, speech-to-print connection, point to each word as you reread. Phonemic
medial vowel, Awareness
Emphasize return sweeps. Invite children to chime in.
and final sounds
(phonemes) Have partners discuss: What is a giant? Prompt children as needed.
in spoken Ask: Would you like to meet a giant? Why or why not?
single-syllable
words. RF.1.2c
5
Mins
Concepts of Print
Word Spaces, End Punctuation,
Pronoun I, Title Page
Tell children that words in a sentence are separated by spaces.
Underline words and mark the space between them in the Daily
Warm-Up. Invite volunteers to point to the space between words.
Review that we always capitalize the word I. Review that telling
sentences end with a period.
Open to the title page of a classroom book. This is the title page. Read
aloud the book title and author’s name. A title page has the name of
the book and the name of the author. Where is the title page located?

START SMART
Word Work
5
Mins
Phonemic Awareness
Phoneme Isolation
1 Model Show children how to isolate initial and final /d/.
Emphasize the sound as you say the word, especially in the final
position. I am going to say a word and then say the first, or beginning,
sound in the word. Listen: dog. The beginning sound in dog is /d/.
Say the sound with me: /d/. Notice how my lips are apart and slightly
pushed out when I say /d/.
Now listen to the last, or ending, sound in a word. Listen: sad. The
ending sound in sad is /d/. Say the sound with me: /d/.
Repeat with the /h/ sound using the words hat and him.
2 Guided Practice/Practice Have children practice isolating initial
and final sounds. Listen to these words. Say the first, or beginning,
sound you hear.
duck nose horse door hop nice
Now say the last, or ending, sound you hear in these words.
sit run map bed fan read

START
SMART
DAY 2
5
Mins Phonics
OBJECTIVES Introduce Short o Go
Decode regularly
1 Model Display the Octopus Sound-Spelling Card. Teach the sound
Digital
words. RF.1.3b /o/ spelled o.
Recognize and read This is the Octopus Sound-Spelling Card. The sound is /o/. The /o/ sound
grade-appropriate is spelled with the letter o. Say it with me: /ooo/. This is the sound at the
irregularly spelled
beginning of the word octopus. Listen: /ooo/, octopus. Watch as I write
words. RF.1.3g Octopus
the letter o. I will say /o/ as I write the letter several times.
Phonics
Apply phonics when
decoding words with
short o letter and sound through writing. Now do it with me. Say /o/ as I write
Pam can not nap.
the letter o. This time, write the letter o five times as you say the Pam can jump up.
Can Sam jump up?
/o/ sound. Sam can not jump up.
Fluency
Display Word-Building Cards a, c, f, i, m, n, o, p, r, s, t. Have children they together
chorally say the sound for each card. When finished, repeat and vary how eat
the pace.
ENGLISH LANGUAGE High-Frequency
LEARNERS Word Routine

language is not
English find it difficult
to pronounce and
perceive some English Handwriting
sounds. Refer to the
sound transfer chart
in the Language
Transfers Handbook
do not transfer.
Sound Pronunciation
Play the Go Digital
audio again for a
model of the /o/ sound
additional models.

START SMART
Blend Words with Short o Daily Handwriting
D
1 Model Display Word-Building Cards o, n. Model how to blend Assess children’s handwriting
is the letter o. It stands for /o/. This is the letter n. It stands for /n/. their names and the letters of the
Listen as I blend these sounds together: /ooonnn/, on. Say it with me. alphabet. Have them use Practice
Continue by modeling the words mop, top, and not. throughout the week for more
2 Guided Practice/Practice letters they are learning. See
Display the Phonics Practice Handwriting for daily practice
on mop top tap and additional information on
Activity. Read each word in
not pot cot cat ball-and-stick or slant models.
the first row, blending the
sounds, for example: in an am at
/ooonnn/. The word is on. fan fin map mop
Have children blend each I can do a lot.
word with you. Complete I am on top.
Also online
the remaining lines chorally.
ENGLISH LANGUAGE
Prompt children to read the Phonics Practice Activity
LEARNERS
the decodable words. Use Examples Arrange pairs of
big and little objects. Point to
each object in a pair and say, The
is big. The is little. Have
5
Mins
High-Frequency Words children repeat the sentences.
Ask Questions Point to a child’s
shoe and say: Is this your shoe?
my, look, little Have children say, This is my shoe.
Continue with hand, hair, and so on.
1 Model Display the High-Frequency Word Cards my, look and
little. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word my. This is the word my. Say it
with me: my. My hair is brown.
A. Say each picture name. Write an o below the
picture if its name begins with o as in ox.
Spell The word my is spelled m-y. Spell it with me.
Write Let’s write the word in the air as we say each letter: m-y.
Follow the same steps to introduce the words look and little.
Use these sentences: Look at my new hat! The cat is little.
o
the words.
o o
Use the same routine to review I, like, do, to, you, he, can, go, a, B. Say each picture name. Write o to complete
the words.
has, this, and is.
Have children read high-frequency words in context using the o x
b o x
WORD WORK S43 3/3/12 1:39 PM
START
SMART
DAY 2
5
Mins
Read the Read Aloud
Go
Ask and answer
Tell children that made-up stories are called fiction. Point out that “Jack
Digital
questions about key
details in a text read and the Beanstalk” is fiction. Explain that fiction stories:
presented orally
media. SL.1.2 have characters.
Write informative/
Introduce Read the title of the story on the opposite page. Say: The “Jack and the
explanatory texts in
title of a story can help us figure out what the story might be about. I think Beanstalk”
which they name a
topic, supply some this story might be about a boy named Jack and his beanstalk. If necessary,
facts about the explain that a beanstalk is a plant that beans grow on.
topic, and provide
some sense of Strategy: Reread Tell children that rereading can help them
closure. W.1.2 understand a story. Explain that as they listen to you read, they
can ask you to stop, go back, and reread to help them understand Writing
the story.
Skill: Details Remind children that details give important information
about a story. Tell children that some details tell about people or
animals in the story and other details give information about what is
happening. Tell children to listen for important details as you read the
ENGLISH LANGUAGE story aloud. Use Teaching Poster 26 to record the details.
LEARNERS
Demonstrate
Read “Jack and the Beanstalk”
Listening Reread the Read the first six paragraphs of the story to children. Reread as
first sentence of the necessary to help children recall details. If needed, ask questions, such
story. Ask: Who lives
as: Who is the story about? What does Jack sell? What does he get? What
in a cottage, or little
house? Help children happens to the beans? Continue reading, pausing to reread as necessary
respond: live in to help children recall the details.
a cottage. Continue
to reread a few Respond to Literature
other sentences,
one at a time, to ask Talk About It Discuss story details with children. Ask: Who lives at the
about details, and to COLLABORATE top of the beanstalk? What does Jack take from them? Why does Jack chop
help children form down the beanstalk? Ask children to discuss whether they think Jack was
responses. Repeat
right to take the gold, the hen, and the harp.
correct answers slowly
and clearly to the class.

START SMART
“Jack and the Beanstalk”
Long ago, a boy named Jack lived with his mother in a tiny After a while, they spent all the gold. So Jack climbed the
cottage. One day, his mother asked him to sell their cow. beanstalk again. This time, he saw the giants with a hen.
So Jack took the cow to market, where he met a farmer. The man said, “Lay!” and the hen laid a golden egg!
“Sell me your cow for these beans,” said the farmer. The man sniffed the air and said,
“I cannot sell our cow for beans!” replied Jack. Fee-fum-fo-fi,
“These are special beans,” said the farmer. “Plant them, Someone’s here with you and I!
and stalks will grow to the sky!” “Nonsense,” said his wife. Then they fell asleep.
So Jack sold the cow for the beans. However, when he Quietly, Jack took the hen and climbed down the
returned home, his mother was furious and tossed the beanstalk. His mother loved the hen that laid
beans out the window. golden eggs!
The next morning, Jack saw an enormous beanstalk that Time passed, and Jack returned to the giants’ house.
reached past the clouds! He climbed the beanstalk and This time, the giants had a golden harp. When the
saw a huge house at the top. Two giants, a man and woman said, “Sing!” the harp sang beautifully! While
woman, were eating breakfast. The man sniffed the air they napped, Jack took the harp. However, the giant
and said, man woke up!
Fee-fum-fo-fi, Jack raced down the beanstalk. The giant followed, but
Someone’s come into the sky! Jack was faster. When he got home, Jack took his ax and
“Nonsense,” said his wife. Then they fell asleep. chopped down the beanstalk. The giant crashed down
through the earth and was never seen again!
The man had many bags of gold around him. Quietly,
Jack took one bag and climbed down the beanstalk. Jack and his mother lived happily ever after,
When his mother saw the gold, she was thrilled. selling golden eggs and listening to their harp.
Shared Writing
5
Mins
Sentences
Brainstorm ENGLISH LANGUAGE
LEARNERS
Ask partners to name things from “Jack and the Beanstalk.” Then ask
them to describe them. Make a list of their ideas on chart paper. Use Visuals Write and read aloud
gold and golden. Have children
repeat. Display a picture of gold.
Write Say: This is gold. Have children
On chart paper, write and read aloud the sentence starter The repeat. Then display an object
is . Have children read it aloud as you point to each word. Have or picture of an object that is
golden. Say: This is a golden .
each child complete the sentence with ideas from the class list.
Have children repeat. Model
Write children’s sentences on chart paper. Reread the sentences. correct pronunciation as needed.

START Materials
SMART The air is damp
And very warm.
Drip, drop —here comes
A summer storm.
Rain falls from
The darkened sky.
behavior
behavior
where Dd
Below the trees,
High-Frequency
McGraw-Hill Reading
John Patrick
Start Smart
009_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
DAY 3
Teaching Poster where
_ed
here
dolphin
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
Mins
5 Oral Language
OBJECTIVES Go
Recognize the
distinguishing
What is a rain forest? Digital
features of a We will read about it.
word, capitalization, We will find out!
RF.1.1a
Demonstrate Track the print as you read the Daily Warm-Up. Read the sentences
understanding again, and invite children to chime in. Phonological
of spoken words, Awareness
syllables, and sounds Have partners brainstorm answers to the question, What is a rain
(phonemes). forest? Have them draw pictures to show their ideas.
RF.1.2
Segment words by
syllables
Mins
5 Concepts of Print
Print-to-Speech Match, Word Length,
Sentence Boundaries
Have children practice speech-to-print matching. Ask volunteers
to track the print as you reread the Daily Warm-Up. Guide them to
point to each word as you say it.
Point out that some words are longer and some are shorter.
Underline out and forest. Help children count the letters in each
word and compare lengths.
Remind children that sentences are groups of words. A sentence
begins with a capital letter and ends with a punctuation mark. Have
children circle the capital letter at the beginning of each first word
and the punctuation mark at the end of each sentence.

START SMART
Word Work
5
Mins
Syllable Segmentation
1 Model Show children how to segment a word into syllables.
Then model how to count the syllables in a word. I am going to
say a word. Then I will clap the syllables, or word parts, that I hear.
Remember that each syllable has only one vowel sound. Listen:
basket: bas (clap) ket (clap). The word basket has two syllables,
or word parts.
Clap the syllables with me as we say the word basket: bas (clap) ket
(clap). You clapped two times because basket has two syllables.
2 Guided Practice/Practice Have children segment each word
into syllables and count the number of syllables. If any children
struggle, have them place their hands underneath their chins. Tell
them that as they say a new word, a new syllable happens every
time their chin drops.
Listen to these words. Clap the syllables in each word. Count how
many syllables you hear.
basketball (3) Monday (2) silly (2) tomorrow (3)
yesterday (3) desk (1) chalkboard (2) rhinoceros (4)
potato (3) California (4) cafeteria (5) tumble (2)

START
SMART
DAY 3
5
Mins
Phonics
OBJECTIVES Introduce /d/d, /h/h Go
Decode regularly
1 Model Display the Dolphin Sound-Spelling Card. Teach the sound
Digital
words. RF.1.3b /d/ spelled d.
Recognize and read This is the Dolphin Sound-Spelling Card. The sound is /d/. The /d/ sound
grade-appropriate is spelled with the letter d. Say it with me: /d/. This is the sound at the
irregularly spelled
beginning of the word dolphin. Listen: /d/ /d/ /d/, dolphin. Watch as I
words. RF.1.3g Dolphin
write the letter d. I will say /d/ as I write the letter several times.
Phonics
Repeat with /h/ spelled h. Use the Hippo Sound-Spelling Card.
This is the Hippo Sound-Spelling Card. The sound is /h/. The /h/ sound
Pam can not nap.
is spelled with the letter h. Say it with me: /h/. This is the sound at the Pam can jump up.
Can Sam jump up?
beginning of the word hippo. Listen: /h/ /h/ /h/, hippo. Watch as I write Sam can not jump up.
the letter h. I will say /h/ as I write the letter several times.
Fluency
letters and sounds through writing. Now do it with me. Say /d/ as they together
I write the letter d. Say /h/ as I write the letter h. This time, write the
letter d five times as you say the /d/ sound. Write the letter h five times how eat
ENGLISH LANGUAGE
LEARNERS
as you say /h/.
High-Frequency
Word Routine
children whose first Extend With Final /z/s
language is not English
will have difficulties 1 Model Write and read aloud is and his. Underline the letter -s at
pronouncing and the end of each word. Model how to blend the sounds together as
perceiving some you run your finger under each letter: /iiizzz/, /hiiizzz/. Explain that
English sounds. Refer Handwriting
sometimes the letter s at the end of a word has the /z/ sound.
chart in the Language 2 Guided Practice/Practice Repeat the routine with children with as
Transfers Handbook and has.
do not transfer.
Sound Pronunciation Build Fluency: Sound-Spellings
Play the Go Digital
audio again for a Display Word-Building Cards a, c, d, f, h, i, m, n, o, p, r, s, t. Have
model of the /d/ and children chorally say the sound for each card. When finished, repeat
/h/ sounds for children and vary the pace.
needing additional
models.

START SMART
Blend Words with /d/d, /h/h
ENGLISH LANGUAGE
1 Model Display Word-Building Cards h, a, d. Model how to blend
LEARNERS
the sounds together as you run your finger under each letter.
This is the letter h. It stands for /h/. This is the letter a. It stands for Ask Questions Ask children
/a/. This is the letter d. It stands for /d/. Listen as I blend these sounds questions using the word where.
Where do we keep the art supplies?
together: /haaad/, had. Say it with me. Where do you like to play? Then
Continue by modeling the words dad, hip, and dip. have partners take turns asking
each other questions beginning
2 Guided Practice/Practice with where.
did hid hip dip
Display the Phonics Practice Explain The word here tells
Activity. Read each word dad sad ham him about a place where we are. Say:
in the first row, blending an ran fan Dan You are there. I am here. Have
children repeat.
the sounds; for example: hat hit hot dot
/diiid/. The word is did. Have
I see him.
children blend each word Also online
with you. Complete the Can Dan?
remaining lines chorally. Phonics Practice Activity
the decodable words.
5
Mins
where, here
1 Model Display the High-Frequency Word Cards where and
here. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word where. This is the word where.
A. Say each picture name. Write a d below the
Say it with me: where. Where is my pencil? picture if its name begins like door. Write h if its
name begins like home.
Spell The word where is spelled w-h-e-r-e. Spell it with me.
Write Let’s write the word in the air as we say each letter:
w-h-e-r-e. d h h
Follow the same steps to introduce the word here. Use this
sentence: Here it is!
2 Practice Have children work in pairs to make up sentences using d h d
the words. B. Say the picture name. Then write a d to
complete the word. Read the word.
Use the same routine to review I, like, do, to, you, he, can, go, a,
has, this, is, my, look, and little. be d
WORD WORK S49 3/3/12 1:40 PM
START
SMART
DAY 3
5
Mins
Share the Rhyme
Ask and answer
Talk with children about rain forests. Ask if they think it rains a lot in a
Digital
questions about key
details in a text read rain forest. Have them tell what animals they might see there. Then tell
aloud or information them you are going to read aloud a rhyme about a rain forest and what
presented orally happens when it rains there.
The air is damp
And very warm.
Drip, drop—here comes
A summer storm.
or through other Rain falls from

The darkened sky.
Below the trees,
media. SL.1.2
Read “Rain Forest”
John Patrick
009_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
Write informative/
“Rain Forest”
which they name a Read the title and show the
topic, supply some illustration on Teaching Poster 9. The air is damp
facts about the Then read aloud the rhyme with And very warm.
Drip, drop — here comes
topic, and provide A summer storm.
rhythm and expression, stressing Rain falls from
some sense of The darkened sky.
closure. W.1.2 the rhyming words. Explain that Below the trees,
Writing
rhyming words are words that have
the same ending sounds, such as
McGraw-Hill Reading
sky and dry, which both end in /ī/.
John Patrick
Start Smart
009_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM

Respond
Talk About It Ask how this rhyme is different from a story. Then
COLLABORATE have children chorally chant the rhyme. Ask what words help children
imagine that they can hear the rain. (drip, drop) Ask children why it’s nice
and dry below the trees during the summer storm.

START SMART
Interactive Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
5
Mins
Sentences Describe Pair children. Have
partners draw pictures of places
named on the list. As they display
their pictures, ask questions using
Brainstorm descriptive words from the list,
Ask children to name places where they like to go. On chart paper, such as Is the place ?
make a list of children’s responses. Then ask them to name words that Guide children to answer: Yes. The
is . Allow children ample
describe each place. Add the describing words to the chart. Read the time to respond.
words with children.
Intermediate
Write Describe Pair children. As you
name a place and its descriptive
On chart paper write the question Where do you like to go? Then write
word from the list, have partners
the sentence frame I like to go to . It is . Have children read repeat the words and use them
it aloud as you point to each word. Have each child complete the to orally complete the sentence
sentence with words from the class list. Write children’s sentences on frame. Repeat correct answers
chart paper. Share the pen. Reread the sentences. slowly and clearly to the class.
Then ask children to draw a
picture of the place. Repeat for
other places on the list.
Advanced
Pair children and have them take
turns completing the sentence
frame orally with words from the
list. Model correct pronunciation
as needed.

START Materials
behavior
behavior
play Ee
High-Frequency
e
DAY 4
Teaching Poster play
ea
the
we
egg
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
“Look at the frog,” I said. Digital
features of a “It has red eyes!”
word, capitalization, “Is it a tree frog?”
RF.1.1a
Orally produce Track the print as you read the Daily Warm-Up. To reinforce the
single-syllable Phonemic
speech-to-print connection, point to each word as you read the Awareness
words by blending
sounds (phonemes),
including consonant Have partners talk about frogs. Ask where they might see frogs and
blends. RF.1.2b what frogs look like. Then ask what they think a tree frog is.
5
Mins
Concepts of Print
Sentence Boundaries, End Punctuation,
Quotation Marks, Title Page
Remind children that a sentence begins with a capital letter and
ends with a punctuation mark. Have children point to the first and
last words in each Daily Warm-Up sentence. Then have them circle
the first letter and the end punctuation mark of each sentence.
Circle the quotation marks in the first sentence. Quotation marks tell
the exact words that someone says.
Open to the title page of a classroom book. This page has the name
of the book and the author. Point to and read aloud the book title and
author’s name. Where is the title page in the book?

START SMART
Word Work
5
Mins
Phonemic Awareness
Phoneme Blending
1 Model Show children how to blend words phoneme by
phoneme. Begin with words containing only two phonemes, or
sounds. Progress to words containing three sounds.
I am going to say a word sound by sound. Then I will put the sounds
together to say the word as a whole. Listen carefully. The beginning
sound is /e/. The ending sound is /g/. Listen as I put the sounds
together: /eeeg/, egg. The word is egg.
Let’s try another one. The beginning sound is /m/. The middle sound
is /e/. The ending sound is /n/. Listen as I put the sounds together:
/mmmeeennn/, men. The word is men.
words. Guide practice with the first word. The first set contains
words that begin with continuous sounds. These will be easier for
many children to blend. The second set contains words that begin
with stop sounds.
Listen to these sounds. Put them together to make a word.
/a/ /t/ /s/ /a/ /t/ /m/ /a/ /t/
/a/ /n/ /f/ /a/ /n/ /m/ /a/ /n/
/s/ /a/ /k/ /m/ /o/ /p/ /m/ /a/ /p/
/m/ /e/ /t/ /s/ /e/ /t/ /l/ /e/ /t/
/d/ /a/ /d/ /b/ /a/ /d/ /b/ /a/ /g/

/p/ /e/ /n/ /t/ /e/ /n/ /d/ /e/ /n/

START
SMART
DAY 4
5
Mins
Phonics
OBJECTIVES Introduce Short e Go
Decode regularly
1 Model Display the Egg Sound-Spelling Card. Teach the sound /e/
Digital
words. RF.1.3b spelled e.
Recognize and read This is the Egg Sound-Spelling Card. The sound is /e/. The /e/ sound is
grade-appropriate spelled with the letter e. Say it with me: /eee/. This is the sound at the
irregularly spelled beginning of the word egg. Listen: /eeeg/, egg. Watch as I write the
words. RF.1.3g Egg
letter e. I will say /e/ as I write the letter several times.
Phonics
Apply phonics when 2 Guided Practice/Practice Have children practice connecting the
decoding words with
short e
letter and sound through writing. Say /e/ as I write the letter e. This
Pam can not nap.
time write the letter e five times as you say the /e/ sound. Pam can jump up.
Can Sam jump up?
Build Fluency: Sound-Spellings Fluency
Display Word-Building Cards a, c, d, e, f, h, i, m, n, o, p, r, s, t. Have

children chorally say the sound for each card. When finished, repeat they together
and vary the pace. how eat
ENGLISH LANGUAGE High-Frequency

LEARNERS Blend Words with Short e Word Routine
Transfer Skills Many 1 Model Display Word-Building Cards m, e, n. Model how to blend
children whose first the sounds together as you run your finger under each letter. This is
language is not English the letter m. It stands for /m/. This is the letter e. It stands for /e/. This is
the letter n. It stands for /n/. Listen as I blend these sounds together:
pronouncing and
perceiving some /mmmeeennn/, men. Say it with me. Handwriting
English sounds. Refer Continue by modeling the words met, hen, and ten.
chart in the Language 2 Guided Practice/Practice
Transfers Handbook Display the Phonics Practice Ed red fed Ted
do not transfer. Activity. Read each word in the met mat pet pot
first row, blending the sounds; for net not men man
Sound Pronunciation
Play the Go Digital example: /eeed/. The word is Ed. set sat pin pen
audio again for a Have children blend each word The hen is red.
model of the /e/ sound with you. Prompt children to read Also online
for children needing I like my pet cat.
the connected text, sounding out
additional models.
the decodable words. Phonics Practice Activity

START SMART
5
Mins
High-Frequency Words Daily Handwriting
D
informally by having them write
play, the, we their names and the letters of the
alphabet. Have them use Practice
1 Model Display the High-Frequency Word Cards play, the, and Book pages SS17, SS20, and SS24
we. Use the Read/Spell/Write routine to teach each word. throughout the week for more
Read Point to and say the word play. This is the word play. Say
letters they are learning. See
it with me: play. Will you play with me? Handwriting for daily practice
Spell The word play is spelled p-l-a-y. Spell it with me. and additional information on
ball-and-stick or slant models.
Write Let’s write the word in the air as we say each letter: p-l-a-y.
Follow the same steps to introduce the words the and we. Use
these sentences: The book is mine. We walk to school.
2 Practice
Have children work in pairs to make up sentences using the ENGLISH LANGUAGE
words. LEARNERS
Use Examples Point to items
has, this, is, my, look, little, where, and here. around the room and say, “the
Have children read high-frequency words in context using the book, the desk, the pen,” etc. Help
Start Smart Reader on Your Turn Practice Book page SS21. children say a sentence about each
item, such as, The book is blue.
Describe Actions Ask children to
perform actions with you. Describe
your actions: We can stand. We can
sit. We can jump. Have children echo.

A. Say each picture name. Write an e below the
picture if its name begins with e as in egg.
e e
e e
B. Say the picture name. Then write an e to
e gg
WORD WORK S55
3/3/12 1:39 PM
START
SMART
DAY 4
5
Mins
Read the Read Aloud
OBJECTIVES Genre: Informational Text/Nonfiction
Go
Ask and answer
Tell children that selections that give facts are called informational text.
Digital
questions about key
details in a text read This is a type of nonfiction. Point out that “Let’s Explore!” is informational
aloud or information text. Explain that informational text:
presented orally
or through other
gives facts about real people, places, animals, or events.
media. SL.1.2 includes details that give important information.
Write informative/ Introduce Read the title of the selection on the opposite page. Say: The “Let’s Explore!”
title of a selection can help us figure out what the selection might be about.
which they name a
topic, supply some I think we will explore, or find out more about, something or some place in
facts about the this selection. Let’s read to find out what we will explore.
topic, and provide
Strategy: Reread Remind children that rereading can help them
some sense of
closure. W.1.2 understand details in a text. Explain that as they listen to you read, they Writing
can ask you to stop, go back, and reread to help them remember or
understand details.
Skill: Details Remind children that details give important information.
Tell children that details can describe a place and what grows or lives
in that place. Tell children to listen for important details about places
as you read the selection aloud. Use Teaching Poster 26 to record
important details.
Read “Let’s Explore!”

Read the Prairie section to children. Reread as necessary to help children
ENGLISH LANGUAGE recall details. If needed, ask questions, such as: What is the land in a
LEARNERS
prairie covered with? Is the summer hot or cold? Do wheat and corn grow in
Use Visuals Display a a prairie? What animals live there? Continue reading, pausing to reread as
picture of a prairie, the
tundra, or a rain forest.
necessary to help children recall the details.
Have children look for
details in the picture. Respond to Literature
To share details, ask Talk About It Discuss selection details with children. Ask: What three
them to complete this
COLLABORATE places did we explore? What is one important detail you learned about each
sentence: This is a .
Point to what is seen. place? Which place would you like to visit? Why?
Then repeat correct
answers slowly and

START SMART
“Let’s Explore!”
Plants and animals make their homes in many different live in the tundra because it’s so cold. However,
places. Let’s explore some of them. reindeer, Arctic foxes, polar bears, and snowy owls
make their homes there.
Prairie
Many animals hibernate during the long, cold winter.
Picture a land covered in grass. There is grass all
During the short, cool summer, they give birth to their
around. In some places, the grass is as tall as a person!
young. Living in the tundra is hard, but some animals
The weather is usually hot in summer and cold in manage to survive in this cold land.
winter. The tall-grass prairie has good soil and gets
enough rain for plants, such as wheat and corn, Rain Forests
to grow. Many animals live in the prairie. There are Birds squawk, monkeys screech, and tree frogs call.
birds, insects, and mammals, such as rabbits, foxes, The air is hot. It is raining. Tall trees soar high above
deer, and prairie dogs. your head. You’re in a rain forest.
Prairie dogs aren’t dogs. They’re actually ground A rain forest grows in layers. The bottom layer is the
squirrels that live in underground homes. They’re forest floor. Many animals live there, especially insects.
called dogs because they make barking sounds! Above the forest floor, shrubs and small trees grow.
The next layer, near the top, is a leafy green canopy
Tundra
of treetops. This canopy is filled with more animals.
Now imagine a place that’s cold and frozen most of the Finally, giant trees tower over the whole forest.
time. There is ice and snow for miles around. The word
Rain forests grow all over the world and have more
tundra means “treeless land.”
kinds of trees than any other place on Earth. Millions
Although the tundra is treeless, plants grow there. In of animals live there, such as colorful butterflies and
summer, the top layer of the tundra melts. Pools of birds, as well as monkeys, snakes, and jaguars.
water form, and shrubs and grass grow. Few animals
Interactive Writing
5
Mins
Sentences
ENGLISH LANGUAGE
Brainstorm LEARNERS
Ask children to name plants and animals. Have them say descriptive Demonstrate Comprehension
words for each plant and animals. Guide them to list the plants and Write and read aloud the words
animals and descriptive words. Share the class lists with children. hot and cold. Display pictures of a
hot sun and a fire. Say: The is
Write hot. Have children repeat. Then
have them name or draw other
On chart paper, write and read aloud the sentence frames The (name things that are hot. Repeat for
of plant/animal) is . It has . Have each child complete the cold. Use pictures of snow and ice
sentences with ideas from the class list. cubes. Repeat answers slowly and
Write children’s sentences on chart paper. Read the sentences aloud.

START Materials
SMART behavior
behavior
this a b c Bb
Word-Building
b
DAY 5
this where
is here
my play bat
look the
little we Photo Cards Sound-
Spelling
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
Jack saw a giant! Digital
features of a Prairie dogs are not dogs!
word, capitalization, Hmmm…
RF.1.1a
Track the print as you read the Daily Warm-Up. Then have children
Identify and generate Phonological
echo-read as you read each sentence again.
Remind children that they read “Jack and the Beanstalk” and “Let’s
Explore!” Ask: What surprised you when you heard the selections?
5
Mins
Concepts of Print
Sentences, Italics, Repetition of Letters
Remind children that a sentence is made up of a group of related
words and that it starts with a capital letter and ends with a
punctuation mark.
Circle the word not. Point out that the word is in italics. Then circle
the m’s in Hmmm. Point out the repeated letters at the end of the
word. Point out some words that are written differently are words
you read in a special way. Underline the ellipsis. Explain that three
dots mean there is a pause or there is more to come.

START SMART
Word Work
5
Mins
Rhyme
1 Model Use the Photo Cards for mop
and top to show children how to identify
rhyming words. Then model how to
generate rhyming words. Look at these
two Photo Cards. I will say the name of
each card, then you will repeat the name:
mop (point to card), top (point to card).
The words mop and top rhyme because
they both end in /op/. Listen /m/ /op/,
mop; /t/ /op/, top. Both mop and top end
in /op/. So, they rhyme. Rhyming words
end in the same sounds.
Photo
hoto Cards
rhyme with mop and top. To do so, I need
to think of words that end in /op/. Listen
as I try one: /h/ /op/, hop. The word hop rhymes with mop and top
because it also ends in /op/. Mop, top, hop.
identify if the words rhyme and tell how they know. Guide practice
with the first pair.
words have in common at the end.
not/lot rob/job mop/cat
dot/hot bag/pig sock/lock
rod/red bit/sit sad/mad
Guide children to generate additional words that rhyme with each
rhyming pair. Now listen as I say the words again. Let’s think of other
words that rhyme with the words.

START
SMART
DAY 5
10
5
Mins
Phonics
OBJECTIVES Introduce /b/b, /l/l Go
Decode regularly
1 Model Display the Bat Sound-Spelling Card. Teach the sound /b/
Digital
words. RF.1.3b spelled b.
Recognize and read This is the Bat Sound-Spelling Card. The sound is /b/. The /b/ sound
grade-appropriate is spelled with the letter b. Say it with me: /b/. This is the sound at the
irregularly spelled beginning of the word bat. Listen: /b//b/ /b/, bat. Watch as I write the
words. RF.1.3g Bat
letter b. I will say /b/ as I write the letter several times.
Phonics
Repeat with /l/ spelled l. Use the Lemon Sound-Spelling Card.
This is the Lemon Sound-Spelling Card. The sound is /l/. The /l/ sound
Pam can not nap.
is spelled with the letter l. Say it with me: /l/. This is the sound at the Pam can jump up.
Can Sam jump up?
beginning of the word lemon. Listen: /l/ /l/ /l/, lemon. Watch as I write Sam can not jump up.
the letter l. I will say /l/ as I write the letter several times.
Fluency
letters and sounds through writing. Now do it with me. Say /b/ as I they together
ENGLISH LANGUAGE write the letter b. Say /l/ as I write the letter l. This time, write the letter b
LEARNERS five times as you say the /b/ sound. Write the letter l five times as how eat
Transfer Skills Many you say /l/.

High-Frequency
children whose first Word Routine
will have difficulties Extend With Final Double Letters ll
pronouncing and
perceiving some 1 Model Write and read aloud fell. Underline the letters -ll at the end
English sounds, such of the word. Model how to blend the sounds together as you run
as the /l/ sound for your finger under each letter: /fffeeelll/. Explain that the last sound is
Khmer speakers. Refer Handwriting
/l/, but it is spelled with two l’s instead of one.
chart in the Language 2 Guided Practice/Practice Repeat the routine with children with
Transfers Handbook bell, tell, sell, fill, hill, and pill.
do not transfer.
Sound Pronunciation
Play the Go Digital
audio again for a
model of the /b/ and
/l/ sounds for children
needing additional
models.

START SMART
ENGLISH LANGUAGE
Display Word-Building Cards a, b, c, d, e, f, h, i, l, m, n, o, p, r, s, t. LEARNERS
Have children chorally say the sounds. Repeat and vary the pace.
Make Simple Statements Ask
children to fill in blanks in simple
Blend Words with /b/b, /l/l statements. Say: Hold up an object.
Now say: This is my . Repeat
1 Model Display Word-Building Cards l, i, d. Model blending the with additional objects with the
sounds together as you point to each letter. This is the letter l. It sentence frame, Here is a .
stands for /l/. This is the letter i. It stands for /i/. This is the letter d. It Pantomime Pantomime playing
stands for /d/. Listen as I blend these sounds together: /llliiid/, lid. a sport and say: I play soccer. Have
children pantomime playing
Continue by modeling the words bat, lip, and bill. something else and use this
2 Guided Practice/Practice sentence frame to tell what they
Display the Phonics Practice bat sat bit hit are playing: I play .
Activity. Read each word in lip lid rid rip
the first row, blending the had hat hot lot
sounds; for example: /baaat/. bell tell sell fell
The word is bat. Have children Bill is at bat.
blend each word with you. Where is the lid? Also online
Complete the remaining lines
to read the connected text,

sounding out the decodable words.
5
Mins
Review ON-LEVEL PRACTICE BOOK p. SS23
1 Model Display the High-Frequency Word Cards this, is, my, look, A. Say each picture name. Write a b below the
picture if its name begins like banana. Write l if its
little, where, here, play, the, and we. Have children Read/Spell/Write name begins like lemon.
each word.
Read Point to and say the word here. This is the word here. Say
it with me: here. Can you come here? b l l
Spell The word here is spelled h-e-r-e. Spell it with me.
Write Let’s write the word in the air as we say each letter: h-e-r-e.
Use the routine to review the other words. b l b
B. Say the picture name. Then write a b to
2 Practice Point to a word and call on a child to Read/Spell/Write complete the word. Read the word.
it. Challenge the child to use the word in a sentence. Then have
partners work together to create sentences using as many of the tu b
high-frequency words as they can.
WORD WORK S61
3/3/12 1:39 PM
START
SMART
DAY 5
10
5
Mins
Make Connections
OBJECTIVES
Reread “Jack and the Beanstalk” Go
Identify basic
Digital
differences between remember as much of the story as they can. As you read, stop and
two texts on the reread details that will help children understand and remember the
same topic. RI.1.9
story. Ask: How does Jack get a beanstalk? What does Jack do when he sees
• Make text the beanstalk? What does Jack take from the giants? What happens to the
connections to self beanstalk?
• Make text “Jack and the
connections to the Beanstalk”
world Text to Self
Ask children to think about “Jack and the Beanstalk.” Guide them to
make text-to-self connections using “Jack and the Beanstalk.” Ask: Have
you ever planted seeds? What happened to the seeds? Would you take
something that is not yours? Why or why not? “Let’s Explore!”
Routines
Retellings Retellings
are oral or written and
Text to World
allow teachers to monitor Guide children to make text-to-world connections about “Jack and the
comprehension. Beanstalk.” Ask: Where might you see a beanstalk? In the real world, would
Retell
a beanstalk reach past the clouds? How else is Jack’s beanstalk different
Model Retelling
from a real beanstalk? Provide help as needed.
Use prompts to show
children how to recall
basic events and Text to Text
details of the selection. Help children to make connections between “Jack and the Beanstalk” Writing
Guide Retelling Ask and “Let’s Explore!” What kind of plant was in “Jack and the Beanstalk”?
guided questions to What kinds of plants were in “Let’s Explore!”? How is the giants’ home
help children retell the different from the places in “Let’s Explore!”? Provide help as needed. Then
selection and important discuss with children the differences between a selection that is a story,
features. like “Jack and then Beanstalk,” and a selection that gives information, like
Discuss the Retelling “Let’s Explore!” Guide them in explaining the differences.
Have children
summarize selection
concepts by asking
higher-order questions.

START SMART
Independent Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
Use Visuals Pair children. Display
5
Mins Sentences Photo Cards of games or sports.
Ask questions about the games,
such as, What body parts do you
Brainstorm use to play? Show me. Say the
completed sentences, and have
Ask children to think of and name games they like. Then have them children repeat: I like to play jacks.
say words that describe the games. I use my hands. Model correct
On chart paper, make lists of children’s responses. Read the class
lists together. Intermediate
Write Pair children. As you complete the
On chart paper, write the sentence frames We like to play . It sentence frames with ideas from
has . Have children read them aloud. the chart, have partners draw the
games. Have partners label their
On notebook paper, have each child complete the sentences with pictures. Ask children to display
ideas from the class lists. their pictures and describe the
games.
Have children read aloud their sentences. Write them on chart
paper. Advanced
Discuss Pair children. Have
partners describe and discuss
games from the lists. Then have
partners complete the sentence
frames. Challenge them to add
more details to describe the
games. Elaborate on children’s
answers.
Quick Check
Q
words?

START Materials
SMART Who is in my family?
My mom, my dad,
My cat, and me!
What do we like?
Our family bike!
behavior
behavior
are Kk
High-Frequency
McGraw-Hill Reading
Barbara Bongini
Start Smart
010_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
c k ck
DAY 1
Teaching Poster are
me
koala
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
G o
Recognize the
distinguishing
I see a bike. Digital
features of a It is big!
word, capitalization, We can ride it together.
RF.1.1a
Orally produce Track the print as you read the Daily Warm-Up. To reinforce the
single-syllable Phonemic
speech-to-print connection, point to each word as you reread. Awareness
words by blending
sounds (phonemes), Have partners describe bikes. Ask questions, such as: Do you like to
including consonant ride a bike? Where do you ride?
blends. RF.1.2b
5
Mins
Concepts of Print
Pronoun I, End Punctuation
Circle the word I in the first Daily Warm-Up sentence. Remind
children that the word I is always spelled with a capital I. Then read
aloud the exact words being said, and have children echo-read.
Remind children that sentences end with punctuation marks. Have
children circle and identify the punctuation mark at the end of
each sentence. Help children read each sentence using the proper
intonation based on the end mark.

START SMART
Word Work
5
Mins
Phonemic Awareness
Phoneme Blending
phoneme. I am going to say a word sound by sound. I want you to
listen carefully. Then I will put the sounds together to say the word as
a whole. Let’s try one. The beginning sound is /k/. The ending sound is
/ē/. Listen as I put the sounds together: /kēēē/, key. The word is key.
Let’s try another one: The beginning sound is /b/. The middle sound
is /a/. The ending sound is /k/. Listen as I put the sounds together:
/baaak/, back. The word is back.
words. Guide practice with the first word. Listen to these sounds.
Put them together to make a word.
/k/ /i/ /s/ (kiss) /k/ /ī/ /t/ (kite)
/k/ /i/ /d/ (kid) /k/ /ē/ /p/ (keep)
/k/ /i/ /k/ (kick) /l/ /o/ /k/ (lock)
/p/ /a/ /k/ (pack) /s/ /i/ /k/ (sick)
Review the Speaking and Listening Checklists from the
Teacher’s Resource Online PDF. Explain that during
discussions, children should follow guidelines to make sure
they are prepared to actively participate.
Ask and Answer Questions As children engage in partner,
small-group, and whole-group discussions, encourage them to:
ask questions about ideas they do not understand.
give others a chance to think after asking a question.
write down questions they want to ask the teacher or the
whole class.
Circulate and monitor children’s conversations. Ask children
to evaluate their discussions. Are they asking questions and
providing answers?

START
SMART
DAY 1
5
Mins Phonics
OBJECTIVES Introduce /k/k, ck Go
Decode regularly
1 Model Display the Koala Sound-Spelling Card. Teach the sound /k/
Digital
words. RF.1.3b spelled k.
Recognize and read This is the Koala Sound-Spelling Card. The sound is /k/. The /k/ sound
grade-appropriate can be spelled with the letter c. The /k/ sound can also be spelled with
irregularly spelled
the letter k. Say it with me: /k/. This is the sound at the beginning of the
words. RF.1.3g Koala
word koala. Listen: /k/ /k/ /k/, koala. Watch as I write the letter k. I will
say /k/ as I write the letter several times. Phonics
Repeat with /k/ spelled ck. Point out that this spelling never appears
at the beginning of a word. Rather it appears at the end of words, Pam can not nap.
Pam can jump up.
Can Sam jump up?
such as duck. Sam can not jump up.
The sound is /k/. Often the /k/ sound is spelled with the letters ck at the
Fluency
end of a word. Say it with me: /k/. This is the sound at the end of the
word duck. Listen: /duuuk/, duck. Watch as I write the letters ck. I will
say /k/ as I write the letters several times. they together
2 Guided Practice/Practice Have children practice connecting the how eat
letters and sounds through writing. Now do it with me. Say /k/ as I High-Frequency
write the letter k. Say /k/ as I write the letters ck. This time, write the letter Word Routine
ENGLISH LANGUAGE k five times as you say the /k/ sound. Write the letters ck five times as you
LEARNERS say /k/.
Make Statements
Make statements
about the class, such Extend with s-Blends: sn, st, sp
as: We are inside. We are Handwriting
learning words. You are
1 Model Write and read aloud snack. Underline the letters sn at
sitting at desks. Have the beginning of the word. Say: This word begins with the letters sn.
children repeat. Together they stand for the /sn/ sounds. Listen as I blend the sounds in
Build Vocabulary the word: /sssnnnaaak/, snack.
Have children ask a 2 Guided Practice/Practice Repeat the routine with children with
partner for something.
Say to your partner,
snap, stick, stack, spot, and spin.
“Please give me a
(name object).” Instruct
partners to respond
by saying, Here is the
(name object).

START SMART
Build Fluency: Sound-Spellings Routines
Display Word-Building Cards a, b, c, ck, d, e, f, h, i, k, l, m, n, o, p, High-Frequency Words
High-frequency words are the
r, s, t. Have children chorally say the sound for each card. When
words that appear most often in
finished, repeat and vary the pace. books. The words represent more
than 60% of the words in early
reading materials. To read fluently,
Blend Words with /k/k, ck children must be able to read
high-frequency words quickly and
1 Model Display Word-Building Cards k, i, c, k. Model blending the accurately.
sounds together as you point to each letter. This is the letter k. It stands
• Offer instruction in the high-
for /k/. This is the letter i. It stands for /i/. These are the letters c and k. frequency words, using word cards.
Together they stand for /k/. Listen as I blend these sounds: /kiiik/, kick. • Reinforce the words by using them
Continue by modeling the words kit, kid, sick, and lock. in your writing activities and at
other times that you write and share
2 Guided Practice/Practice print with children.
Display the Phonics Practice • Display the high-frequency words
Activity. Read the words and on a word wall for reference and
kit sit kid lid review.
blend the sounds in the first kick sick sack sock
row; for example: /kiiit/. The pick pack rock lock
word is kit. Have children blend stick stack snack snap
each word with you. Complete
Kick it.
the remaining lines chorally. I am not sick.
Prompt children to read the Also online
Phonics Practice Activity
the decodable words.
5
Mins
are, me A. Say each picture name. Write a k below the
picture if its name begins like king.
1 Model Display the High-Frequency Word Cards are and me. Use
the Read/Spell/Write routine to teach each word.
Read Point to and say the word are. This is the word are. Say it
with me: are. We are in the classroom.
k k
B. Say each picture name. Write a ck below the
picture if its name ends like back.
Spell The word are is spelled a-r-e. Spell it with me.
Write Let’s write the word in the air as we say each letter: a-r-e.
Follow the same steps to introduce the word me. Use this
ck ck
sentence: My friend gave me a book. C. Use the letters ck to make new words.
2 Practice Have partners make up sentences using the words.

ki ck so ck
Copyright
has, this, is, my , look, little, where, here, play, the, and we.
WORD WORK S67
3/3/12 1:39 PM
START
SMART
DAY 1
5
Mins
Share the Rhyme
Ask and answer
Talk with children about what families like to do together. What do some
Digital
questions about key
details in a text read families do together? What do you like to do with your family? Tell them
aloud or information you are going to read aloud a rhyme about one special activity a family
presented orally likes to do together.
Who is in my family?
My mom, my dad,
My cat, and me!
What do we like?
or through other Our family bike!
media. SL.1.2
Read “Our Bike”
Start Sm
010_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
Write informative/
“Our Bike”
which they name a Read the title and show the
topic, supply some illustration on Teaching Poster 10. Who is in my family?
My mom, my dad,
facts about the Then read aloud the rhyme with My cat, and me!
topic, and provide What do we like?

rhythm and expression, stressing Our family bike!
some sense of
closure. W.1.1 the rhyming words. Explain that Writing
McGraw-Hill Reading
Barbara Bongini
like and bike, which both end in /īk/. 010_CR14_TP1_SS_119529.indd 1

Start Smart
2/7/12 2:24 PM

Respond
Talk About It Ask how this rhyme is different from a story. Then have
COLLABORATE children chorally chant the rhyme. Ask children to tell how many seats
they would need for a family bike. Then have them answer this question
about their own families: What do we like to do together?

START SMART
Shared Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
5
Mins Sentences Describe Have children display
the pictures they drew. Ask
questions, such as: Who is in your
picture? What are you all doing? Is
Brainstorm it fun? Have children answer: We
Ask children to think about the things their family or friends like to do are . Repeat sentences slowly
together. Encourage them to draw pictures of some of the activities. and clearly to the class.
Have them name activities they do. Intermediate
On chart paper, make a list of children’s responses. Demonstrate Comprehension
Have partners discuss meanings of
Write words on the class list by pointing
to their pictures. Then have
Read the class list together. partners complete the sentence
On chart paper write the sentence frame We are . Have children frame. Invite them to share
read it aloud as you point to each word. their sentences. Model correct
Have each child complete the sentence to describe their pictures,
using one of the responses on the class list. Advanced
Write children’s sentences on chart paper. Reread the sentences aloud. Discuss Pair children and have
them discuss descriptions from
orally. Allow children ample time
to respond.

START Materials
behavior
behavior
she Uu
High-Frequency
u
DAY 2
Teaching Poster she
with
for
umbrella
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
A hare is fast. Digital
features of a A tortoise is slow.
word, capitalization, Who will win the race?
RF.1.1a
Orally produce Track the print as you read the Daily Warm-Up sentences. To
single-syllable reinforce the speech-to-print connection, point to each word as you Phonemic
words by blending Awareness
read the sentences again. Invite children to chime in.
sounds (phonemes),
including consonant Have partners discuss hares and tortoises. It might be necessary to
blends. RF.1.2b point out that a hare is a rabbit and a tortoise is a turtle. Circulate
and listen in. Prompt as needed. For example, ask: Do you know a
story about a hare and a tortoise? What happens in the story? Who will
win the race?
5
Mins
Concepts of Print
Sentence Boundaries
Remind children that a sentence is a group of related words and that
a sentence begins with a capital letter and ends with a punctuation
mark. Ask how many sentences are in the Daily Warm-Up. Have
children circle and name the capital letter that begins each sentence
and then circle and name the punctuation mark at the end. Ask
children to point to the first and last word in each sentence.

START SMART
Word Work
5
Mins
Phonemic Awareness
Phoneme Blending
phoneme. I am going to say a word sound by sound. I want you to
listen carefully. Then I will put the sounds together to say the word as
a whole. Let’s try one. The beginning sound is /u/. The ending sound is
/p/. Listen as I put the sounds together: /uuup/, up. The word is up.
Let’s try another one: The beginning sound is /b/. The middle sound
is /u/. The ending sound is /s/. Listen as I put the sounds together:
/buuusss/, bus. The word is bus.
words. Guide practice with the first word. Listen to these sounds.
Put them together to make a word.
/u/ /s/ (us) /f/ /u/ /n/ (fun)
/t/ /u/ /b/ (tub) /h/ /u/ /t/ (hut)
/s/ /u/ /n/ (sun) /p/ /u/ /p/ (pup)
/b/ /u/ /g/ (bug) /b/ /u/ /n/ (bun)

START
SMART
DAY 2
5
Mins Phonics
OBJECTIVES Introduce Short u Go
Decode regularly
1 Model Display the Umbrella Sound-Spelling Card. Teach the sound
Digital
words. RF.1.3b /u/ spelled u.
Recognize and read This is the Umbrella Sound-Spelling Card. The sound is /u/. The /u/
grade-appropriate sound is spelled with the letter u. Say it with me: /uuu/. This is the
irregularly spelled
sound at the beginning of the word umbrella. Listen: /u/ /u/ /u/,
words. RF.1.3g Umbrella
umbrella. Watch as I write the letter u. I will say /u/ as I write the letter
several times. Phonics

Pam can not nap.
letter and sound through writing. Now do it with me. Say /u/ as I Pam can jump up.
Can Sam jump up?
write the letter u. This time, write the letter u five times as you say the Sam can not jump up.
/u/ sound.
Fluency
Build Fluency: Sound-Spellings they together
Display Word-Building Cards a, b, c, ck, d, e, f, h, i, k, l, m, n, o, p, r, s, t, how eat
u. Have children chorally say the sound for each card. When finished,
ENGLISH LANGUAGE repeat and vary the pace. High-Frequency
LEARNERS Word Routine
Ask Questions Point

to several common
objects and say, What
is this? What is it for?
Repeat by pointing
to other objects. Handwriting
Ask children to ask
“What” and “What for”
questions as well.
Use Examples Hold
up a pencil and say,
“I write with a pencil.”
Hold up a crayon
and say, “I draw with
a marker.” Continue
with other classroom
objects. Have children
repeat.

START SMART
Blend Words with Short u Routines
1 Model Display Word-Building Cards u, p. Model how to blend the Following Directions As
sounds together as you run your finger under each letter. This is children begin working in their
Practice Book, work with them on
the letter u. It stands for /u/. This is the letter p. It stands for /p/. Listen understanding and following one-
as I blend these sounds together: /uuup/, up. Say it with me. and two-step directions.
Continue by modeling the words cup, sun, and bus. • Read aloud the directions, one
sentence at a time. Have children
2 Guided Practice/Practice repeat, then restate the direction in
Display the Phonics Practice up us bus Gus their own words.
Activity. Read each word in fun sun run bun • Model how you follow the directions.
the first row, blending the cup cut but bet Then have children repeat.
hut hat hit hot
sounds; for example: /uuup/.
The word is up. Have children It is fun.
blend each word with you. Pick it up. Also online
Complete the remaining lines Daily Handwriting
D
to read the connected text, informally by having them write
sounding out the decodable their names and the letters of the
words. alphabet. Have them use Practice
throughout the week for more
5
Mins
High-Frequency Words letters they are learning. See
ball-and-stick or slant models.
she, with, for
1 Model Display the High-Frequency Word Cards she, with, and
for. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word with. This is the word with. Say
it with me: with. I eat crackers with cheese.
A. Say each picture name. Write a u below the
picture if its name begins with u as in up.
Spell The word with is spelled w-i-t-h. Spell it with me.
Write Let’s write the word in the air as we say each letter: w-i-t-h.
Follow the same steps to introduce the words she and for. Use
u u

these sentences: She plays soccer. This book is for you.

2 Practice
Have children work in pairs to make up sentences using
the words. u
Use the same routine to review I, like, do, to, you, he, can, go, a, B. Say the picture name. Then write a u to
has, this, is, my , look, little, where, here, play, the, we, are, and me.
Have children read high-frequency words in context using the c u p
WORD WORK S73 3/3/12 1:39 PM
START
SMART
DAY 2
5
Mins
Read the Read Aloud
Go
Ask and answer
Tell children that made-up stories are called fiction. Point out that
Digital
questions about key
details in a text read “The Tortoise and the Hare” is fiction. Explain that fiction stories
presented orally
reading. SL.1.2 have characters.
Write informative/
Introduce Read the title of the story on the opposite page. Say: “The Tortoise
explanatory texts in and the Hare”
which they name a The title of a story can help us figure out what the story might be about.
topic, supply some I think this story will be about two animals—a tortoise and a hare.
facts about the I wonder what the animals will do.
topic, and provide
some sense of Strategy: Visualize Explain to children that visualizing can help them
closure. W.1.1 understand what happens in a story. Explain that as they listen to you
read, they should close their eyes and picture in their minds details from Writing
the story.
Skill: Details Remind children that details give important information
about a story. Tell children that some details tell about people or
animals in the story and other details give information about what is
happening. Tell children to listen for important details as you read the
ENGLISH LANGUAGE
story aloud. Use Teaching Poster 26 to record the details.
LEARNERS
Read “The Tortoise and the Hare”
Strategy Practice
Write and read aloud Read the first paragraph of the story to children. As you read, ask
the word visualize. children to close their eyes and picture the tortoise and the hare. If
Explain that visualize needed, ask questions, such as: Who is soft-spoken and shy? Who is loud
means “make a picture
in your mind.” Have
and boastful? Who runs fast? Continue reading, and encourage children
children visualize to close their eyes and visualize the details.
their favorite part of
the story. Then ask Respond to Literature
them to draw what
they visualized. Have Talk About It Discuss story details with children. Ask: Who wins the
them complete this COLLABORATE race? Why? Were you surprised by the ending? Ask children to discuss their
sentence: I see . favorite parts of the story.

Model correct
pronunciation as
needed.

START SMART
“The Tortoise and the Hare”
A Fable by Aesop sight. The hare laughed. “I told you I was faster
A long time ago, there lived a tortoise and a hare. than you!” the hare called back to the tortoise.
The tortoise was soft-spoken and shy, but the hare But the tortoise just plodded on slowly and steadily.
was loud and boastful. One day the hare boasted When the hare looked back, he could hardly see the
to the other animals in the forest about how fast tortoise. He felt so confident that he was going to
he could run. “No one can run as fast as I can!” he win that he decided to take a little nap. After all, it
said. “I challenge anyone here to a race!” was such a beautiful day, and the sun felt so nice
The tortoise answered, “I will race you.” All the and warm. So the hare stretched out and fell asleep.
animals were amazed, for they knew that the Meanwhile the tortoise continued to walk slowly
tortoise moved so slowly. but surely along the road. In fact he soon walked
The hare, too, could hardly believe his ears. After right past the sleeping hare! As the tortoise walked
he stopped laughing, he said, “But you are such a on, getting closer and closer to the finish line, all
slowpoke! I can beat you without even trying!” the forest animals cheered for him.
“We will see,” said the tortoise. The two decided to Then, just as the tortoise was about to cross the
race the next morning. line, the hare woke up. “This can’t be happening!”
All the big and little animals of the forest were he shouted. “I am the fastest animal in the forest!”
excited to watch the race. They all wanted the The hare began to sprint toward the finish line,
tortoise to win, but they didn’t think he had a but it was too late for him to catch up. And so the
chance against the hare. tortoise slowly but surely won the race!
The second the race started, the hare leaped
forward and started running. He was soon out of
Shared Writing
5
Mins
Sentences ENGLISH LANGUAGE
LEARNERS
Brainstorm
Use Visuals Write the words
Have children work in pairs. Ask partners to think of activities they like fast and slow on the board.
to do and whom they like to do them with. Make a list of children’s Read aloud the words, and have
ideas on chart paper. Read the class list together. children repeat. Have them draw
or show pictures of things that are
fast and slow (turtle, snail, horse,
Write plane, etc.). Ask them to use this
On chart paper, write and read aloud the sentence starter I do/play sentence frame to tell about the
pictures: The is . Repeat
with . Have children complete the sentence with ideas from correct answers slowly and clearly
the class list. Write children’s sentences on chart paper. Reread the to the class.
sentences.

START Materials
SMART If I had my own red car,
I’d jump right in and travel far.
But if I had a rocket ship
I’d take an even longer trip.
behavior
behavior
and Gg
I’d zoom up to a twinkling star—
High-Frequency
McGraw-Hill Reading
WHOLE GROUP Response Board Word Cards
Luigi Aime
Start Smart
011_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
DAY 3
Teaching Poster and
have
guitar
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
Mins
5 Oral Language
OBJECTIVES Go
Recognize the
distinguishing
What’s a rocket ship? Digital
features of a Where will it take us?
word, capitalization, Let’s find out!
RF.1.1a
Segment spoken Track the print as you read the Daily Warm-Up. To reinforce the
single-syllable speech-to-print connection, point to each word as you read the Phonemic
words into their Awareness
sentences again. Have children echo-read.
complete sequence
of individual sounds Have partners describe rocket ships and where they go. Ask
(phonemes). questions, such as: Have you ever seen a rocket ship? Where did it go?
RF.1.2d Would you like to fly to the moon? What other things fly in the sky?
Mins
5 Concepts of Print
Sentences, Directionality, Return Sweep
Remind children sentences are groups of related words. Ask children to
point to the first sentence of the Daily Warm-Up. Have them circle the
first word in the sentence. Read the first word aloud, and have children
repeat. Have children underline the last word. Read the last word aloud,
and have children repeat. Continue for the other sentences.
Remind children they read words in sentences from left to right and
that they read sentences from top to bottom. Track the print and
emphasize the return sweep as you reread the sentences aloud.
Ask children to count the sentences in the Daily Warm-Up. Then
have children echo-read each sentence with you.

START SMART
Word Work
5
Mins
Phonemic Awareness
Phoneme Segmentation
1 Model Show children how to segment a word phoneme by
phoneme. I am going to say a word. Then I will say it sound by sound.
Listen carefully. The word is am. Listen as I stretch the sounds:
/aaammm/. (Move hands as if pulling a rubber band as you stretch
the sounds.)
Now I will say the sounds in the word am, one at a time. I will place
one counter in each box of the Response Board as I move from
sound to sound. Watch: /aaa/ (Place counter in the first box.)
/mmm/ (Place counter in the second box.) The word am has two
sounds: /a/ /m/.
Repeat with the word sat.
2 Guided Practice/Practice Have children practice segmenting
words. Guide practice with the first few words.
Now it’s your turn. I will say a word. Stretch the word with me. Then
place one counter in each box for each sound you hear.
at (2) mat (3) sat (3) rat (3)
an (2) man (3) fan (3) ran (3)
egg (2) leg (3) beg (3) bag (3)
set (3) wet (3) get (3) red (3)

START
SMART
DAY 3
5
Mins Phonics
Go
OBJECTIVES Introduce /g/g, /w/w
Decode regularly
1 Model Display the Guitar Sound-Spelling Card. Teach the sound
Digital
words. RF.1.3b
Recognize and read
/g/ spelled g.
This is the Guitar Sound-Spelling Card. The sound is /g/. The /g/ sound
g
grade-appropriate is spelled with the letter g. Say it with me: /g/. This is the sound at the
irregularly spelled
words. RF.1.3g
beginning of the word guitar. Listen: /g/ /g/ /g/, guitar. Watch as I write
Guitar
the letter g. I will say /g/ as I write the letter several times.
Phonics
Repeat with /w/ spelled w. Use the Window Sound-Spelling Card.
This is the Window Sound-Spelling Card. The sound is /w/. The /w/
Pam can not nap.
sound is spelled with the letter w. Say it with me: /w/. This is the sound at Pam can jump up.
Can Sam jump up?
the beginning of the word window. Listen: /w/ /w/ /w/, window. Watch Sam can not jump up.
as I write the letter w. I will say /w/ as I write the letter several times.
Fluency
ENGLISH LANGUAGE letters and sounds through writing. Now do it with me. Say /g/ as I they together
LEARNERS write the letter g. Say /w/ as I write the letter w. This time, write the letter
how eat
Transfer Skills Many g five times as you say the /g/ sound. Write the letter w five times as you
children whose first say /w/. High-Frequency
Word Routine
pronouncing and
perceiving English Build Fluency: Sound-Spellings
sounds, such as the /w/ Display Word-Building Cards a, b, c, ck, d, e, f, g, h, i, k, l, m, n, o, p, r,
sound for Vietnamese
and Hmong speakers.
s, t, u, w. Have children chorally say the sound for each card. When
Refer to the sound finished, repeat and vary the pace. Handwriting
transfer chart in the
Language Transfers
Handbook to identify
sounds that do not
transfer.
Sound Pronunciation
Play the Go Digital
audio again for a
model of the /g/ and
/w/ sounds for children
needing additional
models.

START SMART
Blend Words with /g/g, /w/w
ENGLISH LANGUAGE
1 Model Display Word-Building Cards g, e, t. Model how to blend
LEARNERS
the sounds together as you run your finger under each letter. This
is the letter g. It stands for /g/. This is the letter e. It stands for /e/. This Make Statements Jump and
is the letter t. It stands for /t/. Listen as I blend these sounds together: clap and say, I like to jump and
clap. Point to a child in the class
/geeet/, get. Say it with me. and say, I like to and .
Continue by modeling the words wet, gum, bag, and win. (Examples: eat and drink; run and
dance; clap and tap) Have children
2 Guided Practice/Practice repeat the sentence, filling in the
Display the Phonics Practice egg beg leg let blanks with words that tell two
wet get met men things they like to do.
Activity. Read each word in the
first row, blending the sounds; wag bag win pin Use Props Hand an object to a
gum fun got hot child and say: You have a (name
for example: /eeeg/. The word is
Also online of object). Repeat with several
egg. Have children blend each objects, having children respond,
word with you. Complete the Phonics Practice Activity I have a .
remaining lines chorally. Prompt
children to read the connected
text, sounding out the decodable words.
5
Mins
and, have
1 Model Display the High-Frequency Word Cards and and have.
Read Point to and say the word and. This is the word and. Say it
with me: and. I like rice and beans.
Spell The word and is spelled a-n-d. Spell it with me. A. Say each picture name. Write a g below the
picture if its name begins like gate. Write w if its
Write Let’s write the word in the air as we say each letter: a-n-d. name begins like water.
Follow the same steps to introduce the word have. Use this
sentence: They have fast bikes!
g w w
the words.
g w g
has, this, is, my , look, little, where, here, play, the, we, are, me, she,
with, and for. B. Say each picture name. Then write a g below
the picture if its name ends like dog.
g g
WORD WORK S79 3/3/12 1:40 PM
START
SMART
DAY 3
5
Mins
Share the Rhyme
Ask and answer
Talk with children about rocket ships. Remind them that rocket ships go
Digital
questions about key
details in a text read into space. Ask children what they might see if they took a rocket ship
aloud or information into space. Then tell children that you are going to read aloud a rhyme
presented orally about a trip in a rocket ship. If I had my own red car,
or through other
But if I had a rocket ship
I’d take an even longer trip.
I’d zoom up to a twinkling star—
media. SL.1.2
Read “Zoom!”
Luigi Aime
011_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
Write informative/
“Zoom!”
Read the title and show the
which they name a
topic, supply some
facts about the
illustration on Teaching Poster 11.
Then read aloud the rhyme with If I had my own red car,
fpo
topic, and provide
rhythm and expression, stressing But if I had a rocket ship
some sense of I’d take an even longer trip.
closure. W.1.2 the rhyming words. Explain that I’d zoom up to a twinkling star —
That’s really, really, really far! Writing
McGraw-Hill Reading
ship and trip, which both end in
Luigi Aime
Start Smart
011_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM
/ip/. Reread aloud the rhyme several Teaching Poster
Respond
Talk About It Ask how this rhyme is different from a story. Then have
COLLABORATE children chorally chant the rhyme. Ask children to tell what they would
do if they had their own car. Then ask what they would do with a rocket
ship. Finally, ask what other kinds of transportation they might like to
have and why.

START SMART
Interactive Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
5
Mins
Sentences Describe Have children draw
pictures of themselves. As children
show their pictures, ask questions,
such as: Do you have blue eyes? Do
Brainstorm you have brown hair? Do you have
Ask children to think about what they look like. Have them name a big smile? Have children answer:
words they might use to describe themselves. On chart paper, make a I have . Repeat sentences
slowly and clearly to the class.
list of children’s responses.
Intermediate
Write Demonstrate Comprehension
Read the class list together. Have partners discuss meanings of
words on the class list by pointing
On chart paper write the sentence frame I have . Have children to themselves. For example, they
read it aloud as you point to each word. might point to their eyes or their
hair. Then have partners complete
Have each child complete the sentence with one of the responses on the sentence frame. Invite them
the class list. to share their sentences. Model
Write children’s sentences on chart paper. Reread the sentences aloud. correct pronunciation as needed.
Advanced
Interactive Writing them discuss descriptions from
Why Interactive writing is a powerful way for the teacher to model completing the sentence frame
the writing process and give practice with phonics and spelling orally. Allow children ample time
skills. It engages children by encouraging their participation. to respond.
How Teacher and children write together.
At first the teacher does most of the writing.
Children contribute by writing whole words or one or more
letters in a word.
Teacher and children share the pen as they work together.
Refer to the Professional Development video for interactive writing
for additional instruction.

START Materials
behavior
behavior
see Xx
High-Frequency
WHOLE GROUP Response Board Word Cards
x
DAY 4
Teaching Poster see
said
was
box
a b c Sound-
Spelling
Word-Building Cards
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
I ride a bike. Digital
features of a I ride a bus, too.
word, capitalization, How do you get around?
RF.1.1a
Segment spoken Track the print and emphasize the return sweep as you reread the
single-syllable Daily Warm-Up. Invite children to chime in. Phonemic
words into their Awareness
complete sequence
Have partners discuss the question, How do you get around? Have
of individual sounds them say: “I get around. I .”
(phonemes). RF.1.2d
5
Mins
Concepts of Print
Sound-Letter Correspondence,
Directionality
Tell children that spoken words are represented in writing by
groups of letters. Circle and say the word bus in the Daily Warm-Up.
The sequence of letters b, u, s, represents the spoken word bus. Have
children say and circle the word get. What letters stand for the word
get? Challenge children to find the written words that stand for ride
and bike.
Remind children that we read words in a sentence from left to right.
Invite children to point to the word they would read first in each
sentence in the Daily Warm-Up. Then ask children to track the print
from left to right as the class chorally rereads the sentences.

START SMART
Word Work
5
Mins
Phonemic Awareness
1 Model Show children how to segment words phoneme by
phoneme using the Response Board. I am going to say a word.
Then I will say it sound by sound. Listen carefully. The word is van.
Listen as I stretch the sounds: /vvvaaannn/. (Move hands as if pulling
a rubber band as you stretch the sounds.)
Now I will say the sounds in the word van, one at a time. I will place
one counter in each box of the Response Board as I move from sound
to sound. Watch. /vvv/ (Place counter in the first box.) /aaa/ (Place
counter in the second box.) /nnn/ (Place counter in the third box.)
The word van has three sounds: /v/ /a/ /n/.
2 Guided Practice/Practice Have children practice segmenting
words. Guide practice with the first few words.
Now it’s your turn. I will say a word. Stretch the word with me. Then
place one counter in each box for each sound you hear.
up (2) fun (3) sun (3) rug (3)
at (2) mat (3) vet (3) get (3)
it (2) fit (3) bit (3) us (2)

START
SMART
DAY 4
5
Mins Phonics
Go
OBJECTIVES Introduce /ks/x, /v/v, /kw/qu Digital
Decode regularly
spelled one-syllable 1 Model Display the Box Sound-Spelling Card. Teach the sounds /ks/
words. RF.1.3b spelled x.
Recognize and read This is the Box Sound-Spelling Card. The sounds are /ks/. The /ks/ sounds
grade-appropriate are spelled with the letter x. Say it with me: /ks/. These are the sounds at
irregularly spelled
words. RF.1.3g
the end of the word box. Listen: /boks/, box. Watch as I write the letter x.
Box
I will say /ks/ as I write the letter several times.
Phonics
Repeat with /v/ spelled v. Use the Volcano Sound-Spelling Card.
This is the Volcano Sound-Spelling Card. The sound is /v/. The /v/ sound
Pam can not nap.
is spelled with the letter v. Say it with me: /v/. This is the sound at the Pam can jump up.
Can Sam jump up?
beginning of the word volcano. Listen: /v/ /v/ /v/, volcano. Watch as I Sam can not jump up.
write the letter v. I will say /v/ as I write the letter several times.
Fluency
Repeat with /kw/ spelled qu. Use the Queen Sound-Spelling Card.
This is the Queen Sound-Spelling Card. The sounds are /kw/. The /kw/ they together
sounds are spelled with the letters qu. Say it with me: /kw/. These are
the sounds at the beginning of the word queen. Listen: /kw/ /kw/ /kw/, how eat
ENGLISH LANGUAGE
LEARNERS
queen. I will say /kw/ as I write the letters qu several times.
High-Frequency
Word Routine
Transfer Skills Many 2 Guided Practice/Practice Have children practice connecting
children whose first the letters and sounds through writing. Now do it with me. Say /ks/
language is not English as I write the letter x. Say /v/ as I write the letter v. Say /kw/ as I write
pronouncing and the letters qu. This time write the letter x five times as you say the /ks/
perceiving some sounds. Write the letter v five times as you say the /v/ sound. Write the
English sounds. Refer letters qu five times as you say the /kw/ sounds. Handwriting
Transfers Handbook
do not transfer. Display Word-Building Cards a, b, c, ck, d, e, f, g, h, i, k, l, m, n, o, p, qu,
Sound Pronunciation r, s, t, u, v, w, x. Have children chorally say the sound for each card.
Play the Go Digital When finished, repeat and vary the pace.
audio again for a
model of the /ks/,
/v/, and /kw/ sounds
additional models.

START SMART
Blend Words with /ks/x, /v/v, /kw/qu Daily Handwriting
D
1 Model Display Word-Building Cards s, i, x. Model how to blend Assess children’s handwriting
is the letter s. It stands for /s/. This is the letter i. It stands for /i/. This is alphabet. Have them use Practice
the letter x. It stands for /ks/. Listen as I blend these sounds together: Book pages SS29, SS32, and SS36
/sssiiiks/, six. Say it with me. throughout the week for more
Continue by modeling the words mix, van, and quit. letters they are learning. See
2 Guided Practice/Practice ax wax mix Max and additional information on
Display the Phonics Practice ball-and-stick or slant models.
Activity. Read each word in the quit quick lick sick
first row, blending the sounds; van vet fix fox
for example: /aaaks/. The word get wet bag wag
is ax. Have children blend each I am quick!
word with you. Complete Also online
the remaining lines chorally. The vet can fix it.
Prompt children to read the Phonics Practice Activity
connected text, sounding out ENGLISH LANGUAGE
the decodable words. LEARNERS
Demonstrate Meaning Point to
your eyes and to different things
5
Mins
High-Frequency Words in the classroom as you describe
what you see: I see a pencil. I see a
desk. I see a chair. I see a door. Have
children repeat.
see, said, was
1 Model Display the High-Frequency Word Cards see, said, and
was. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word see. This is the word see. Say it
with me: see. I see a bird in the sky.
A. Say each picture name. Write a q below the
picture if its name begins like quick. Write v if its
Spell The word see is spelled s-e-e. Spell it with me. name begins like valentine.
Write Let’s write the word in the air as we say each letter: s-e-e.
Follow the same steps to introduce the words said and was. Use
these sentences: She said hello. The book was funny. v q v
the words.
Use the routine to review I, like, do, to, you, he, can, go, a, has, q v q
this, is, my , look, little, where, here, play, the, we, are, me, she, with,
B. Say each picture name. Then write an x below
for, and, and have. the picture if its name ends like fox.
Copyright
Have children read high-frequency words in context using the

x x
WORD WORK S85
3/3/12 1:40 PM
START
SMART
DAY 4
5
Mins
Read the Read Aloud
OBJECTIVES
Go
Genre: Informational Text/Nonfiction
Ask and answer
Tell children that selections that give facts are called informational text.
Digital
questions about key
details in a text read This is a type of nonfiction. Point out that “How Do We Get Around?” is
aloud or information informational text. Explain that informational text
presented orally
or through other gives facts about real people, places, animals, or events.
reading. SL.1.2 includes details that give important information.
Write informative/ Introduce Read the title of the selection on the opposite page. Say: The “How Do We
explanatory texts in Get Around?”
which they name a
title of a selection can help us figure out what the selection might be about.
topic, supply some I think we will read about ways that people get around, such as by bus. Let’s
facts about the read to learn about some of the ways people travel.
topic, and provide
some sense of
Strategy: Visualize Explain to children that visualizing can help them
closure. W.1.1 understand what happens in a story. Explain that as they listen to you
read, they should close their eyes and picture in their minds details from Writing
the story.
Skill: Details Remind children that details give important information.
Tell children that details can describe what people use to get around. Tell
children to listen for important details about ways to get around as you
read the selection aloud. Use Teaching Poster 26 to record important
details.
ENGLISH LANGUAGE Read “How Do We Get Around?”

LEARNERS Read the first paragraph to children. Ask: What are some ways people get
Use Visuals Distribute around? Continue reading, and encourage children to close their eyes
pictures of different and visualize the details.
kinds of transportation
to partners. Have
partners point to
Respond to Literature
and discuss details Talk About It Discuss selection details with children. Ask: What details
they see. Then invite COLLABORATE did you learn about trains? What did you learn about cars? What are some
partners to share the
details. Have them
other ways to travel? Ask children to tell how they travel to different
hold their pictures places. Then ask them to name their favorite ways to travel.
and complete this
sentence: A has
. Elaborate on
children’s answers.

START SMART
“How Do We Get Around?”
We get around a lot today! Cars, buses, trains, ease. A person in a plane can go halfway around
planes, and boats take us anywhere we want to go. the world in less than a day!
What is your favorite way to travel? It’s fun to spend an afternoon out on a boat, but
Many children walk, bike, or take a bus to school. boats do more than just float around in the water.
Students in cities sometimes use trains to get to Cruise ships take people on vacation to interesting
class. City trains and subways also take people parts of the world. Other ships carry goods up and
back and forth to work. But trains go much farther down rivers, across large lakes, and even across
than just around town. Trains take people across the ocean.
the country. People can sleep in beds on long- There are even more ways to travel. Helicopters
distance trains, and they can eat at tables while buzz around cities, taking people to airports or
looking out the windows. getting sick people to hospitals. Ferries take people
Families today often travel by car. Cars are one of and cars across wide stretches of water. People
the easiest ways to get around. Many cars use gas drive small trucks, and big trucks move goods
to make them go. Today there are also cars on the across the land.
road that run on electricity. Engineers are always Look in the air. Look on the road. Look at the
looking for ways to build better cars. Hydrogen- water! There are lots of ways to get around today.
powered cars may be next!
If you want to get from one city to another quickly,
planes are often the fastest way to go. Because
planes fly through the air, they don’t have to follow
a track or a road. Planes soar across oceans with
Interactive Writing
5
Mins
Sentences
Brainstorm
ENGLISH LANGUAGE
Ask children to name things they might see while in a car, on a train, or in a LEARNERS
plane. On chart paper, make a Word Web for each type of transportations
and fill in the words that tell about what children might see. Demonstrate Comprehension
Write and read aloud the words
ground, air, water. Ask: What goes
Write on the ground? Have children
On chart paper, write and read aloud the sentence frames In a respond: A goes on the
ground. Repeat for What goes
I see . Have each child complete the sentence with ideas in the air? and What goes on
from the class list. Write children’s sentences on chart paper. Share the the water?
pen. Reread the sentences.

START Materials
Materia
SMART behavior
behavior
are a b c J
Word-Building
j dge
DAY 5
are and
ge gi_
me have
she see
jump
with said
for was Photo Cards Sound-
Spelling
Cards
Build Background
5
Mins
Oral Language
OBJECTIVES Go
Recognize the
distinguishing
A hare hops quickly. Digital
features of a sentence A tortoise walks slowly.
(e.g., first word,
capitalization, ending How do you get around?
punctuation).
RF.1.1a
Remind children that we read sentences from left to right. Track the
Identify and generate Phonological
print as you read the Daily Warm-Up. Then have children echo-read
as you read each sentence again.
Remind children that this week they read “The Tortoise and the Hare”
and “How Do We Get Around?” Ask partners to discuss how animals
or people get around in the selections. Ask if they get around in
those ways, too.
5
Mins
Concepts of Print
Sound-Letter Correspondence,
Sentence Lengths
Tell children that spoken words are represented in writing by groups
of letters. Use Word-Building Cards to build hop. Have children
identify each letter. Then point to each letter and say its sound.
Blend the sounds to read the word. Have children repeat. Repeat for
other words in the Daily Warm-Up.
Ask children to count the number of words in the Warm-Up. Which
sentence is the longest? How many words does it have?

START SMART
Word Work
5
Mins
Rhyme
1 Model Use the Photo Cards to show
children how to identify rhyming words.
Then model how to generate rhyming
words. Look at these two Photo Cards. I
will say the name of each card, then you
will repeat the name: queen (point to
card), green (point to card). The words
queen and green rhyme because they
both end in /ēn/. Listen: /kw/ /ēn/, queen;
/gr/ /ēn/, green. Both queen and green
end in /ēn/. They both rhyme. Rhyming
words end in the same sounds.
Photo
hoto Cards
rhyme with queen and green. To do so,
I need to think of words that end in /ēn/.
Listen as I try one: /s/ /ēn/. The word seen rhymes with queen and
green because it also ends in /ēn/: queen, green, seen.
identify if they rhyme and why. Guide practice with the first pair.
words have in common at the end. If the words don’t rhyme, remain
silent.
yet/let zip/rip zip/zap
yell/bell yes/win yard/yak
zoom/boom jet/bet jog/fog
Have children generate words that rhyme with the rhyming pairs.
Now listen as I say the words again. Let’s think of other words that
rhyme with each rhyming pair.

START
SMART
DAY 5
5
Mins Phonics
OBJECTIVES Introduce /j/j, /y/y, /z/z Go
Decode regularly
1 Model Display the Jump Sound-Spelling Card. Teach the sound /j/
Digital
words. RF.1.3b spelled j.
Recognize and read This is the Jump Sound-Spelling Card. The sound is /j/. The /j/ sound
grade-appropriate is spelled with the letter j. Say it with me: /j/. This is the sound at the
irregularly spelled
beginning of the word jump. Listen: /j/ /j/ /j/, jump. Watch as I write the
words. RF.1.3g Jump
letter j. I will say /j/ as I write the letter several times.
Phonics
Repeat with /y/ spelled y. Use the Yo-Yo Sound-Spelling Card.
This is the Yo-Yo Sound-Spelling Card. The sound is /y/. The /y/ sound
Pam can not nap.
is spelled with the letter y. Say it with me: /y/. This is the sound at the Pam can jump up.
Can Sam jump up?
beginning of the word yo-yo. Listen: /y/ /y/ /y/, yo-yo. Watch as I write Sam can not jump up.
the letter y. I will say /y/ as I write the letter several times.
Fluency
Repeat with /z/ spelled z. Use the Zipper Sound-Spelling Card.
ENGLISH LANGUAGE
LEARNERS This is the Zipper Sound-Spelling Card. The sound is /z/. The /z/ sound they together
is spelled with the letter z. Say it with me: /z/. This is the sound at the
children whose first beginning of the word zipper. Listen: /z/ /z/ /z/, zipper. Watch as I write how eat
language is not English the letter z. I will say /z/ as I write the letter several times.
High-Frequency
may have difficulties Word Routine
pronouncing and 2 Guided Practice/Practice Have children practice connecting the
perceiving some letters and sounds through writing. Now do it with me. Say /j/ as
English sounds, such I write the letter j. Say /y/ as I write the letter y. Say /z/ as I write the
as the /j/ sound for
Hmong and Khmer
letter z. This time, write the letter j five times as you say the /j/ sound.
speakers. Refer to the Write the letter y five times as you say /y/. Write the letter z five times as
sound transfer chart you say /z/. Handwriting
in the Language
Transfers Handbook
for a complete list Build Fluency: Sound-Spellings
of transferable and
nontransferable Display Word-Building Cards a, b, c, ck, d, e, f, g, h, i, j, k, l, m, n, o, p,
sounds. qu, r, s, t, u, v, w, x, y, z. Have children chorally say the sound for each
Sound Pronunciation card. When finished, repeat and vary the pace.
Play the Go Digital
audio again for a
model of the /j/, /y/,
and /z/ sounds for
additional models.

START SMART
Blend Words with /j/j, /y/y, /z/z
ENGLISH LANGUAGE
1 Model Display Word-Building Cards z, i, p. Model how to blend LEARNERS
the sounds together as you run your finger under each letter. This
is the letter z. It stands for /z/. This is the letter i. It stands for /i/. This is Use Examples Stand next to a
child and say: I am with (child’s
the letter p. It stands for /p/. Listen as I blend these sounds together:
name). He/she is with me. Repeat
/zzziiip/, zip. Say it with me. with different children. Then
Continue by modeling the words zap, yes, yet, jet, and jog. instruct children to stand with
different people and say the
2 Guided Practice/Practice yes yet jet let
sentences.
Display the Phonics Practice Ask Questions Ask a question
zip zap map tap about something a child is
Activity. Read the words
in the first row, blending the jab job jig big wearing or doing, such as: Do
you have a blue shirt on? Provide
sounds; for example: yak yam jam jug sentence frames, such as: I
/yyyeeesss/. The word is yes. Yes I did. do or I do not for
Have children blend each children to orally complete. Have
Zack has a big job. Also online partners take turns asking each
word with you. Complete
Phonics Practice Activity other questions and responding.
the remaining lines chorally.
connected text, sounding out the decodable words.
5
Mins
Review
1 Model Display High-Frequency Word Cards for are, me, she, with,
for, and, have, see, said, and was. Have children Read/Spell/Write
each word.
Read Point to and say the word said. This is the word said. Say it
A. Say each picture name. Write a j below the
with me: said. The boy said he was cold. picture if its name begins like juice. Write y if its
name begins like yarn. Write z if its name begins
like zoo.
Spell The word said is spelled s-a-i-d. Spell it with me.
s-a-i-d.
Use the routine to review the other words. y z j
2 Practice Point to a word and call on a child to Read/Spell/Write it.
Challenge them to use the word in a sentence. Then have partners
work together to create sentences using as many of the high- z j y
frequency words as they can.
B. Write j, y, or z to complete the words.
z ero y arn j am
WORD WORK S91
3/3/12 1:39 PM
START
SMART
DAY 5
10
5
Mins
Make Connections
OBJECTIVES
Reread “The Tortoise and the Hare” Go
Identify basic
Digital
differences between remember as much of the story as they can. Have them close their eyes
two texts on the and visualize, or make pictures in their minds, to help them understand
same topic. RI.1.9
and remember the details. Ask: Who races with Hare? Is Hare or Tortoise
• Make text ahead at first? What does Tortoise walk by? Who wins the race?
connections to self
• Make text “The Tortoise
connections to the Text to Self and the Hare”
world Guide children to make text-to-self connections using “The Tortoise and
the Hare.” Ask: Have you ever been in a race? Did you run fast, like Hare, or
slowly, like Tortoise? What do the animals learn in the story? Have you ever
Routines learned a lesson like that? How? Provide help as needed.
Retellings Retellings “How Do We
Get Around?”
allow teachers to monitor Text to World
comprehension. Guide
children to recall as much Have children make text-to-world connections using the story. Say:
of a text as possible Think about this expression: Slow but steady wins the race. How does it
and think about critical apply to the story? How does it apply to people? Provide help as needed.
selection features. Retell
Model Retelling Text to Text

Show children how to Help children to make connections between “The Tortoise and the
recall basic events and Hare” and “How Do We Get Around?” How does Hare get around? How
details of the selection. does Tortoise get around? How can people get around? What ways of
Guide Retelling Ask Writing
getting around are faster? What ways are slower? Is faster always better
guided questions to than slower? Why or why not? Provide help as needed. Then discuss with
help children retell children the differences between a selection that tells a story, like “The
the selection and Tortoise and the Hare,” and a selection that gives information, like “How
important features. Do We Get Around?” Guide them in explaining the differences.
Discuss the Retelling
Have children
summarize selection
concepts by asking
higher-order questions.

START SMART
Independent Writing
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
Use Visuals Pair children. Display
5
Mins Sentences pictures of people doing their
jobs. Describe the workers. Point
to a helmet, for example, and say:
Brainstorm This is a helmet. Have children
repeat. Then say: Who has a
Ask children to think of and name people who work at different helmet? The firefighter does. Have
jobs, such as police officers, firefighters, or doctors. Then have children repeat. Model correct
them say words that describe what the people wear or use when pronunciation as needed.
they work. Intermediate
On chart paper, list children’s responses using Word Webs for each Demonstrate Comprehension
job. Read the class list together. Pair children. As you complete the
sentence frames with ideas from
Write the chart, have partners draw the
people as described. Ask children
On chart paper, write the sentence frame have and . to display their pictures and
Have children read them aloud. describe the people in them. Then
have them complete the sentence
On notebook paper, have each child complete the sentences to tell
frames. Allow children ample time
about people in different jobs, using the ideas on the class list. to respond.
Have children read aloud their sentences. Write them on chart
Advanced
paper.
Discuss Pair children. Have
partners describe and discuss
people from the webs. Then have
partners complete the sentence
frames orally. Challenge them to
add more details to describe the
people. Elaborate on children’s
answers.
Quick Check
Q
words?

ASSESSMENT
Placement and Diagnostic Assessment
Grades K-6
Observe children throughout the Start Smart instruction as they complete
assignments, respond orally in class, and read aloud. Take note of
individual children’s skill needs.
Placement Use the Placement Decisions chart in the Placement and Diagnostic
Assessment to determine which tests need to be administered to figure
and Diagnostic
out each child’s specific skill needs. The results of these tests will assist you
Assessment in determining which children need intervention and help you provide
appropriate small group lessons to fill in skill gaps and help all struggling
readers move toward on-level instruction.
PDFs Online
Diagnostic Assessment Includes . . .

‡ Foundational Skills Assessments
• Basic Assessments (determine lower-level skill deficiencies, when
applicable; include phonological and phonemic awareness, Sight
Word Fluency/high-frequency words, and alphabet recognition
using Letter Naming Fluency)
• Phonics Survey (determine decoding abilities and skill
deficiencies; developed by program author Jan Hasbrouck)
‡ Fluency Passages (determine Oral Reading Fluency Rate, Oral
Reading Accuracy, and Prosody level; WCPM scores correlated to
national norms developed by program author Jan Hasbrouck)
‡ Leveled Passages (determine reading level and comprehension
abilities)
‡ Vocabulary (determine speaking and reading vocabulary
proficiency)
‡ Inventory of Developmental Spelling (determine encoding
abilities; developed by program author Donald Bear)
Go
Digital
S94
START SMART
Diagnose and Prescribe
Use the results of the Placement and Diagnostic Assessments to
provide appropriate Small Group instruction in Unit 1. Focus on
rebuilding lower-level skills needed to accelerate children’s progress.
TESTED SKILLS
T If … Then …
COMPREHENSION Children score below Consider children’s listening
Leveled Passages 80% on the passages . . . comprehension levels when providing
preteach and reteach lessons to support
children while reading the Core selection.
PHONOLOGICAL AND Children score below Plan skill-based small group lessons
PHONEMIC AWARENESS 60% on any of the based on results. Continue to monitor
Phonological Awareness Subtests subtests . . . progress frequently.
Phonemic Awareness Subtests
PHONICS/WORD STUDY Children are below Assess basic skills, such as letter names
Phonics Survey grade level . . . and sounds, to identify issues in phonics
skills development.
Inventory of Developmental
Spelling
HIGH-FREQUENCY WORDS Children are below Plan skill-based small group lessons
Sight Word Fluency grade level . . . based on results. Continue to monitor
progress frequently.
LETTER RECOGNITION Children are below Plan skill-based small group lessons
Letter Naming Fluency grade level . . . based on results. Continue to monitor
progress frequently.
TIER TIER
2 3 Response to Intervention
Use the Placement Decision chart in the Placement and Diagnostic
Assessment to evaluate children’s need for placement in Tier 2 or Tier 3
Intervention.
START SMART S95

WEEKLY OVERVIEW
TEACH AND MODEL

Listening Comprehension
Comprehension Strategy Visualize T10–T11
Literature Big Book
Close Reading
Shared Reading Jack Can, 14–23
Genre Realistic Fiction
Big Book and Little Book Words to Know T15
does, not, school, what
Minilessons Tested Skills
Phonics .......................................................... Short a /a/, T16–T17

Comprehension Skill .............................. Key Details, T26–T27
Writing Traits .............................................. Ideas, T36–T37
Go Grammar ...................................................... Sentences, T36–T37
Digital
http://connected.mcgraw-hill.com
AT SCHOOL
Essential Question
What do you do at your school?
WEEK 1
APPLY WITH CLOSE READING
Complex Text
PAIRED
READ
Nat and Sam, 6–17 “Rules at School,” 20–25
Genre Realistic Fiction Genre Nonfiction
Differentiated Text
Leveled Readers Including Paired Reads
APPROACHING ON LEVEL BEYOND ELL
Extended Complex Text

Raising Dragons A Splendid Friend,
Genre Indeed
Fiction Genre
Fiction
Classroom Library
WEEKLY OVERVIEW T1
TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Weekly Concept Listening Close Reading
At School Comprehension Nat and Sam
This School Year Will Be the Best! “Rules at School”
Close Reading
Jack Can
Minilessons
Key Details, Realistic Fiction, Short a
/a/, High-Frequency Words
Big Book
4–15
Go Interactive
Int
ntera
eract
ctttive
ive
ve Int
ttera
eract
ctive
Interactiveve Mobile
Mob le
Mobile
Digital White
W
Wh
Whiteboard
tebo
board
oard
o ard
rd W
Whhite
h ite
tebo
board
Whiteboardard
rd
How Students Practice

WEEKLY CONTRACT LEVELED PRACTICE AND ONLINE ACTIVITIES
Your Turn Practice Book
PDF Online 1–10 Leveled Readers
Go
Go On
Onl
O nl
Online To-Do List Lev
L
Le
e
ev
vel Activities
Leveled Mobile
Digitall
T2 UNIT 1 WEEK 1 Go Digital! www.connected.mcgraw-hill.com

WEEK 1
DIFFERENTIATE INTEGRATE ASSESS
SMALL GROUP INSTRUCTION Research and Inquiry
Leveled Readers Page for Class Book, T44–T45
Text Connections
At School, T46
Write About Reading
Analyze Key Details, T47
Weekly Assessment
1–10
Mobile
M
Mob
obile
ile Online Research Online
and Writing Assessment
LEVELED WORKSTATION CARDS

1
( More
1 Activities
on back
1
1
TEACH AND MANAGE T3

SUGGESTED LESSON PLAN
TESTED SKILLS DAY 1 DAY 2
READING
READING
Build Background At School, T8–T9 Oral Language At School, T20
Oral Vocabulary Words learn, subjects, T8 Oral Vocabulary Words common, object, recognize,
Teach, Listening Comprehension T20
Listening Comprehension Strategy: Visualize, T21
Model, Big Book This School Year Will Be the Best!, T10
Strategy: Visualize, T11 Interactive Read-Aloud Cards “Schools Around
and Word Work T12–T15 the World,” T21
Whole Group
Apply Fluency: Sound-Spellings

Phonological Awareness: Identify Rhyme
Word Work T22–T25
Fluency: Sound-Spelling
Phonics/Spelling: Introduce Short a Phonemic Awareness: Phoneme Isolation
High-Frequency Words: does, not, school, what Phonics/Spelling: Review Short a
Shared Reading Jack Can, T16–T17 Structural Analysis: Inflectional Ending -s
High-Frequency Words: does, not, school, what
Practice Your Turn, p. 1
Shared Reading Jack Can, T26–T27
Comprehension
• Genre: Realistic Fiction, T26
• Skill: Key Details, T27
Practice Your Turn, pp. 2–4
OPTION Start your Anthology Read

DIFFERENTIATED INSTRUCTION Choose across the week to meet your children’s needs.
Leveled Reader A Fun Day, T52–T53 Leveled Reader A Fun Day, T52–T53
TIER TIER
Phonemic Awareness Identify tify Rhy

Rhyme, T54
4 2 Phonemic Awareness Phoneme Isolation,
ation, TT54
4 2
Approaching
TIER TIER
Phonics Connect a to /a/, T56

56 2 Phonics Blend Words with Short a, T56
6 2
High-Frequency Words Review,
view T59
T5 High-Frequency Words Reteach,
teach, T59
T 9
Level Comprehension Details, T60
60 2
TIER
Leveled Reader We Like to Share, T62–T63 Leveled Reader We Like to Share, T62–T63
On Level Phonics Build Words with Short a, T64 High-Frequency Words Review Words, T64
Small Group
Leveled Reader Class Party, T66–T67 Leveled Reader Class Party, T66–T67
Beyond Oral Vocabulary Synonyms, T68 Oral Vocabulary Synonyms, T68
Level
Shared Read Jack Can, T70–T71 Leveled Reader We Like to Share, T72–T73
Phonemic Awareness Identify Rhyme, T54 Phonemic Awareness Phoneme Isolation, T54
English Phonics Connect a to /a/, T56 Phonics Blend Words with Short a, T56
Language Vocabulary Preteach Oral Vocabulary, T74 Vocabulary Preteach ELL Vocabulary, T74
Learners
LANGUAGE ARTS
Whole Group
Shared Writing Writing Trait: Ideas, T18 Interactive Writing Writing Trait: Ideas, T28
Writing Personal Narrative, T18 Personal Narrative, T28
Grammar Grammar
Grammar • Sentences, T19 • Sentences, T29
Mechanics: Sentence Capitalization, T19 Mechanics: Sentence Capitalization, T29
T4 UNIT 1 WEEK 1
WEEK 1
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS
DAY 3 DAY 4 DAY 5 Review and Assess

READING
Oral Language At School, T30 Oral Language At School, T38 Integrate Ideas
Review Oral Vocabulary learn, subjects, common, Comprehension Text Features: Photographs, T38 • Text Connections, T46
object, recognize, T30 • Write About Reading, T47
Close Reading “Rules at School,” T39–T39B
Listening Comprehension Word Work T48–T49
Word Work T40–T41 Fluency: Word Automaticity
Big Book This School Year Will Be the Best!, T31 Fluency: Sound-Spellings Phonemic Awareness: Phoneme Blending/
• Strategy: Visualize, T31 Phonemic Awareness: Phoneme Isolation Segmentation
• Retelling, T31 Phonics/Spelling: Build Words with Short a Phonics/Spelling: Blend and Build Words with
• Fluency: Phrasing, T31 Structural Analysis: Inflectional Ending -s Short a
High-Frequency Words: does, not, school, what Structural Analysis: Inflectional Ending -s
Word Work T32–T35
Fluency: Sound-Spellings Integrate Ideas Research and Inquiry, T44–T45 High-Frequency Words: does, not, school, what
Phonemic Awareness: Phoneme Blending Practice Your Turn, pp. 8–9 Practice Your Turn, p. 10
Phonics/Spelling: Blend Words with Short a
Structural Analysis: Inflectional Ending -s
High-Frequency Words: does, not, school, what
Close Reading Nat and Sam, T35A–T35H
Literature
Anthology
DIFFERENTIATED INSTRUCTION
Leveled Reader A Fun Day, T52–T53 Leveled Reader Paired Read: “We Share,” T53 Leveled Reader Literature Circles, T53
Phonemic Awareness Phoneme Blending, T55 Phonemic Awareness Phoneme Segmentation, Phonics Build Fluency with Phonics, T57
Phonics Build Words with Short a, T57 T55 High-Frequency Words Cumulative Review, T59
Structural Analysis Review Inflectional Phonics Blend Words with Short a, T57 Comprehension Self-Selected Reading, T61
Ending -s, T58 Structural Analysis Reteach Inflectional Ending
Comprehension Review Key Details, T61 -s, T58
TIER
Comprehension Read for Fluency, T60 60 2
Leveled Reader We Like to Share, T62–T63 Leveled Reader Paired Read: “Look at Signs,” T63 Leveled Reader Literature Circles, T63
Comprehension Review Key Details, T65 Comprehension Self-Selected Reading, T65
Leveled Reader Class Party, T66–T67 Leveled Reader Paired Read: “Our Classroom Leveled Reader Literature Circles, T67
Comprehension Review Key Details, T69 Rules!,” T67 Comprehension Self-Selected Reading, T69
Leveled Reader We Like to Share, T72–T73 Leveled Reader Paired Read: “Look at Signs,” T73 Leveled Reader Literature Circles, T73
Phonemic Awareness Phoneme Blending, T55 Phonemic Awareness Phoneme Segmentation, Phonics Blend Words with Short i, T57
Phonics Build Words with Short a, T57 T55 Spelling Words with Short a, T76
Structural Analysis Review Inflectional Structural Analysis Reteach Inflectional
Ending -s, T58 Ending -s, T58
High-Frequency Words Review Words, T75 High-Frequency Words Reteach Words, T75
Writing Writing Trait: Ideas, T76 Grammar Sentences, T77
LANGUAGE ARTS
Independent Writing Writing Trait: Ideas, T36 Independent Writing Writing Trait: Ideas, T42 Independent Writing Personal Narrative: Publish
Personal Narrative: Prewrite/Draft, T36–T37 Personal Narrative: Revise/Proofread/Edit, T42–T43 and Present, T50
• Sentences, T37 • Sentences, T43 • Sentences, T51
Mechanics: Sentence Capitalization, T37 Mechanics: Sentence Capitalization, T43 Mechanics: Sentence Capitalization, T51
SUGGESTED LESSON PLAN T5

DIFFERENTIATE TO ACCELERATE
Scaffold to Access Complex Text
A C T
IF the text complexity of a particular selection is too
difficult for children,
THEN use the Access Complex Text prompts to scaffold

instruction.
What Makes This Text Complex?

Organization Wishes, T31
Connection of Ideas Related Wishes, T31
Literature Big Book
This SSchool
Thi h lY Year Will B
Be th
the B
Best!
t!
ENGLISH LANGUAGE LEARNERS

SCAFFOLD
IF ELL students need additional support, Shared Read Leveled Reader
Jack Can, T70–T71 We Like to Share, T72–T73
scaffold instruction using the small “Look at Signs,” T73
THEN group suggestions.
Note: Include ELL Students in all small groups based on their needs.
WEEK 1
Monitor and Differentiate Level Up with Leveled Readers
IF you need to differentiate instruction, IF children can read their leveled
text fluently and answer
comprehension questions,
THEN use the Quick Checks to assess
children’s needs and select the
appropriate small group instruction
THEN assign the next level up to
accelerate children’s reading with
focus.
more complex text.
Quick Check
Comprehension Strategy Visualize, T11
Comprehension Skill Key Details, T27
Phonics Words with Short a, T15, T25, T35, T41, T49
Beyond
High-Frequency Words T15, T25, T35, T41, T49
T63
If No Approaching Level Reteach, T52−T61

ELL Develop, T70−T77
If Yes On Level Review, T62−T65
Beyond Level Extend, T66−T69 On Level
ing
Approach ELL
T53 T73

Phonemic Awareness Phonics Words to Know Writing Spelling Grammar
Identify Rhyme, T54 Words with does, not, school, Ideas, T76 Words with Sentences, T77
Phoneme Isolation, T54 Short a, T56–T57 what, T75 Short a, T76
Phoneme Blending, T55 Structural
Phoneme Segmentation, T55 Analysis, T58
DIFFERENTIATE TO ACCELERATE T7
WHOLE GROUP Materials
DAY 1 behavior
behavior Aa
Visual Vocabulary Cards
a
learn subjects
Teaching Poster
apple
Reading/Writing Literature Big Book behavior
behavior
does
Workshop This School Year Will Be
Sound-
VOLUME 1 the Best!
a b c Spelling
High-Frequency Word Cards Cards
Reading/Writing © The McGraw-Hill Companies, Inc.
Workshop Big Book does school

Think Aloud Word-Building
not what
VOLUME 1 Clouds Cards
Introduce the Concept

5
Mins
Build Background
ESSENTIAL QUESTION
Go
What do you do at your school? Digital
Tell children that this week they will be talking and reading about things
that happen at school. Weekly Concept At School
Essential Question
What do you do
at school?
Go Digital!
Reading/Writing Oral Vocabulary Words

Workshop Big Book
Superstudio/The Image Bank/Getty Images

Tell children that you will share some
OBJECTIVES words that they can use as they At School
Follow agreed-upon discuss what they do at school. Use
rules for discussions the Define/Example/Ask routine to
(e.g., listening to introduce the oral vocabulary words
others with care,
speaking one at a
learn and subjects.
time about the topics Video
and texts under
discussion). SL.1.1a Oral Vocabulary Routine Visual Vocabulary Cards school
Define: When you learn, you gain knowledge or a new skill.
• Build background
knowledge Example: You will learn many new things this year.
• Discuss the Essential Ask: What special things would you like to learn to do? Visual Glossary
Question
Define: Subjects are the things you study at school, such as reading and
science.
ACADEMIC
LANGUAGE Example: Tim’s favorite subjects are art and math.
discuss, study Ask: What are your favorite subjects at school?
Graphic
Organizer
Discuss the theme of “At School” and explain that we do many special
things at school. Have children name things that they do at school.
What do you learn at school? What subjects do you study?
T8 UNIT 1 WEEK 1
DAY 1 • WEEK 1
Weekly Concept At School

Essential Question
What do you do
ENGLISH LANGUAGE
at your school? LEARNERS SCAFFOLD
Go Digital!
Beginning
Use Visuals Point to the children
in the photo. These children are
at school. Are they in a classroom?
Point to the pictures the girls are
holding. What did they make?
Intermediate
Talk About It
Superstudio/The Image Bank/Getty Images
What are these girls Describe Ask children to describe

doing in school? what the children are doing.
8 9 Where are the children? Are they in
a gym class or art class? What are
READING/WRITING WORKSHOP BIG BOOK, pp. 8–9
008-009_CR14_SI1_U1W1_WO_119652.indd 8 12/30/11 12:31 PM008-009_CR14_SI1_U1W1_WO_119652.indd 9 12/30/11 12:32 PM
they holding? Do you think they are

happy or sad?
Advanced
Talk About It: At School Discuss Have children elaborate
Guide children to discuss what the children are doing. on what the children in the photo
are doing. What are the children
COLLABORATE
Where are the children? doing? How do you think they
What are they doing? How do you think they might feel? feel about their paintings? Elicit
more details to support children’s
Use Teaching Poster 42 and prompt answers.
children to share details to complete the Where? What?
chart.
Have children look at page 9 of their
Reading/Writing Workshop and do the
Talk About It activity with a partner.
Teaching Poster
Listen Carefully As children engage in partner, small-group, and
whole-group discussions, encourage them to:
INTRODUCE THE CONCEPT T9

WHOLE GROUP
DAY 1
10
Mins
Read the Literature Big Book
Connect to Concept: At School Go
Literature Big Book Tell children that they will now read a story that takes place on the first
Digital
day of school. In the story, children take turns making a wish for the new
OBJECTIVES school year. Ask: What do you think the children will wish for?
Demonstrate
understanding of Concepts of Print
the organization
and basic features of Book Handling Tell children that the title, the name of the author, and
print. RF.1.1 the name of the illustrator are always listed on the front cover of a book. This School Year
Will Be the Best!
Show children how to hold the book right side up and how to track
• Reinforce concepts the print, pointing to each word as you read. Explain that each spoken
of print
word matches a written word. See prompts in the Big Book for modeling
• Develop concept
understanding
concepts of print.
© The McGraw-Hill Companies, Inc.
Set a Purpose for Reading Visualize

ACADEMIC
LANGUAGE
Display the Big Book.
visualize, characters Read aloud the title, and the names of the author and the illustrator.
Ask children to listen to the Big Book to find out what the children
wish for.
T10 UNIT 1 WEEK 1

DAY 1 • WEEK 1
Strategy: Visualize
ENGLISH LANGUAGE
1 Explain Tell children that as you read the Big Book, they can use LEARNERS SCAFFOLD
the words and illustrations to visualize, or create pictures in their
minds. This can help them understand the text. Beginning
Engage Display page 5 of the
Think Aloud Visualizing what is happening in the story can help
story. Listen to the words and look
you to better understand the text. When you visualize, you read at the picture. Then make a picture
the author’s words and look at the illustrations. Then you close in your mind. In your mind, do
your eyes and create a picture in your mind of what is happening you see a school bus? Do you see
in the story. In your mind, you can see the characters, where they children on the bus?
are, and what they are doing. Today, as we read This School Year Intermediate
Will Be the Best!, picture in your mind the characters, where they Describe Display page 5 of the
are, and what they are doing. story. Use the words and illustration
to make a picture in your mind. Can
2 Model As you read, use the Think Aloud Cloud to model applying you describe what you see in your
the strategy. mind?
Think Aloud Remember that you can visualize the story in Advanced
your mind as you read. When I read “I’ll bring my pet snake for
Explain Display page 5 of the
show-and-tell,” I am able to picture in my mind the snake in story. What do you do when you
the classroom. I can see it slithering on the floor. I can imagine visualize? Look at page 5. What do
the surprised faces of the teacher and children and I can hear you picture in your mind when you
them gasp! read the words “I hope I get the best
seat on the bus”?
3 Guided Practice As you continue to read the Big Book, pause to
help children visualize. Guide them in visualizing what the children
wish for in the story. Close your eyes and think about what we just
read. What do you see?
Monitor and
Respond to Reading Differentiate
After reading, prompt children to share which wish they liked best
and why. Discuss what they visualized when they read the wish.
Quick Check
Q
Can children apply the visualize
strategy?

If No Approaching Reteach pp. T52–53
ELL Develop pp. T70–73
If Yes On Level Review pp. T62–63
Beyond Level Extend pp. T66–67
LISTENING COMPREHENSION T11

WHOLE GROUP
Quick Review
DAY 1 Build Fluency: Sound-Spellings
Word Work Display the Word-Building Cards:

a, b, c, ck, d, f, g, h, j, k, l, m, n, p,
qu, r, s, t, v, w, x, y, z. Have children
say each sound.
5
Mins
OBJECTIVES Identify Rhyme Go
Decode regularly
spelled one-syllable 1 Model Show children how to identify rhyming words. I am going to
Digital
words. RF.1.3b say two words. If the two words rhyme, I will clap my hands. Listen: fan,
man. Do fan and man rhyme? Yes! They rhyme because they both end
• Identify rhyming in the same sounds: /an/. Listen: /f/ /an/, fan; /m/ /an/, man. What other
words words rhyme with fan and man? To figure that out, I need to think of
• Apply phonics when words that end in /an/. I know one. The word pan. The word pan ends in
decoding words
/an/, so it rhymes with fan and man. Phonological
with short a Awareness
2 Guided Practice/Practice Have children practice identifying
rhyming words. Do the first pair with them. Now let’s try it together. I
will say two words. If the two words rhyme, clap your hands. What other
words rhyme with these words?
Apple
sad, bad mad, let
Phonics
nap, pan rag, flag
back, pack ham, him
Aa
10
Mins
Phonics a
Handwriting
apple
Introduce Short a Sound-Spelling
d S lli Card
1 Model Display the Apple Sound-Spelling Card. Teach /a/ spelled a
SKILLS TRACE
using am and mat. Model writing the letter a. Use the handwriting
SHORT i models provided. This is the Apple Sound-Spelling Card. The sound is
Introduce Unit 1 Week 1 /a/. The /a/ sound is spelled with the letter a. Say it with me: /aaa/. This
Day 1 sound is at the beginning of the word apple. Listen: /aaapәl/, apple. I’ll
Review Unit 1 Week 1 say /a/ as I write the letter several times.
Days 2, 3, 4, 5
Assess Unit 1 Week 1 2 Guided Practice/Practice Have children practice connecting the
letter a to the sound /a/ by writing it. Now do it with me. Say /a/ as I
write the letter a. This time, write the letter a five times as you say the
/a/ sound.
T12 UNIT 1 WEEK 1

DAY 1 • WEEK 1
Blend Words with Short a

ENGLISH LANGUAGE
1 Model Display Word-Building Cards m, a, p. Model how to blend LEARNERS
the sounds. This is the letter m. It stands for /m/. This is the letter a.
It stands for /a/. This is the letter p. It stands for /p/. Listen as I blend Phonemic Awareness: Minimal
Contrasts Focus on articulation.
these sounds together: /maaap/. Say it with me. Say /a/ and note your mouth
Continue by modeling the words man, bad, and tap. position. Have children repeat. Use
Sound-Spelling Cards. Repeat for
2 Guided Practice/Practice Display the Day 1 Phonics Practice /i/. Have children say both sounds,
Activity. Read each word in the first row, blending the sounds; for noticing the differences. Continue
with bag/big, pack/pick, ham/him.
example, /aaat/. The word is at. Have children blend each word
with you. Prompt children to read the connected text, sounding Phonics: Variations in Language
In some languages, including
out the decodable words. Cantonese and Khmer, there
is no direct transfer for /a/.
Emphasize /a/, and show correct
at sat cat can cap Nan mouth position. Practice with
Approaching Level phonics
sad Sam bat rat ax Max lessons.
has hat Nat pan pack Jack

fat lap tan ran bag back
Pam has a mat.

The cat can nap.
Nat ran back. Also online
Day 1 Phonics Practice Activity

a e
ONLEVEL PRACTICE BOOK p.1
Corrective
Corrective F
Feedback
eedback The letter a can make the short a sound
you hear in hat.
Sound Error Model the sound that children missed, then have Read the word. Listen for the short a sound. Circle
the picture that the word names.
them repeat the sound. Say: My turn. Tap under the letter and
say: Sound? /a/. What’s the sound? Return to the beginning of the 1. cat
word. Say: Let’s start over. Blend the word with children again.
2. fan
3. map
Daily Handwriting
Copyright
Throughout the week teach uppercase and lowercase 4. pan
letters Aa using the handwriting models.
APPROACHING BEYOND ELL

p. 1 p. 1 p. 1
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WORD WORK T13

WHOLE GROUP
Quick Review
DAY 1 High-Frequency Words: Read, Spell,
Word Work and Write to review previously

taught high-frequency words: here,
me, this, what, help, too, play, has,
where, both, who, good, come, does.
5
Mins
Spelling
OBJECTIVES Words with Short a Go
Recognize and read
grade-appropriate Dictation Use the Spelling Dictation routine to help children
Digital
irregularly spelled transfer their growing knowledge of sound-spellings to writing.
words. RF.1.3g Follow the Dictation routine.
Use conventional
spelling for words Pretest After dictation, pronounce each spelling word. Read the
with common sentence and pronounce the word again. Ask children to say each
spelling patterns word softly, stretching the sounds, before writing it. After the pretest, Spelling Word
and for frequently display the spelling words and write each word as you say the letter Routine
occurring irregular
words. L.1.2d names. Have children check their words.
they together
man The man wanted a glass of water.

how eat
can I can tie my shoelaces.

nap Dan took a nap because he was tired. High-
Frequency
tap Did you tap your pencil on the desk? Word Routine
cat She has a cat for a pet.
hat Wear a hat to keep warm.
not It is not time for lunch.
does What does a doctor do?
For Approaching Level and Beyond Level children, refer to the
Differentiated Spelling Lists for modified lists.
ENGLISH LANGUAGE
LEARNERS
Pantomime Review
the meanings of
these words by using
pictures, pantomime,
or gestures when
possible. Have children
repeat or act out the
word.
T14 UNIT 1 WEEK 1

DAY 1 • WEEK 1
5
Mins
1 Model Display the High-Frequency Word Cards does, not, school,
and what. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word does. This is the word does. Say
it with me: does. Max does his homework every day.
Spell The word does is spelled d-o-e-s. Spell it with me.
d-o-e-s.
Follow the same steps to introduce not, school, and what.
As children spell each word with you, point out the irregularities
in sound-spellings, such as the /k/ sound spelled ch in the word
school.
Have partners create sentences using each word.
COLLABORATE
does not
school what
Monitor and
Differentiate
High-Frequency Word Cards
2 Guided Practice Have children read the sentences. Prompt them Quick Check
Q
to identify the high-frequency words in connected text and to
blend the decodable words.
words with short a?
1. Does a cat nap? Can children recognize and read
2. Pam is not sad. high-frequency words?
3. I like school.
4. What can you see?
If No Approaching Reteach pp. T56–T59
ELL Develop pp. T74–T77
If Yes On Level Review pp. T64–T65
Beyond Level Extend pp. T68–T69
WORD WORK T15

WHOLE GROUP
DAY 1
Shared Read
10
Mins
Read Jack Can
Model Skills and Strategies Go
Tell children that you will now read a selection called Jack Can.
Digital
As we read, look for the words does, not, school, and what. Look for words
in which the letter a stands for the /a/ sound. Genre Realistic Fiction
Essential Question
Read about what
friends can do at
school.
Go Digital!
Reading/Writing
Story Words Display the word helps. Spell the word and model reading
Workshop Big Book it. Tell children that they will be reading the word in the selection. 14 15
and Reading/Writing
Guide children in reading Jack Can. Point out the high-frequency words Jack Can
Workshop
and words in which a stands for /a/.
OBJECTIVES
Genre: Realistic Fiction Tell children that Jack Can is realistic fiction.
Decode regularly
Tell children that realistic fiction:
words. RF.1.3b is an invented story with imaginary characters and events.
Recognize and read could happen in real life.
grade-appropriate
irregularly spelled is not true, but could be based on real events.
words. RF.1.3g
Understand realistic
Connect to Concept
fiction genre ESSENTIAL QUESTION
Read together the Essential Question on page 14 of the Reading/Writing
COLLABORATE Workshop. Discuss what Jack and the other children do at school. Guide
ACADEMIC
LANGUAGE children to connect what they have read to the Essential Question: What
events, characters do you do at your school?
T16 UNIT 1 WEEK 1

DAY 1 • WEEK 1
Jack Can
Essential Question
Read about what
friends can do at
school.
Go Digital!
Max can. Can Jack? Jack can. Max can. Can Jack? Jack can not.
Guy Francis
Guy Francis
Guy Francis
14 15 16 17 18 19
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Jack is sad. What does Nan do? Nan helps Jack! Jack likes school.
Guy Francis
Guy Francis
20 21 22 23
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Partner Reading
Have partners use their Reading/Writing Workshop to review the skills
COLLABORATE and strategies.
Remind children that as they reread Jack Can they can visualize the
events of the story.
Have children use pages 10–11 to review high-frequency words
does, not, school, what.
Have children use pages 12–13 to review that the letter a can stand
for the sound /a/. Guide them to blend the sounds to read the
words.
Have children reread Jack Can with a partner. Guide them to apply
the skills and strategies. Ask children to name features of the
selection that tell them it is realistic fiction.
SHARED READ T17

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Shared Writing
OBJECTIVES Writing Trait: Ideas Go
With guidance and
support from adults, 1 Model Tell children that they will now reread Jack Can, paying
Digital
focus on a topic, attention to the idea the author chose to write about. Explain:
respond to questions Writers think of an idea to write about. They can write a story about
and suggestions from
one main event.
peers, and add details
to strengthen writing 2 Guided Practice/Practice Reread Jack Can. Point out how the story
as needed. W.1.5
is about an event that happens at school. Ask: What is the main event Graphic
Produce and expand in the story? What might the author’s idea have been for the story? Organizer
complete simple
and compound Prompt children to understand that the author’s idea was to
declarative, write about what happens to a boy at school. The author picked
interrogative, an event to write about.
imperative, and
exclamatory
sentences in response
to prompts. L.1.1j
Personal Narrative Writing
Focus and Plan Tell children that this week they will be writing about
what happened to them on the first day of school. Explain that the
ACADEMIC
sentences they write will be a retelling of actual events that happened I see a fish.
LANGUAGE
sentence, capital to them.
Grammar
Brainstorm Create a Word Web using Teaching Poster 40 to help
COLLABORATE children brainstorm ideas to write about the first day of school. Write
“What happened on the first day of school?” in the center circle. Record
children’s ideas on the web, writing each idea as a complete sentence.
Point out that each sentence begins with a capital letter.
Write Tell children that you will work together to write about
something that happened on the first day of school. Model writing
sentences based on an idea from the web. Say: First we need to think of
an idea to write about. We will write about something that happened on
the first day of school. Then we can think of an event. Let’s write a sentence
about the event: Something funny happened on the playground on the
first day of school. Next, let’s tell what happened. Remember, every detail
we write will be about the event that happened on the playground. What
happened first?
Work together to write sentences that tell details related to the event.
T18 UNIT 1 WEEK 1

DAY 1 • WEEK 1
5
Mins
Grammar ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Sentences Beginning
1 Model Tell children that a sentence is a group of words that tells a Point to the two odel sentences.
whole idea. Does a sentence begin with a capital
Display the following sentences: letter? Point to the capital letter. Is
a sentence about one whole idea?
Jan can play at school. Restate responses in complete
sentences.
I like to play tag.
Explain that a sentence begins with a capital letter and ends with a Intermediate
punctuation mark. Point out the capital letters and periods. Explain Display the two Model
sentences. Point to the beginning
2 Guided Practice/Practice Display the sentences below and of each sentence. How does each
read them aloud. Prompt children to chorally reread them with sentence begin? What is at the
you. Have pairs of children circle the errors in the sentences. Help end of a sentence? Allow children
ample time to respond.
children correct the errors to make complete sentences.
the cat plays with the bag. (The cat plays with the bag.) Advanced
Little hat. (complete the sentence) Expand Display the Guided
Practice sentences. What is wrong
I see a tan bat (I see a tan bat.) with the first sentence? Why isn’t
Talk About It Have partners work together to orally generate the second one a sentence? What
is missing from the last sentence?
COLLABORATE complete sentences while discussing Jack Can. Challenge them to Restate children’s responses.
take turns retelling the story in complete sentences.
Mechanics: Sentence Capitalization

1 Model Remind children that a sentence always begins with a
capital letter.
2 Guided Practice Prompt children to correct each
sentence.
matt ran to the school. (Matt ran to the school.)
my school bag is fat. (My school bag is fat.)
Daily Wrap Up
Review the Essential Question and
encourage children to discuss using
the new oral vocabulary words. Ask:
What do you like to do at school?
Prompt children to share what skills
they learned. Ask: How do these skills
help you read?
LANGUAGE ARTS T19

DAY 2 behavior
behavior
a b c
Word-Building
Aa
Visual Vocabulary Cards Cards
a
common object subjects
learn recognize Teaching Poster
apple
Reading/Writing What
is it like
to go
Interac
Int
In
tive Read
Workshop
to school Aloud
in another
Children countryl? Oral
go to Vocabu
In many school lary
Sound-
to learn
ways, . That learn
teachers. schools is true D
Define:
everywhe all around study To learn means
They re are something
learn the world. to
But school how to alike. ld.
un
understand so you
read and Children it. will
the world. is different learn Exa
Example:
write. from
om at sschool. We learn
Kids may in some They many
ways learn things
Walking get to for children math. Ask: HoHow
school ttie your did you
behavior
and riding
behavior
in a different in other shoes? learn
in the how to
United a bus partsts of
States. are common way.
and from But in common
ways
VOLUME 1 behavior
school. other to get Define:
De
behavior
children Lake places, to school commonSomething
com
Titicaca children happens that is
Unit 1 in this picture in Peru take a sseenn in m
many often
Week
Spelling
Several live on is one boat places. or is
man
1 to Exam
E
Example:
of those mple:
does
of the islands ey
eye
ye color. Brown
one island islands in the places. c is a common
have lake. The As
Ask:
sk: W
to another schools. What
children to get The children ts in yourare some
pet
pets
ets
take the common
to school. take a
ne
neighborhoo
boat At the boat d?
back end of from
home
again. the day,
Inc.
the
Companies,
Illustration © The McGraw-Hill
ENGLISH
ENGLI
ENG
GLISH
TK
H LANGUAG
LEARNERSLAN
Credits
LEA
LEARN
NERS
RS E
Copyright
Ask
Assk Ques
Question:
Cards
to scho stioon: How
school?
hool? do you
d
thee chi Is it
i the get
childre
children
ildren same
to scho
school,
chool, in the way
ool, or
o is it picture go
Howw is it different?
di
i di
different?
ifferent?
iffer
Reading/Writing
1
Intensive
Use the Vocabulary
Interactiroutine in Support
H
Workshop Big Book High Frequency Word Cards Spelling Word Interactive Read-
UNIT 1
does not school what Cards Aloud Cards
Build the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Ask questions to clear
Remind children that this week you have been talking and reading Digital
up any confusion COLLABORATE about what they do at school. Remind them of the children displaying
about the topics their artwork in the photograph and the things Jack does at school.
and texts under Guide children to discuss the Essential Question using information from school
discussion. SL.1.1c
what they read on Day 1.
• Develop oral
language
Oral Vocabulary Words
Visual Glossary
• Discuss the Essential Review the oral vocabulary words learn and subjects from Day 1. Use
Question the Define/Example/Ask routine to introduce the oral vocabulary words
common, object, and recognize. Prompt children to use the words as they
ACADEMIC discuss what they do at school.
LANGUAGE
information, “Schools
illustrations Oral Vocabulary Routine Around the
World”
Define: Common means “normal” or “ordinary.”
Example: Cars are a common sight on city
streets.
Ask: Which is common: a dog wearing shoes or
a dog wearing a collar?
Define: An object is a thing or an item.
Example: There are many objects in my
backpack, such as a book and a pencil. Visual Vocabulary Cards
Ask: What objects are in your backpack?

Define: If you recognize something, you remember it because you have
seen it before.
Example: When Tim put on his mask, his friends could not recognize him.
Ask: Do you recognize people you already know, or people you have never met?
T20 UNIT 1 WEEK 1

DAY 2 • WEEK 1
ENGLISH LANGUAGE
LEARNERS
Read the Interactive Non-verbal Cues Remind
5
Mins
Read Aloud children that they can use non-
verbal cues to share information
when they are not able to do so
verbally. Encourage children to
Strategy: Visualize use pantomime or draw.
Remind children that they can use What

is it lik Intera
the words and photographs in the

e to go ct ive
to sc Read
hool
Child in an
other Aloud
ren go coun Or al
to sch tryl?
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
ers. Th ools is tru lea rn
every e all Define
ey lea where aroun
story to create a picture in their

:
But sch rn ho are ali d the study To learn
w ke. Ch someth means
ool is to rea world d.. unders ing so to
the wo dif fer d and ildren tand you wil
rld. Kid ent in write learn Examp it. l
s ma some . They from at sch le: We lea
Walki y get ways learn ool. rn ma
ng an to sch for ch math. Ask: ny thin
d riding ool in ildren Ho gs
in the a dif in oth tie you w did you
Unite a bus fer er pa r sho learn
d Sta are co ent wa rts of es? how
to
and fro tes. Bu mmon y.
minds. Model the strategy using m sch t in oth wa comm

child ool. La er pla ys to on
ren in ke Tit ces, ch get to Define
schoo :
Un it ica ca ildren commo Something
Seve1 We this pictur in Pe
ru is take l
seen n hap that
ek 1
ral of e live one of a boat in ma pens oft is
the isla on isla those to Examp ny pla en or
is
one isla nds in ces.
nd to nds ha the lak pla ce eye col le: Brown
anoth ve sch e. s. Th or. is a com
child ools. e Ask: mon
ren tak er to The ch What
the Think Aloud Cloud. e the get to ildren pets

in you
are som
boat sch ool. At take e
r neighb commo
ba ck the en a boat orhood n
home d fro ?
Inc.
again of the da m
nies,
. y, the
-Hill Compa
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
LEARN NGUA
Copyrig
ERS GE
Illustra
When I read, I can visualize the 1
How
Ask Qu
to sch estion: How
ool
the chi ? Is it the do you
to sch ldren in the same wa
ool, or pictur
get
y
is it diff is it differe e go
erent? nt?
information in the selection. That Intens

In
Us theive Vocabu
Use
Intera routine lary Sup
introductive Rea
in How
ce the d Aloud
por
to Use t
underli Cards
ned wo to
rds.
the
helps me better understand what

I am reading. I will pay attention to
“Schools Around the World”
the words and photographs. Then
I’ll close my eyes and create a picture in my mind.
Tell children that you will be reading true facts and details about
schools around the world. Display the Interactive Read-Aloud Cards as
you read “Schools Around the World.”
Pause to model using the strategy, explaining what you are
picturing in your mind. As you read, prompt children to close their
eyes and visualize the information. Guide them to share what they
see in their minds.
Make Connections
Guide children to discuss what they learned about schools in different
COLLABORATE parts of the world. How are schools in other countries the same as our
school? How are they different?
BUILD THE CONCEPT/LISTENING COMPREHENSION T21

WHOLE GROUP
Quick Review

say each sound. Repeat, and vary
the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Isolation Go
Isolate and pronounce
initial, medial vowel, 1 Model Show children how to isolate a phoneme in a word. Listen
Digital
and final sounds carefully as I say a word: /aaat/. What is the first sound in at? /aaa/
(phonemes) in That’s right. The word at has the /aaa/ sound at the beginning.
spoken single-syllable
words. RF.1.2c 2 Guided Practice/Practice Have children practice isolating initial
Decode regularly phonemes. Do the first one together. I am going to say more words.
spelled one-syllable Tell me the first sound you hear in each word. Phonemic
words. RF.1.3b
as am up sit jump Awareness
Read words
with inflectional mad ax an big not
endings. RF.1.3f
c a t
5
Mins
Phonics Phonics
Review Short a I the jar.

1 Model Display the Apple Sound-Spelling Card. Review the sound fill fills filling
/a/ spelled a using the words an and sad.

Structural
2 Guided Practice/Practice Have children practice connecting the Analysis
letter and sound. Point to the Sound-Spelling Card. What is this letter?
What sound does it stand for?
Handwriting
T22 UNIT 1 WEEK 1

DAY 2 • WEEK 1
Blend Words with Short a

ENGLISH LANGUAGE
1 Model Display Word-Building Cards s, a, t to form the word sat. LEARNERS
Model how to generate and blend the sounds to say the word. This
is the letter s. It stands for /s/. This is the letter a. It stands for /a/. This Build Vocabulary Review the
meanings of example words that
is the letter t. It stands for /t/. Listen as I blend these sounds together: can be explained or demonstrated
/sssaaat/. Say it with me: sat. in a concrete way. For example,
Continue by modeling the words mat, can, and bag. ask children to point to where
they would wear a cap. Model the
2 Guided Practice/Practice Repeat the routine with children with actions for tap and sad by tapping
on the desk and exaggerating a
am, cap, man, pan, ram, nap, ran, rat, sad, has, tap, pat. frown. Say, I tap on the desk and I
look sad, and have children repeat.
Provide sentence starters such
Build Words with Short a as “He has a ” for children to
1 Model Display the Word-Building Cards n, a, p. Blend: /n/ /a/ /p/, complete. Correct grammar and
/nnnaaap/, nap.
Replace n with t and repeat with tap.
Change p to n and repeat with tan.
2 Guided Practice/Practice Continue with man, pan, pat, rat, ram,
am, at, mat, sat, sap. Guide children to build and blend each word.
5
Mins
Structural Analysis
Inflectional Ending -s
1 Model Write and read aloud tap and taps. Underline the -s. Tell
children that we add -s to an action word when it follows a naming
word that names people or things, like he, she, or it. For example:
I tap my pencil. He taps his pencil. The dog taps his tail.
Say tap and taps again and have children listen for the /s/ sound at
the end of taps. Then write and say tag and tags. Point out that the
letter s at the end of a word can also stand for the /z/ sound as in
tags. Use each word in a sentence.
2 Guided Practice/Practice Write the following words on the
board: pat, nap, wag, pack. Have children add -s to each word and
then use each word in a sentence.
WORD WORK T23

WHOLE GROUP
Quick Review
DAY 2 High-Frequency Words: Read, Spell
Word Work and Write to review this week’s

high-frequency words: does, not,
school, what.
5
Mins
Spelling
OBJECTIVES Word Sort with -an, -ap, -at Go
Recognize and read
grade-appropriate 1 Model Display the Spelling Word Cards from the Teacher’s
Digital
irregularly spelled Resource Book, one at a time. Have children read each word,
words. RF.1.3g listening for short a and the ending sound.
er ir or ur
Use conventional Use cards for fan, lap, and sat to create a three-column chart. Say her
spelling for words
with common
each word and pronounce the sounds: /f/ /a/ /n/; /l/ /a/ /p/; /s/ /a/ /t/. girl curb her word
spelling patterns Say each word again, emphasizing the short a plus final consonant
Spelling Word
and for frequently sound. Ask children to chorally spell each word. Sort
occurring irregular
words. L.1.2d 2 Guided Practice/Practice Have children place each Spelling Word
Card in the column with the words containing the same final sounds they together
and spellings.
how eat
When completed, have children chorally read the words in each

column. Then call out a word. Have a child find the word card and High-
point to it as the class chorally spells the word. Frequency
Word Routine
ANALYZE ERRORS/ARTICULATION SUPPORT

Use children’s pretest errors to analyze spelling problems and
provide corrective feedback. For example, some children will
leave out the vowel letter.
ENGLISH LANGUAGE Use the Response Boards to help children segment the word
LEARNERS
and attach a spelling to each sound. For example, say man as you
Provide Clues stretch the sounds: /maaan/. Have children repeat. Then model
Practice spelling by
how to drag one counter onto each box as you go from sound to
helping children
generate more words sound. Have children repeat.
with medial short a Then remove the first counter. Ask: What is the first sound in man?
patterns. Think of a
(/m/) That’s right. The word man begins with the /m/ sound. Let’s
word that starts with p
and rhymes with man. write the letter m in the first box. We write the letter m when we hear
Write the word and the /m/ sound. Continue with the remaining sounds and letters in
have children practice the word. Highlight the middle /a/ sound. Repeat with the rest of
reading it. Correct the spelling words.
their pronunciation if
needed.
T24 UNIT 1 WEEK 1

DAY 2 • WEEK 1
ONLEVEL PRACTICE BOOK p. 2

5
Mins
High-Frequency Words A. Complete each sentence.
Use one of the words in the box.
does not school what
does, not, school, what 1. Sam can not see the map.
1 Guided Practice Say each word and have children Read/Spell/
Write it. Ask children to close their eyes, picture the word in their 2. What do the cats have?
minds, and write it the way they see it. Display the high-frequency school
3. I like my .
words for children to self-correct.
does
Point out irregularities in sound-spellings, such as the /z/ sound 4. Where Nan go?
spelled s at the end of does. B. Write your own sentence using a word from
the box.
2 Practice Add the high-frequency words does, not, school, and
what to the cumulative word bank. 5. Responses will vary.
Have children work with a partner to create sentences using

COLLABORATE the words. APPROACHING BEYOND ELL
p. 2 p. 2 p. 2
Have children look at the words and compare their sounds and 002-002_CR14_NA_YT_1_HF_U1W1_119532.indd 2 13/01/12 7:46 PM
spellings to words from previous weeks.

Suggest that they write about what they do at school.
Cumulative Review Review last week’s words using the Read/Spell/
Write routine.
Repeat the above routine, mixing the words and having children
chorally say each one.
Monitor and
Differentiate
Quick Check
Q
words with short a?
Can children recognize and read
high-frequency words?

WORD WORK T25

WHOLE GROUP
DAY 2 OS
E REA
Comprehension
CL
DIN
G
10
Mins
Reread Jack Can
Genre: Realistic Fiction Go
1 Model Tell children they will now reread the realistic fiction
Digital
selection Jack Can. Explain that as they read they will look for
information in the text to help them understand the selection. Genre Realistic Fiction
Essential Question
Read about what
friends can do at
school.
Review the characteristics of realistic fiction. It:

Go Digital!
Reading/Writing
Workshop Big Book
is an invented story with imaginary characters and events.
Guy Francis
14 15
and Reading/Writing could happen in real life. Jack Can

Workshop
has a beginning, a middle, and an end.
Essential Question
OBJECTIVES What do you do at your school?

Read about what
Tell children that, like most stories, realistic fiction has a clear
friends can do at
school.
Go Digital!
Ask and answer

questions about
beginning, middle, and end. At the beginning of the story, we learn
where the story takes place and who some of the characters are. In the
Guy Francis
14 15
key details in a text.

RL.1.1 middle and the end of the story, something usually happens to the main Genre
character. Paying attention to what happens in each part of the story
Understand realistic can help children understand the story. Genre Realistic Fiction
Essential Question
Read about what
fiction genre
friends can do at
school.
Go Digital!
Display pages 16 and 17. Say: This is the beginning of the story. I see
children and a teacher in the illustration. It looks like they are at school.
Guy Francis
14 15
ACADEMIC
The words tell me that there is a boy named Max and a boy named Key Details
LANGUAGE
realistic fiction, text, Jack. Now I know where the story takes place and who some of the
key details characters are.
2 Guided Practice/Practice Display pages 18 and 19 of Jack Can.
Point to Jack. Say: This is the middle of the story. What is happening to
Jack? As we read, pay attention to what happens in the end of the story.
SKILLS TRACE
KEY DETAILS
Introduce Unit 1 Week 1

Review Unit 1 Weeks 2, 3,
4, 5
Assess Unit 1 Week 1
T26 UNIT 1 WEEK 1

DAY 2 • WEEK 1
Skill: Key Details ONLEVEL PRACTICE BOOK p. 7

A. Reread “Jack the Cat.” Circle two pictures that
show key details from the story.
Comprehension Read
To g eth e r
Key Details 1.
Key details help you understand a story.

Words and pictures in a story give you
the key details.
Jack c an Jack can Nan helps
draw a not reach. Jack reach. 2.
Find Text Evidence picture of
Find key details about what Jack himself.
can do.
page 17 3.
Can Jack? Jack can.

B. Draw a picture in the box that shows another
key detail from the story.
L ABOR ATE
CO L Responses will vary but may show cat playing with
Your Turn
y g
whiffle bat, peeking out from a hat, or taking a nap
Talk about key details in
“Jack Can.”
Guy Francis
Go Digital! Use the interactive graphic organizer
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1 Model Tell children that when they read realistic fiction they
can use the text and the illustrations to find the key details. Have
children look at pages 24–25 in their Reading/Writing Workshop.
Read together the definition of Key Details. A detail is a piece of
information about something. Key details help you understand a
story. Words and pictures in a story give you the key details.
2 Guided Practice/Practice Read together the Find Text Evidence
section and model finding a key detail in Jack Can. Point out the
details added to the graphic organizer. On page 17, we can find a Monitor and
detail in the text about what
Jack can do. The illustration
Differentiate
shows Jack drawing a picture
of himself, and the text says Detail Detail Detail
Quick Check
Q
“Jack can.” That means that
Jack can draw a picture of Can children identify key details?
himself. This is a key detail.
Can you find a key detail about
what Jack cannot do? Teaching Poster
If Yes On Level Review p. T65
Beyond Level Extend p. T69
COMPREHENSION T27
WHOLE GROUP
DAY 2
Language Arts
5
Mins
Interactive Writing
With guidance and
support from adults, Review Tell children that writers come up with one idea to write
Digital
focus on a topic, about. They can write a story about one event.
respond to questions
peers, and add details Personal Narrative
to strengthen writing
as needed. W.1.5 Discuss Guide children to think of something that happened in the
Produce and expand classroom on the first day of school, such as: We listened to a story. Graphic
Prompt children to brainstorm ideas. Record the details for each idea on Organizer
complete simple
and compound a Word Web using Teaching Poster 40.
declarative,
interrogative, Model/Apply Grammar Tell children that they will be working
imperative, and together to write sentences about their idea. Remind them that
exclamatory
a sentence is a group of words that tells a whole idea. Remind
sentences in response Writing
to prompts. L.1.1j them that a sentence begins with a capital letter and ends with a
punctuation mark.
Write the sentence starter:
ACADEMIC I see a fish.
LANGUAGE We at school.
sentence, idea
Point out that the sentence begins with a capital letter. Model
Grammar
completing the sentence and ending it with a period. Point out the
ending punctuation mark.
Write Collaborate with children to write sentences about a topic.
Guide them to use the Word Web to get ideas. Work together to write
sentences that tell details about the topic. Remind children to listen for
the sounds in each word. As children create sentences, share the pen.
Apply Writing Trait Review with children the sentences you wrote
together on Day 1. Remind them how all of the sentences focus on a
single event. Discuss with children how the sentences they wrote today
focus on a single event—what they did on the first day of school.
T28 UNIT 1 WEEK 1

DAY 2 • WEEK 1
5
Mins
LEARNERS
Sentences Explain Ask children to underline
the first word in each sentence
1 Review Remind children that a sentence is a group of words that and circle the first letter in
tells a whole idea. the word. Have children orally
complete the sentence frame
Write the following sentences: A sentence begins with .
Max ran to the cat. Find Beginnings of Sentences
Have children point to the first
The van can go.
word in each sentence on page 4
Read the sentences aloud and have children chorally repeat. Guide of This School Year Will Be the Best!
children to see that these are complete sentences because they Ask: How do you know where this
sentence begins?
each tell a whole idea.
2 Guided Practice Write complete and incomplete sentences.
Read each sentence and ask: Is this a sentence? Why or why not?
Pam has a pal.
A map
he can see the school
The cat sat with me
3 Practice Once children identify the complete sentences, have
them copy those sentences, starting each with a capital letter and
ending with a punctuation mark.
Talk About It Have partners discuss how to make the incomplete
COLLABORATE sentences complete.
Mechanics: Sentence
Capitalization
1 Review Remind children that a sentence always begins
with a capital letter.
2 Practice Display sentences without capitalization.
Read each aloud. Have children work together to fix
Daily Wrap Up
the sentences. Discuss the Essential Question and
encourage children to use the oral
my dad is not sad. (My dad is not sad.)
vocabulary words. Ask: What do you
the cat is tan. (The cat is tan.) do during the school day?
Prompt children to discuss what they
learned today by asking, How will
the skills you learned help you read
and write?
LANGUAGE ARTS T29

DAY 3 behavior
behavior Detail Detail Detail
Aa
Visual Vocabulary
Cards Response Board a
common Teaching Poster
does
Literature Big Book apple
Reading/Writing learn What
is it like
Interac
In
tive Read
This School Year Will Be

to go
to school Aloud
Workshop not
in another
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go to Vocabu
In many school
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ways, . That learn
teachers. schools is true Define:
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everywhe all around To learn
They re are
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study
something means to
learn the world.
und
understand so you
Example:
write. from at sschool. We learn
Kids may in some They m many
ways learn things
Walking get to for children math. Ask: How
school tie yo did
and riding your shoes?you learn
behavior
in the in a different in other how to
United a bus partss
are common of
the Best!
States. way.
object
school. other ways Define:
Defi
to get
VOLUME 1 behavior
children Lake places, to school Something
Spelling
children comm
common
mmon
Titicaca that
Unit 1 in this picture in Peru take a een in happens often is
seen
se
Week boat m
many
Several live on is one to Examp
Ex
Example: places. or is
1 of those mple:
man
of the islands Brown
a b c
islands places. eye color.
ey co is a common
one island in the
have lake. The Ask: Wh
As
children The children pets in
pets are some
to get y
your common
take the to school. neighborhoo
boat take a
back At the boat d?
home end of from
again. the day,
Inc.
the
Companies,
ENGLISH
ENGLI
E GLISH
recognize
TK
H LAN
LANGUAG
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Credits
LE
LEARN
LEARNERS
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opyright
Ask
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Question:
uestion:
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1
Literature Anthology school

Intensive
Use the Vocabulary
routine
Interactive
int
in
Support
Re d How to U
VOLUME 1
subjects Spelling Word Interactive Word-Building
what Cards Read-Aloud Cards Cards
Build the Concept Go

Digital
5
Mins
Oral Language school
ESSENTIAL QUESTION
OBJECTIVES
Remind children that this week you are talking and reading about
Retell stories,
including key details, things that happen at school. Remind them of the children making Visual Glossary
and demonstrate wishes for the new school year, Jack’s problem at school, and the
understanding of information about schools around the world. Guide children to discuss
their central message the question using information from what they have read and talked
or lesson. RL.1.2
about throughout the week.
Read on-level text
orally with accuracy, This School Year
appropriate rate,
Review Oral Vocabulary Will Be the Best!
and expression Review the oral vocabulary words learn, subjects, common, object, and
on successive recognize using the Define/Example/Ask routine. Encourage children
readings. RF.1.4b
to discuss what they do at school when coming up with examples for
Visualize story events
each word.
Retell
ACADEMIC
LANGUAGE
pause, punctuation, Pam can not nap.
Pam can jump up.
retell Can Sam jump up?
Fluency
T30 UNIT 1 WEEK 1

DAY 3 • WEEK 1
Listening OS
E REA
Comprehension
CL
DIN
ENGLISH LANGUAGE
G
LEARNERS
Retell Guide children to retell by
using a question prompt on each
10
Mins
Reread Literature Big Book page. What does the first girl wish
for? Provide sentence starters for
children to complete orally. The
girl wishes she will get the on
Strategy: Visualize the .
Remind children that as they read they
can use the words of the story and the
illustrations to help create a picture in their
minds. This can help them understand what
is happening in the story. As we reread This
School Year Will Be the Best!, pay attention to
the words and illustrations so you can visualize
Literature Big Book
the characters and what they wish for.
Read aloud This School Year Will Be the Best! Pause to model visualizing.
Prompt children to use text evidence to identify key details.
Model Retelling
Pause to retell portions of the selection. I can put the story
events in my own words. So far, I have read how all the children
sat on the rug with the teacher. Then the teacher asked them what
they wished for the school year.
After reading, model retelling the entire selection, using A C T
your own words to tell the important events in the correct
order. Point out that using the word and illustrations to
Access Complex Text
visualize what you read can help you to retell the story. If the complexity of the text makes it hard for
children to read, use the Access Complex Text
Model Fluency prompts.
Phrasing Turn to page 4 of This School Year Will Be the Best! Organization The story does not have a
traditional plot or a single main character.
Point to the periods, the comma, and the question mark on Children may have trouble following what is
the page. Explain that all of these markings represent pauses happening.
that you should take when reading the text. When you read, Guide children to understand that there are
you should pause, or stop for a moment, when you come to a many different children in the story, and each
punctuation mark. one makes a wish. Each illustration shows a
different child’s wish.
Read aloud page 4 with slightly exaggerated phrasing. Have
Connections of Ideas The connection of ideas
children identify the punctuation marks and then reread the between pages is not clearly stated. Children
passage chorally. Repeat the reading to give children more may need help in making connections.
practice with natural phrasing. Point out that each child has a different wish,
but all are related to the school year.

WHOLE GROUP
Quick Review

say each sound.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Blending Go
Orally produce
single-syllable 1 Model Place markers on the Response Board to represent sounds.
Digital
words by blending Show children how to orally blend phonemes. I’m going to put one
sounds (phonemes), marker in each box as I say each sound. Then I will blend the sounds
including consonant
to form a word. Place a marker for each sound as you say: /s/ /a/ /d/.
blends. RF.1.2b
Then say: This word has three sounds: /s/ /a/ /d/. Listen as I blend these
Decode regularly
sounds to form a word: /saaad/, sad. The word is sad.
Phonemic
words. RF.1.3b 2 Guided Practice/Practice Let’s do some together. Place a marker for Awareness
Read words each sound you hear. I will say one sound at a time. Then we will blend
with inflectional the sounds to say a word. Do the first three with children.
endings. RF.1.3f
/a/ /t/ /s/ /a/ /t/ /m/ /a/ /t/ m a
n t p
/a/ /n/ /f/ /a/ /n/ /m/ /a/ /n/
/m/ /a/ /p/ /t/ /a/ /p/ /n/ /a/ /p/ Phonics
I the jar.
5
Mins
Phonics fill fills filling
Structural
Blend Words with Short a Analysis
1 Model Display Word-Building Cards p, a, n. Model how to blend

the sounds. This is the letter p. It stands for /p/. This is the letter a. It
stands for /a/. This is the letter n. It stands for /n/. Let’s blend all three
sounds: /paaan/. The word is pan.
Continue by modeling the words cap, tan, and bat. Handwriting
2 Guided Practice/Practice Review the words and sentences on the

Day 3 Phonics Practice Activity with children. Read each word in the
first row, blending the sounds, for example: /k/ /a/ /n/; /kaaan/. The
word is can.
Have children blend each word with you. Prompt children to read
the connected text, sounding out the decodable words.
T32 UNIT 1 WEEK 1

DAY 3 • WEEK 1
can at Nat sat Sam Pam

has ran dad mad ham hat
pats taps bats bags fans wags
jabs jams naps tags sags packs
am man map ax van cab
Jan packs a bag.

Max is not sad. Also online
5
Mins
Structural Analysis
1 Model Say the words pack and packs. Ask children to listen
closely to hear what is different. Point out the /s/ sound at the end
of packs.
Write the words pack and packs. Underline the letter -s at the end
of packs. Tell children that the letter -s is used at the end of an
action word when it follows a naming word that names people or
things.
2 Practice/Apply Help children blend the words tap, taps, wag,
wags, pat, pats, fan, and fans. Point out that the letter -s at the end
of a word can stand for /s/ as in taps, or /z/ as in wags.
Corrective
Corre
ective
e Fe
Feedback
eedback
Corrective Feedback Say: My turn. Model blending the word
using the appropriate signaling procedures. Then lead children
in blending the sounds. Say: Do it with me. You will respond
with children to offer support. Then say: Your turn. Blend. Have
children chorally blend. Return to the beginning of the word.
Say: Let’s start over.
WORD WORK T33

WHOLE GROUP
Quick Review

school, what.
Mins
5 Spelling
OBJECTIVES -an, -ap, -at Word Families Go
Recognize and read
grade-appropriate 1 Model Make index cards for -an, -ap, -at and form three columns in
Digital
irregularly spelled a pocket chart. Blend the sounds with children.
words. RF.1.3g
Hold up the man Spelling Word Card. Say and spell it. Pronounce er ir or ur
Use conventional each sound clearly: /m/ /a/ /n/. Blend the sounds, stretching the her
spelling for words
with common
vowel sound to emphasize it: /maaan/. Repeat this step with can. girl curb her word
spelling patterns Place both words below the -an card. Read and spell each spelling
Spelling Word
and for frequently word together with children. Have children read each word. What Families
occurring irregular do you notice about these spelling words? They have the /a/ sound and
words. L.1.2d
they rhyme because they both end with /an/ spelled a-n.
school
2 Guided Practice/Practice Have children spell each word. Repeat
the process with the -ap and -at words.
Display the words not and does in a separate column. Read and spell Visual Glossary
the words together with children. Point out that these spelling words
do not contain the /a/ sound.
Conclude by asking children to orally generate additional words
that rhyme with each word. Write the additional words on the board.
Underline the common spelling patterns in the additional words.
PHONICS/SPELLING If necessary, point out the differences and explain why they are
PRACTICE BOOK p. 3
unusual.
Read the spelling words in the box.
man can nap tap

cat hat not does
Find the spelling words in the puzzle. Draw a circle

around each word.
j n o t q e l x w
y i f b h c a n z
t a p v w f u g j
e y h m t x b l p
u g z d o e s q r
s c a t f g w i u
e n o n a p y s v
o g v w l t h a t
f d p o k r n i p
w u m a n d x f y
T34 UNIT 1 WEEK 1

DAY 3 • WEEK 1
5
Mins
1 Guided Practice Say each word and have children Read/
Spell/Write it. As children spell each word with you, point out
irregularities in sound-spellings, such as the /ä/ sound for a in
what.
Display the Visual Vocabulary Cards to review this week’s
high-frequency words.
2 Practice Repeat the activity with last week’s words.
Build Fluency: Word Automaticity Monitor and

Have children read the following sentences together at the same Differentiate
pace. Repeat several times.
Does a cat play at school?
A cat does not go to school.
Quick Check
Q
What does a cat do? Can children read and decode
words with short a?
Word Bank high-frequency words?
Review the current and previous words in the word bank. Discuss
with children which words should be removed, or added back, from
previous high-frequency word lists. Remind children that the word
bank should change as the class needs it to.
WORD WORK T35

WHOLE GROUP
DAY 3
Essential Question
What do you do at
your school?
Read about a boy who
brings a special friend
to school.
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LITERATURE ANTHOLOGY, pp. 6–7
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E REA
OS
CL
DIN
Develop Comprehension
G
ESSENTIAL QUESTION
Read Literature Read aloud the Essential Question: What do you
Anthology do at your school? Tell children that as they read
Literature Anthology Review Genre: Realistic they should think about things children do at
Fiction Review with children the school.
key characteristics of realistic fiction: Story Word Read and spell the word read.
Is a made-up story that could really happen. Review the meaning of the word as needed. Tell
children they will read this word in the selection.
Has a beginning, a middle, and an end.
Preview and Predict Direct children’s attention
to pages 6–7 and read aloud the title. What might
this selection be about? Where do you think it takes
place? Let’s read to find out.
T35A UNIT 1 WEEK 1

DAY 3 • WEEK 1
Nat is at school. 1 Nat sat. 2

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1 Strategy: Visualize 2 Skill: Key Details

Teacher Think Aloud As I read, I will visualize, What details have we read so far? (Nat is at
or picture in my mind, what is happening in school.) What does Nat do now? This is a key
the story. On page 8, the author says that Nat detail. Let’s add it to our Key Details chart.
is at school. In the picture, I see children in a
classroom. They are talking to the teacher. I also
see a boy with something under his shirt. He is Detail Detail Detail
peeking into the room. When I close my eyes, I Nat sits in
his chair at
can picture this classroom and the actions in my
school.
mind. I can see the teacher talking to the children
and the boy looking aroung the room. I use the
words and illustrations in the story to make these
pictures in my mind.
LITERATURE ANTHOLOGY T35B

WHOLE GROUP
DAY 3
What does Nat have? 3 Nat has Sam. 4 5

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E REA
OS
CL
DIN
G
3 Strategy: Visualize
Close your eyes and visualize what is happening Detail Detail Detail
COLLABORATE in the story. Use the words and illustrations to Nat sits in Nat has his
his chair at bear Sam
help you create an image. Then turn to a partner school. with him.
and take turns sharing what you see in your mind.
4 Skill: Key Details

Teacher Think Aloud I want to know what the
key details are on these pages. I can look at the
words and pictures to find out. In the pictures I 5 Genre: Realistic Fiction
see that Nat has something. He shows it to the Can the things that happen in this story really
teacher. The words and pictures tell me that COLLABORATE happen? (Yes) What does that tell us about the
Nat has Sam and that Sam is a bear. This is a key genre of the story? (It is realistic fiction.)
detail. We can add it to the chart.
T35C UNIT 1 WEEK 1

DAY 3 • WEEK 1
Nat does not have Sam! 6 Sam sat. 7

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6 Strategy: Visualize Student Think Aloud In the pictures, I see the

Close your eyes and visualize what is happening teacher takes Sam from Nat. She puts him on
COLLABORATE on this page. Use the words and illustrations
the shelf.
and think about the key details. Can you create a Let’s add this detail to the chart.
picture in your mind? Turn to a partner and take
turns sharing what you see in your mind.
7 Skill: Key Details Nat sits in Nat has his The teacher
his chair at bear Sam takes Sam
Teacher Think Aloud Remember, the pictures school. with him. and puts him
contain many important story details. Look at the on a shelf.
teacher on page 12. What is she doing with Sam?
LITERATURE ANTHOLOGY T35D

WHOLE GROUP
DAY 3
Sam is with Pam. 8 Look! Sam can read. 9

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E REA
OS
CL
DIN
G
8 Skill: Key Details 9 Author’s Craft: Punctuation

Turn to a partner and discuss what Pam gives to Teacher Think Aloud How do you think Nat
COLLABORATE Sam. This is a key detail. Let’s add it to the chart. feels when he sees Sam reading? Look at this end
mark. It is an exclamation mark. The author uses
an exclamation mark to show strong feelings. Nat
Detail Detail Detail feels excited and surprised when he sees Sam
Nat has his The teacher Pam gives a holding the book, so we should use our voices
bear Sam takes Sam book to Sam. to show this feeling when we read about it. The
with him. and puts him
on a shelf. author has used this exclamation mark to show
the reader how Nat feels.
T35E UNIT 1 WEEK 1

DAY 3 • WEEK 1
Can Nat? Nat can. Nat and Sam like school.

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Skill: Key Details

Display the chart. What are the last key details Detail Detail Detail
we have read? Let’s add them to our Key Details Nat has his The teacher Pam gives a
bear Sam takes Sam book to Sam.
chart. Point out that the key details on the chart with him. and puts him Nat and Sam
tell all the things that happened to Nat and Sam on a shelf. like school.
at school.
Return to Predictions and Purposes

Review children’s predictions. Ask children if their
predictions about the selection were correct.
Guide them to use the evidence in the text to
confirm whether their predictions were accurate.
Discuss what children learned about what
students do at school. Did children learn what
they wanted to by reading the selection?
LITERATURE ANTHOLOGY T35F

WHOLE GROUP
DAY 3
Read
To g eth e r
Meet Pat Cummings Respond to Reading

Pat Cummings moved a lot Retell
when she was growing up, so
Use your own words to Detail Detail Detail
she understands why Nat would
rete ll the important details
bring an old friend to a new in Na t and Sam.
place. She loves to draw and
write stories. And like Nat Text Evidence
and Sam, she loves to read a 1. What happens to Sam after Nat
good book. brings him to school? Key Details
2. What details tell you why Nat and
Author’s Purpose Sam like school? Key Details
Pa t Cummings wanted 3. How can you tell that Nat and Sam
to tell a story about a is realistic fiction? Genre
boy and the things he
does at school. Draw a
picture of something Make Connections
you do at school. What do es Nat do that
you can do at school, too?
Essential Question
©Marvin Lee
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Meet the Author/Illustrator

Pat Cummings ILLUSTRATOR’S CRAFT
Read aloud page 18 with children. Ask them how
Facial Expressions
they think Pat Cummings felt when she moved
to a new place and went to a new school. Do Take a picture walk through the story and
you think she understands how Nat feels when the point out how the expressions on Nat’s face
teacher takes Sam? How do you think moving a lot change from page to page.
and going to new schools helped her write about Prompt children to say how they think Nat
school? might be feeling based on the expression
the illustrator gave him.
Author’s Purpose Explain that illustrators can tell the reader
Have children write in their Response Journals a lot about how a character feels by how
about something that they do in school. At school, they draw the character’s expression.
I .
T35G UNIT 1 WEEK 1

DAY 3 • WEEK 1
Respond to Reading
Retelling ENGLISH LANGUAGE
LEARNERS
Guide children in retelling the selection. Remind them that as they
read Nat and Sam, they paid attention to key details and visualized Retell Help children by looking
at each page of the selection and
what was happening in the story. Now they will use that information asking a prompt, such as: What
to retell the selection. is Nat doing? What is the teacher
Have children use the information they recorded on their Key doing? Point to and identify the
characters. Can Sam read? Can Nat
Details charts to help retell the selection. read? Provide sentence starters to
help children retell the selection,
such as: Nat is at . Nat
Text Evidence can .
Guide children to use text evidence to answer the Text Evidence
questions on Student Anthology page 19. Model answering the
questions as needed.
1. Key Details To answer the first question, we need to look at key
details in the selection. Let’s look back to pages 10–13. The details
in the words and illustrations tell us that the teacher takes Sam
away from Nat. She puts Sam on a shelf.
2. Key Details The question asks which details tell why Nat and
Sam like school. To figure this out we need to look at the words
and illustrations near the end of the selection. On page 15, we see
Sam with a book. On page 16 we see Nat reading a book. He looks
happy. This tells us that Nat and Sam like school because they can
read books there.
3. Genre This question asks how we know that the selection is
realistic fiction. Remember, realistic fiction is a made-up story that
could happen in real life. To answer the question, let’s look back
at the selection. On each page we see illustrations of children in a
classroom. They are drawings, but they look like real children. Nat
is a made-up character, but he does things that real children do.
Nat brings a teddy bear to school. Could a child really bring a teddy
bear to school? Nat reads a book at school. Could a real child read
a book at school? All of these things are clues that Nat and Sam is a
made-up story that could really happen, or realistic fiction.
Make Connections
Essential Question Have children look back through the text and
COLLABORATE name things that Nat does at school that they do, too. Guide children
to share their answers with a partner. Prompt them to discuss how the
classroom in Nat and Sam is similar to their own classroom.
LITERATURE ANTHOLOGY T35H

WHOLE GROUP
DAY 3
Language Arts
5
Mins
Independent Writing
Writing Trait: Ideas Go
1 Review Tell children that today they will write a draft. You will write
Digital
your own sentences about something that happened on your first day
at school. Remember that all the details will be about one event.
Reading/Writing
Workshop Big Book 2 Guided Practice Have children open to page 26 in the Reading/
Writing Workshop. Read the student model aloud. Point out how Jan
OBJECTIVES wrote about only one idea. Guide children to identify that on Jan’s Present the
With guidance and first day of school, she played tag with Pam. Lesson
support from adults,
focus on a topic,
Writing and Grammar Read
respond to questions To g eth e r
and suggestions from Readers to...

peers, and add details Ideas Jan thought about something Sentences A sentence is a group of
to strengthen writing she did at school. Then she wrote words that tells a complete thought.
about it.
as needed. W.1.5 Jan’s Sentences
A sentence begins with a capital letter.
Graphic
Organizer
Produce and expand I can tag Pam. I can tag Pam.
complete simple Pam can tag me.
and compound
declarative,
interrogative,
imperative, and CO L
L ABOR ATE
CO L
L ABOR ATE Your Turn
exclamatory Your Turn • Find another sentence Jan wrote. Writing
sentences in response Tell what idea Jan wrote sentences • Write new sentences. Circle the
about. capital letter in each sentence.
to prompts. L.1.1j
Sachiko Yoshikawa
26 27
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I see a fish.
ACADEMIC
LANGUAGE
sentence, capital letter Grammar
Personal Narrative
Model Have children look again at Jan’s story, noting her event and
details. Have children complete the Your Turn to discuss Jan’s process.
Prewrite
Display the web of ideas from Day 2. Tell children that to begin writing,
they must choose one event. Preview the ideas with children.
Brainstorm Place children in pairs by the idea they have chosen. Guide
COLLABORATE partners to use a Word Web to organize details about the idea they chose.
T36 UNIT 1 WEEK 1

DAY 3 • WEEK 1
Draft
ENGLISH LANGUAGE
Have children use their webs to write their narratives. Prompt them to
LEARNERS SCAFFOLD
use complete sentences and correct spelling.
Apply Writing Trait As children write their drafts, remind them to Beginning
write about one idea and to make sure all details are about one event. Demonstrate Comprehension
Provide sentence frames for
Apply Grammar Remind children that a sentence must tell a whole partners to complete as they write
idea. Guide them to begin each sentence with a capital letter and end sentences: I at school.
each with punctuation. We . Clarify children’s
responses as needed by providing
As children work, conference with them to provide guidance. vocabulary.
Intermediate
5
Mins
Grammar Explain Encourage children to
talk about the idea they chose.
Do you like what you did at school?
How did you feel? Provide sentence
Sentences frames, then have children
1 Review Have children look at page 27 in the Reading/Writing complete and read them.
Workshop. Remind them that a sentence tells a whole idea, or a Advanced
complete thought. Have children point to the beginning of the Expand After children complete
model sentence. Ask: What do you notice at the beginning of the their sentences, ask: How many
sentence? (a capital letter) A sentence begins with a capital letter. ideas are in each sentence? Why?
How did you begin each sentence?
2 Guided Practice/Practice Guide children to find another Repeat children’s responses,
sentence in Jan’s story. Remind children that every sentence correcting for grammar and
begins with a capital letter. pronunciation.
Have children work with partners to write new sentences. Then

have them circle the capital letter in each sentence.
Talk About It Have partners work together to orally generate
COLLABORATE complete sentences to add to Jan’s story.

1 Review Remind children that a sentence begins with
a capital letter.
2 Practice Display the sentences. Read each aloud. Then
have children fix the sentences.
Daily Wrap Up
i like to play with Jan and Pam. (I like to play with Jan Review the Essential Question and
and Pam.) encourage children to discuss using
the oral vocabulary words. Ask: What
we like to play tag. (We like to play tag.)
did you like doing at school today?
Prompt children to review and discuss
the skills they used today. Ask: How
did you use capitalization today?
LANGUAGE ARTS T37

DAY 4 behavior
behavior a b c
Word-Building
Visual Vocabulary
(l) Yellow Dog Productions/Digital Vision/Getty Images; (r) Daniel J. Cox/Photographer’s Choice/Getty Images
Cards
McGraw-Hill Reading
Cards 012_CR14_TP1_TXF_119529.indd 1
Text Feature Photographs
1/31/12 3:57 PM
common recognize Teaching Poster

does school
Dinah Zike’s Foldables®
learn subjects
not what behavior
behavior
man
object
Spelling Word
Cards
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Know and use various
Remind children that this week they have been learning about Digital
text features (e.g., what kids do at school. Guide children to discuss the question using
headings, tables of information from what they have read and discussed.
contents, glossaries, school
Use the Define/Example/Ask routine to review the oral vocabulary
icons) to locate key
facts or information in words learn, subjects, common, object, and recognize.
a text. RI.1.5
Use the illustrations
and details in a text
Text Feature: Photographs Visual Glossary
to describe its key 1 Explain Tell children that they

ideas. RI.1.7 can use nonfiction selections to
find facts and details. Explain that
Review vocabulary
McGraw-Hill Reading
nonfiction text often has 012_CR14_TP1_TXF_119529.indd 1
Text Feature Photographs
1/31/12 3:57 PM
photographs that go with the text. Teaching

Poster
ACADEMIC Photographs show real life. They
McGraw-Hill Reading
LANGUAGE are taken with a camera. Text Feature Photographs
illustration, facts,
012_CR14_TP1_TXF_119529.indd 1 1/31/12 3:57 PM
Genre Nonfiction Read Read

To g eth e r To g eth e r
Compare Texts
2 Model Display Teaching Poster 12.

Read about how kids follow
the rules at their school.
Teaching Poster
details, photograph,
camera Point to the photograph on the left. This photograph shows children Ariel Skelley/Blend Images/Getty Images
Michael Newman/Photoedit
Why do we have rules at school? Rules can help us get along.
in a classroom. The photograph gives us information about the 020-025_CR14_SA1_U1W1_PP_119530.indd 20
P
20
CR14 C t SA
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P CR14
Rules can help us stay safe.
C t SA
21
11/28/11 1:28 PM
classroom. I can see that the the children in the classroom are raising “Rules at School”
their hands.
3 Guided Practice/Practice Point to the photograph on the
right. Guide children to discuss what information the photograph
provides. How many raccoons are there? What are they doing? Tell
children to look for photographs as they read nonfiction selections
and to find the information in each photograph.
T38 UNIT 1 WEEK 1

DAY 4 • WEEK 1
Genre Nonfiction Read Read

To g eth e r To g eth e r
Compare Texts
Read about how kids follow
the rules at their school.
Ariel Skelley/Blend Images/Getty Images
Michael Newman/Photoedit
Why do we have rules at school? Rules can help us get along.
Rules can help us stay safe. 1
20 21
2
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LITERATURE ANTHOLOGY, pp. 20–21 11/28/11 1:28 PM 020-025_CR14_SA1_U1W1_PP_119530.indd 21 11/28/11 1:28 PM
E REA
OS
CL
DIN
G
Read Literature Anthology 1 Text Features:

Photographs
Compare Texts
The text on page 21
Review with children that in Nat and Sam, they explains that rules help you Literature Anthology
read about a boy at school. Now they will read a stay safe. What do you see
selection about the rules followed at school. Tell in the photograph? (children standing in line)
children that as they read they should think about How does the photograph help you understand
how the school in the photographs is like the the text on the page? (The children in the photo
school in Nat and Sam. are happy and safe at school. They are following
the rules.)
Content Words Point out the words rules, obey,
and safety. Prompt children to use the context
sentences to help them understand the words.
EXTEND THE CONCEPT/LITERATURE ANTHOLOGY T39

WHOLE GROUP
DAY 4
Stuart Pearce/Pixtal/age fotostock

We raise our hands. 2 We listen quietly. 3

22 23
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E REA
OS
CL
DIN
G
2 Strategy: Visualize 3 Text Features: Photographs
Teacher Think Aloud When I look at the Read the text on page 23 together. “We listen
photograph I see a boy raising his hand. He looks quietly.” What does the photograph on page 23
happy. There are other children behind him. They help you understand about classroom rules?
are raising their hands, too. I read the words: “We (The classroom rule is “Listen quietly when
raise our hands.” I can use the pictures and the someone is speaking.”)
words to visualize what is happening. I close my
eyes, and in my mind, I see the classroom full of
children raising their hands, waiting to be called
on by the teacher. What do you see in your mind
when you close your eyes and think about the
words and the picture?
T39A UNIT 1 WEEK 1

DAY 4 • WEEK 1
We let everyone play!

5
Bluestone Productions/Taxi/Getty Images

What are your school rules?
David Young-Wolff/Stone/Getty Images
Make Connections
We obey safety rules. 4 Why is it important to have
r ules at school? Essential Question
24 25
020-025_CR14_SA1_U1W1_PP_119530.indd 24
4 Text Features: Photographs Make Connections Have partners make

COLLABORATE connections between the children in “Rules at
Read page 24. Now look at the photograph.
What safety rule are the children following? School” and the children in Nat and Sam.
(Cross the street with a crossing guard.) How does IA
L STU
CONNECT TO CONTENT
DI
SOC
the photograph help you understand the text on

ES
the page? (It shows children obeying a rule that

FOLLOWING RULES
helps them stay safe.) Remind children that all week they have
been reading and talking about what they
5 Text Features: Photographs do in school. Guide them to discuss the
Teacher Think Aloud The first sentence on different rules they follow in school and
page 25 says, “We let everyone play!” I will look to talk about the purpose of each rule.
at the photograph to learn more about the Encourage children to talk about what
text. I see a group of children playing together. they can do to be good members of the
This photograph shows an example of children classroom community.
following the rule “Let everyone play.”

WHOLE GROUP
Quick Review

the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Isolation Go
initial, medial vowel, 1 Model Show children how to isolate a phoneme in a word. Listen
Digital
and final sounds carefully as I say a word: /maaat/, mat. What sound do you hear in the
(phonemes) in middle of the word? That’s right. The word mat has the /aaa/ sound in
the middle.
words. RF.1.2c
Decode regularly 2 Guided Practice/Practice Have children practice isolating medial
spelled one-syllable vowel phonemes. Guide practice by stretching the medial sound as Phonemic
words. RF.1.3b you say the first two words in each row. I am going to say more words. Awareness
Use conventional Say the sound you hear in the middle of each word.
spelling for words
with common sat sit lap lip ran
spelling patterns
m a
mad map mop big bag
and for frequently n t p
occurring irregular
words. L.1.2d Phonics
5
Mins
Phonics
I the jar.
Build Words with Short a fill fills filling
Review The letter a can stand for the sound /aaa/. We’ll use Structural
Word-Building Cards to build words with short a. Analysis
Place the letters c, a, t. Then say: Let’s blend the sounds together and
read the word: /kaaat/. Now let’s change the c to s. Blend the sounds er ir or ur
her
and read the word: /saaat/, sat.
girl curb her word
Continue with mat, rat, pat, pan, man, ran, can, cap, tap.
Spelling Word
Cards
school
Visual Glossary
T40 UNIT 1 WEEK 1

DAY 4 • WEEK 1
5
Mins
Structural Analysis
Review Write the words tap, taps, wag, and wags on the board
and read them with children. Remind children that when -s is
added to action words, the ending sound of the new word can
be /s/ or /z/.
Write the following words: nap, pat, tag, pack. Have children work
in pairs to construct action words ending with -s. Then have them
write sentences with each word.
5
Mins
Spelling
Word Sort with -an, -ap, -at
Review Provide pairs of children with copies of the Spelling
Word Cards. While one partner reads the words one at a time, the
other partner should orally segment the word and then write the
word. After reading all the words, partners should switch roles.
Have children correct their own papers. Then have them sort
the words by ending spelling pattern: -an, -ap, -at, or no short a
spelling pattern. Monitor and
Differentiate
5
Mins
High-Frequency Words Quick Check
Q
does, not, school, what words with short a?
Review Display Visual Vocabulary Cards does, not, school, what. Can children recognize and read
Have children Read/Spell/Write each word.
Point to a word and call on a child to use it in a sentence.
Review previously taught words using the same procedure.
WORD WORK T41

WHOLE GROUP
DAY 4
Language Arts
5
Mins
Independent Writing
OBJECTIVES Personal Narrative Go
With guidance and Digital
support from adults, Revise
focus on a topic,
respond to questions Tell children that writers revise their writing to correct any mistakes and
and suggestions from make their writing better. Explain that a writer might revise sentences in
peers, and add details a story to make sure they all are about one single event.
as needed. W.1.5 Apply Writing Trait: Ideas Remind children that a writer picks one
idea to write about before starting to write. After writing, the writer Writing
Produce and expand
complete simple makes sure all of the sentences are about that one idea. Display the
and compound following story.
declarative,
interrogative, I like to play at school. I like to play with a bat and ball. Sam likes
imperative, and math. I like to run and play tag.
exclamatory
Tell children that the idea for this story was playing at school. Read the Proofreader’s
sentences aloud. Guide children to understand that the third sentence Marks
to prompts. L.1.1j
is not about playing. Explain that to revise the story, they should either
take the sentence out or write a new sentence about Sam playing.
ACADEMIC
I see a fish.
LANGUAGE Peer Review Have children work in pairs to do a peer review, which
idea COLLABORATE means they will each read their partner’s draft. They should take notes
about what they like most, questions they have for the author, and ideas Grammar
they think the author could include. Have partners discuss these topics.
Provide time for them to make revisions to their narratives.
Proofread/Edit
Apply Grammar Introduce proofreader’s marks to children. Have them
reread their drafts and fix mistakes. Remind them to make sure that:
every sentence tells a whole idea.
all sentences begin with a capital letter.
all sentences end with a punctuation mark.
all words are spelled correctly.
Peer Edit Next, have partners exchange their drafts and take turns
COLLABORATE reading for the above mistakes. Encourage partners to discuss and fix
errors together as they read.
T42 UNIT 1 WEEK 1

DAY 4 • WEEK 1
Final Draft
After children have edited their own papers and finished their peer
edits, have them write their final draft. Encourage them to create or
find a photo or other visual that relates to their writing. As children
work, conference with them to provide guidance.
5
5
Mins
Mins
Grammar
Sentences
1 Review Review with children that a sentence is a group of words
that tells a whole idea.
2 Guided Practice Ask: How can you tell where a sentence
begins and ends? (It begins with a capital letter and ends with a
punctuation mark.)
Have children complete the following sentence frames to make
complete sentences. A cat . at school.
3 Practice Display the following complete and incomplete
sentences. Have children identify the complete sentences.
With me.
You can not play with the bat.
Cam has.
COLLABORATE complete sentences as they tell each other about the personal
narratives they wrote.
Mechanics: Sentence
Capitalization
Daily Wrap Up
2 Practice Display the sentences below. Read each aloud.
Have children fix the sentences as a class. encourage children to discuss using
the oral vocabulary words. Ask:
where is the van? (Where is the van?) What would you like to do at school
my cat naps with me. (My cat naps with me.) tomorrow?
Prompt children to discuss the skills
they practiced and learned today by
asking, What skills did you use today?
LANGUAGE ARTS T43

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
L STU
IA
DI
RESEARCH AND INQUIRY
SOC
ES
At School
OBJECTIVES
Participate in shared
Make a Page for a Class Book
research and writing Review the steps in the research process. Tell children that today they
projects (e.g., explore COLLABORATE will do a research project with a partner to explore activities they do at
a number of “how- school.

to” books on a given
topic and use them to
write a sequence of
STEP 1 Choose a Topic
instructions). W.1.7 Guide pairs to select an activity they do at school.
• Build background STEP 2 Find Resources

knowledge
Discuss how to use the selections, reference materials, and online
• Research
information using
sources. Have children use Research Process Checklist 3.
technology
STEP 3 Keep Track of Ideas
ACADEMIC
Have children make an Accordion
LANGUAGE Foldable® to list the activities they
research, project, come up with and record their ideas
activities about them. Model recording the
names of the activities.
Listen Carefully Review with children that as they engage in
partner, small-group, and whole-group discussions, they should:
T44 UNIT 1 WEEK 1

DAY 4 • WEEK 1
STEP 4 Create the Project:

Page for a Class Book
Explain the characteristics of a book.
Information A book can give information. In
this project, the book will give information about
activities children do at school.
Text A book has text that gives information.
Image A book can have illustrations related to
the text.
Explain that each pair will create one page of a book.
The page will tell about an activity they do at school. The pages will be
put together into a book that everyone can share.
Have partners create a page about one activity they do at school.
Guide them to include a drawing or photograph.
Prompt children to write a sentence about their activity.

SCAFFOLD
Beginning Intermediate Advanced

Use Sentence Frames Use Discuss Guide children to focus Describe Prompt children to
sentence frames to help children on the most important details elaborate on their activity. Ask
discuss the activity they have about their activity. Ask: Why did them to describe how they feel
chosen. For example: We at you choose this activity? When do about their activity and how it is
school. We do this activity you do it? How do you feel when done.
because . you do it?
INTEGRATE IDEAS T45

DAY 5 behavior
behavior a b c
Word-Building
Cards
does Teaching Poster
not
Reading/Writing Literature Big Book school
Workshop This School Year Will Be what
What
In many
teachers.
the world.
is it like
Children
go to
ways,
They
But school
to go
school
schools
learn
to school
to learn
everywhe
how to
is different
in another
. That
re are
read and
in some
countryl?
is true
alike.
write.
all around
Children
They
the world.
learn
rld.
from
m
Interac
Inte
In
Oral
Define:
D
tive Read
Vocabu
learn
study To learn means
under
Examp
Example:
at scho
something
understand
school.
it.
We learn
so you
lary
to
will
Aloud
the Best!
Kids may ways learn many
things
and riding school ti your did you
tie
in a different in other sshoes? learn
in the how to
a bus parts
VOLUME 1
United
behavior
States. are common way. of
De
places, to get Something
children Lake children to school com
common
Titicaca happens that is
behavior
Unit 1 in this picture in Peru take a s
seen
in many
man often
Week
Several live on is one boat Exam
Ex
of 1 of those to xample:
the islands islands places. ye ccolor. Brown is a
ey
eye
one island in the common
man
have lake. The Ask
Ask:
sk: W
pets
ets
take the common
to school. take a
ne
neighborhoo
boat At the boat d?
back end of from
home
again. the day,
Inc.
the
Companies,
ENGLISH
ENGLIS
ENG
GLISH
SH L
TK
LANGUAG
LEARNERSLANGU
Credits
LEAR
LEARNE
NERS
ERS E
Copyright
Ask
sk Quest
Question:
Q
to scho stio
on:
ool?? Is How d
school? do you
the children
chil it the get
ildren
en in same
sa
to schoo
school,
chool, the pictureway
How o is it pic
ol, or
w is it
dif
different? different? go
differ
iffer
fferent?
1
Intensive
Use the Vocabulary
H
VOLUME 1
Interactive Read- Spelling Word
Aloud Cards Cards
Integrate Ideas
TEXT CONNECTIONS Connect to Essential Question
OBJECTIVES
Identify basic
Text to Text
similarities in and Remind children that all week they have been reading selections about
differences between school. Tell them that now they can think about how the selections were
two texts on the similar to one another. This is called making connections across texts.
same topic (e.g., Model comparing text using Jack Can and This School Year Will Be the Best!
in illustrations,
descriptions, or Think Aloud Jack Can and This School Year Will Be the Best! are both
procedures). RI.1.9
about children at school. In both selections, the illustrations show kids
doing different things at school. At the end of both selections, the
• Develop answers
to the Essential children are happy at school.
Question
Complete the Organizer Have
• Make text
COLLABORATE children use the graphic organizer
connections to the
world on Teaching Poster 42 to help them
organize the information from this
week’s selections.
ACADEMIC
LANGUAGE Discuss and write about what children Teaching Poster
connections, evidence read about school.
Discuss the different things children do at school.
Text to Self
Have children discuss what they do at their school. Ask: How is your
school and the things you do there different from the schools you read
about this week? How are they the same?
Text to World
Have children discuss what they have learned about school this week.
Ask: Why is school important? How does going to school help people?
T46 UNIT 1 WEEK 1

DAY 5 • WEEK 1
WRITE ABOUT READING Analyze to Inform/Explain
OBJECTIVES
Draw evidence
Analyze Key Details
from literary or Explain to children that as a group you will write about one of the
informational texts selections that they have read this week.
to support analysis,
reflection, and Using the evidence in the text, you will think about how the author used
research. W.4.9 key details to help tell the story.
Review the Key Details chart you completed for Jack Can. Guide children
to analyze the text evidence by asking how and why questions.
Why might the author have wanted to write about a boy at school?
How did the author use key details to help explain what Jack could
and could not do?
How did the author use key details to help explain what happened
when Jack could not reach the board?
Write an Analysis
Display the following sentence frames:
In , the author wrote about .

The author used the details and to tell what happened.
The selection helped me understand .
Work with children to complete the sentence frames using information

from Jack Can.
Select another realistic fiction selection you have read this week. Work
with children to complete similar sentence frames to write about how
the author used key details.
L STU
IA

DI
SOC
ES
At School
OBJECTIVES
Wrap Up the Project
research and writing Guide partners to share information about the page they created for
projects. W.1.7 COLLABORATE the class book. What school activity did you describe? Why did you choose
this activity? Have partners display their page of the book as they discuss
it. Have them use Presentation Checklist 1. Then display the class book.
WRAP UP THE CONCEPT T47

WHOLE GROUP
Quick Review

the pace.
5
Mins
Phonemic Awareness
Segment spoken
single-syllable Review Guide children to blend phonemes to form words. Listen as I
Digital
words into their say a group of sounds. Then blend those sounds to form a word.
complete sequence
of individual sounds
/m/ /a/ /t/ /s/ /a/ /t/ /k/ /a/ /t/ /d/ /a/ /d/ /b/ /a/ /d/
(phonemes). RF.1.2d
Decode regularly
Phonemic
words. RF.1.3b Review Guide children to segment phonemes in words. Now I am Awareness
Use conventional going to say a word. I want you to say each sound in the word.
spelling for words at mat man sat sad
with common
spelling patterns
m a
and for frequently n t p
occurring irregular
words. L.1.2d 5
Mins
Phonics Phonics
Blend and Build Words with Short a I the jar.

Review Have children read and say the words sat, can, man, and fill fills filling
nap. Then have children follow the word building routine with Word-
Structural
Building Cards to build ram, rat, cat, mat, map, man, fan, tan, tap,
Analysis
nap, cap, can, pan.
Word Automaticity Help children practice word automaticity. school
Display decodable words and point to each word as children chorally
read it. Test how many words children can read in one minute. Model FPO
blending words children miss.
Visual Glossary
Pam can not nap.

Pam can jump up.
Can Sam jump up?
Fluency: Word
Automaticity
T48 UNIT 1 WEEK 1

DAY 5 • WEEK 1
55
Mins
Mins
Structural Analysis
Review Have children explain when the -s ending is used with
action words. Then have children practice writing action words
with -s such as tap, nap, pack, and wag.
5
Mins
Spelling
Word Sort with -an, -ap, -at
Review Have children use the Spelling Word Cards to sort the
weekly words by vowel and ending sounds. Remind children that
two of the words do not have the short a sound.
5
Mins
Assess Assess children on their ability to spell words in the -an,
-ap, and -at word families. Say each word and provide a sentence
so that children can hear the words used in a correct context. Then
allow them time to write the words. In order to challenge children,
you may wish to provide an additional word in each family to
assess whether they understand the concept.
Monitor and
Differentiate
5
Mins
Quick Check
Q
Review Display Visual Vocabulary Cards does, not, school, what. Can children read and decode
words with short a?
Have children Read/Spell/Write each word. Have children write a
sentence with each word. Can children recognize and read

WORD WORK T49

WHOLE GROUP
DAY 5
Language Arts
5
Mins
Independent Writing
With guidance Digital
and support from Prepare
adults, use a variety
of digital tools to Review guidelines for making presentations with children.
produce and publish Provide time for children to finish preparing their presentations.
writing, including in
Remind them to practice using any drawings they have made of their
collaboration with
peers. W.1.6 sentences.
Produce and expand Writing
complete simple
Present
and compound Have children take turns giving presentations of their first day of school
declarative, personal narratives. Remind them to speak clearly. When listening to
interrogative,
imperative, and
other stories, they should be polite and respectful, asking questions
exclamatory when appropriate and listening carefully when it is not appropriate
Checklists
sentences in response to speak.
to prompts. L.1.1j If possible, record the presentations so children can self-evaluate.
Present a personal
narrative Evaluate I see a fish.
Have children discuss their own presentations and evaluate their
ACADEMIC performance using the presentation rubric. Grammar
LANGUAGE Use the teacher’s rubric to evaluate children’s writing. Have children
presentation, story add their writing to their Writer’s Portfolio. Then have them discuss
what they learned about writing this week.
Publish
After children finish presenting their stories, discuss how the class will
display their stories on a bulletin board. Suggest to children that they
illustrate their stories. Allow children to help organize a bulletin board
so stories are readable for fellow classmates and guests.
T50 UNIT 1 WEEK 1

DAY 5 • WEEK 1
55
Mins
Mins
Grammar
Sentences
1 Review Have children define what a sentence is. Write the
following sentence and have children tell how they know it is a
complete sentence:
Sam and Yan like to play at school.
2 Practice Ask: Does the sentence tell a complete idea?
Write two incomplete sentences. Have children work with partners
to turn each incomplete sentence into a complete idea.
I have a
ran to
Allow children to read their completed sentences to the class.

2 Practice Write the following sentences. Read each
aloud. Have children fix the sentences.
where is my cap? (Where is my cap?)
my cap is at school. (My cap is at school.) Wrap Up the Week
my cap is tan. (My cap is tan.) Review the Essential Question and
the oral vocabulary words.
Review that picturing story events
and finding key story details can help
children understand the story.
Review blending words with medial
short a. Remind children that the
inflectional ending -s is used at the
end of an action word when it follows
the words he, she, or it.
Use the Visual Vocabulary Cards to
review the Words to Know.
Remind children that realistic fiction
is a made-up story that could really
happen.
LANGUAGE ARTS T51

D I F F E R E N T I AT E D I N S T R U C T I O N • S M A L L G R O U P
Approaching Level
Realistic
Fiction
by Rachel Tandy
illustrated by Elizabeth Allen
Leveled Reader:
A Fun Day Go
Digital
Before Reading
Preview and Predict
Realistic
Fiction
PAIRED
READ We Share
Have children turn to the title page. Read the title and author name,
PD
PD
by Rachel Tandy
Leveled Reader
and have children repeat. Preview the story’s pictures. Prompt children
A Fun Day
to predict what the story will be about.
OBJECTIVES Review Genre: Realistic Fiction

Ask and answer Have children recall that realistic fiction is an invented story that could
questions about
happen in real life.
key details in a
text. RL.1.1 ESSENTIAL QUESTION Graphic
Organizer
Use illustrations in a Remind children of the Essential Question. Set a purpose for reading:
story to describe its Let’s read to find out who has a fun day and why the day is fun.
characters, setting, or
events. RL.1.7
Remind children that as they read, they can ask questions about what
is happening in the story.
During Reading Retell
Guided Comprehension
As children whisper read A Fun Day, monitor and provide guidance,
correcting blending and modeling the key strategies and skills.
Strategy: Visualize
Remind children that as they read, they can picture in their minds what
they are reading about. Visualizing helps us understand what we read.
Model how to use the strategy on pages 2 and 3. I look at the details
in the text and pictures. Then I close my eyes and picture the characters
walking to school. What do I see? What are they doing?
Skill: Key Details

Remind children that key details give important information about
the story. Readers can find key details in the words and pictures. While
reading, ask: What key details did you learn from the words? What key
details did you learn from the pictures? Display the Details chart on
Teaching Poster 26 for children to copy.
T52 UNIT 1 WEEK 1

WEEK 1
Model recording children’s answers in the detail boxes. Have children

record the answers in their own charts. Literature
Think Aloud The words on pages 2 and 3 tell us that the children Circles
walk to school. That is a key detail. The pictures show us that detail, too. Lead children in conducting
I wonder what else the children do. On pages 4 and 5, I read and see a literature circle using the
that they like to read. Let’s add these details to the Key Details chart. Thinkmark questions to guide
Guide children to use the key details to tell what Nat and the narrator the discussion. You may wish
to discuss what children have
think is fun to do.
learned about what children do
at school from both selections
After Reading in the Leveled Reader.
Respond to Reading
Have children complete Respond to Reading on page 12 after they
have finished reading.
Retell
Level
Up
Realistic
Fiction
Have children take turns retelling the story using the Retelling Cards as
by Rachel Tandy
a guide. Help them make a personal connection by asking: What do you illustrated by Betsy Day
like to do at school? When do you have a fun day? Realistic

Fiction
by Rachel Tandy
Model Fluency PAIRED

AIRED
AI
AIR
IRED
D
D TheLook
READ
AD at Signs
Mighty
g y Hunter
Read the sentences one at a time. Have children echo read each one.
Point out to children how you pause at the end of a sentence.
PAIRED
We Share
Apply Have children practice reading with partners. Provide feedback. READ
Realis
Re istic
Fiction
Fictio
tic
n
c
IF children can read A Fun Day

by Ra
Racch
hel Tan
Approaching Level with fluency and
Ariel skelley/Getty Images
illustrated dy
ed by
by Elizabeth Allen
PA I R E D R E A D … correctly answer the Respond to

Reading questions,
THEN tell children that they will read
“We Share” another story about school.
Genre Nonfiction
Compare Texts
Make Connections
Read about what these children
do at school.
13
PAIRED
READ We Share • Use pages 2–3 of We Like to Share
On Level to model using Teaching
Before reading, ask children to note that Leveled Reader Poster 26 to list key details.
the genre of this text is informational text.
Then discuss the Compare Texts direction. After reading, ask children to • Have children read the story, checking
make connections between the children in “We Share” and the children their comprehension by using the Key
in A Fun Day. Details chart.
FOCUS ON SOCIAL STUDIES

F
C
Children can extend their knowledge of sharing at school
by completing the social studies activity on page 16.
APPROACHING LEVEL T53

Approaching Level
TIER
I D E N T I F Y R H YM E
2
OBJECTIVES
I Do
Explain to children that they will be identifying words that rhyme. Listen as
Isolate and pronounce I say two words: cat, pat. Say them with me: cat, pat. Cat and pat end in /at/.
initial, medial vowel, Listen: /k/ /at/; /p/ /at/. Cat and pat rhyme. They end in the same sounds.
and final sounds
(phonemes) in spoken Listen to these words: man, ran. Say them with me: man, ran. Listen for the
single-syllable words. We Do
ending sounds: /m/ /an/, /r/ /an/. Do man and ran end the same? Yes! That
RF.1.2c
means they rhyme.
Identify rhyming Repeat with the following pairs. Have children clap if the words rhyme.
words
am/Sam mat/sat map/can pan/tan
You Do
It’s your turn. Clap if the words rhyme.
nap/cap tan/rag rat/sat fan/ran
Repeat the rhyming routine with additional short a word pairs.
TIER
P H O N E M E I S O L AT I O N
2
OBJECTIVES
I Do
Tell children that they will isolate beginning sounds in words. Listen to this
Isolate and pronounce word: /aaat/, at. The beginning sound is /aaa/. Listen: /aaat/.
initial, medial vowel,
and final sounds
We Do
Listen to this word: /aaas/, as. Say as with me: /aaas/. The beginning sound in
(phonemes) in spoken as is /aaa/. Say /aaas/, as. Say the beginning sound with me: /a/.
single-syllable words.
RF.1.2c Repeat this routine with the following words:
ax an add bad mad sat
You Do
It’s your turn. Say the beginning sound of each word.
add am cap mat sap tag
Repeat the isolation routine with additional short a words.
T54 UNIT 1 WEEK 1

WEEK 1
PHONEME BLENDING
OBJECTIVES
I Do
Explain to children that they will be blending sounds to form words. Listen
Orally produce as I say two sounds: /aaa/ /t/. Say the sounds with me: /aaa/ /t/. I’ll blend the
single-syllable sounds together: /aaa/ /t/, /aaat/, at. I blended the word at.
words by blending
sounds (phonemes), Listen as I say two sounds: /aaa/ /mmm/. Repeat the sounds: /aaa/ /mmm/.
including consonant We Do
Let’s blend the sounds: /aaa/ /mmm/, /aaammm/, am. We made one word: am.
blends.
RF.1.2b Repeat this routine with the following words:
/a/ /n/ /c/ /a/ /t/ /r/ /a/ /n/ /S/ /a/ /m/ /n/ /a/ /p/ /p/ /a/ /t/
You Do
It’s your turn. Blend the sounds I say together to form a word.
/m/ /a/ /n/ /P/ /a/ /m/ /c/ /a/ /p/ /s/ /a/ /t/ /t/ /a/ /n/ /t/ /a/ /p/
Repeat the blending routine with additional short a words.
P H O N E M E S E G M E N TAT I O N
OBJECTIVES
I Do
Explain to children that they will be segmenting words into sounds. Listen
Segment spoken as I say a word: an. I hear two sounds: /aaa/ and /nnn/. There are two sounds
single-syllable in the word an: /aaa/ and /nnn/.
words into their
complete sequence Let’s do some together. I am going to say a word: /aaat/. How many sounds do
of individual sounds We Do
you hear? The sounds in at are /aaa/ and /t/.
(phonemes).
RF.1.2d Repeat this routine with the following words:
am rag pat jam fan lap
You Do
I’ll say a word. Tell me how many sounds you hear. Then tell me the sounds.
cab man tap bag pack bad bat
Repeat the segmentation routine with additional short a words.
For the ELLs who need phonemic awareness, phonics, and fluency practice,
use scaffolding methods as necessary to ensure children understand the
meaning of the words. Refer to the Language Transfer Handbook for phonics
elements that may not transfer in children's native languages.
PHONOLOGICAL AWARENESS T55

Approaching Level
Phonics
TIER
CO N N E C T a TO /a/
2
OBJECTIVES
I Do
Display the Word-Building Card a. This is lowercase a. It stands for the
Decode regularly sound /a/. I am going to trace the letter a while I say /aaa/. Trace the letter a
spelled one-syllable while saying /aaa/ five times.
words. RF.1.3b
We Do
Now do it with me. Have children take turns saying /aaa/ while using their
fingers to trace the lowercase a on the Word-Building Card. Then have
them say /aaa/ as they use their fingers to write the letter a in the air.
You Do
Have children connect the letter a to the sound /a/ by saying /aaa/ as they
trace a lowercase a on paper five to ten times. Then ask them to write the
letter a while saying /aaa/ five to ten times.
Repeat, connecting the letter a to the sound /a/ through tracing and
writing the letters Aa throughout the week.
TIER
BLEND WORDS WITH SHORT a
2
OBJECTIVES
I Do
Display the Word-Building Cards c, a, t. This is the letter c. It stands for /k/. Say
Decode regularly it with me: /k/. This is the letter a. It stands for /a/. Let’s say it together: /a/. This
spelled one-syllable is the letter t. It stands for /t/. Say /t/ with me: /t/. I’ll blend sounds together:
words. RF.1.3b
/caaat/, cat.
Build and decode Guide children to blend the sounds and read: am, at, an, map, ran, sat.
words with short a We Do
You Do
Have children use Word-Building Cards to build, blend, and read: mat, can,
nap, tap, pan, pat, cap, man, rat, tan.
Repeat, blending additional short a words.
You may wish to review Phonics with ELL using this section.
T56 UNIT 1 WEEK 1

WEEK 1
BUILD WORDS WITH SHORT a
OBJECTIVES
I Do
Display the Word-Building Cards a and t. These are the letters a and t. They stand
Decode regularly for /aaa/ and /t/. I will blend /aaa/ and /t/ together: /aaat/, at. The word is at.
words. RF.1.3b
We Do
Now let’s do one together. Make the word at using Word-Building Cards.
Place the letter s in front of at. Let’s blend: /sss/ /aaat/, /sssaaat/, sat.
Build and decode
words with short a I am going to change the letter s in sat to the letter b. Let’s blend and read the
new word: /b/ /aaa/ /t/, /baaat/, bat.
You Do
Have children build the words: tap, tan, can, cat, mat, map, man, an, at, am.
Repeat, building additional words with short a.
BLEND WORDS WITH SHORT a
OBJECTIVES
I Do
Display the Word-Building Cards m, a, p. This is the letter m. It stands for /m/.
Decode regularly This is the letter a. It stands for /a/. This is the letter p. It stands for /p/. Listen as
spelled one-syllable I blend all three sounds: /mmmaaap/, map. The word is map.
words. RF.1.3b
We Do
Let’s do some together. Blend and read at pan Sam cap
the words am, tan, rat, and nap with tap ran mat Pam
children. an sat can pat
You Do
Display the words to the right. Have Sam can pat the cat.
children blend and read the words. Pam and I ran to the mat.
The man has a cap.
B U I L D F LU E N C Y W I T H P H O N I C S
Sound/Spellings Fluency Fluency in Connected Text

Display the following Word-Building Cards: a, b, c, Have children review Jack Can in their Reading/
ck, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z. Have Writing Workshop. Identify short a words. Blend
children chorally say each sound. Repeat and vary words as needed.
the pace.
Have children reread on their own or with a partner.
PHONICS T57
Approaching Level
Structural Analysis
REVIEW INFLEC TIONAL ENDING -s
OBJECTIVES
I Do
Write tag and tags. Underline the s in tags. Review with children that we
Read words with add -s to an action word when it follows the words he, she, or it. I pat the
inflectional endings. cat. Sam pats the cat.
RF.1.3f
Point out the /z/ sound at the end of tags. Write taps, say the word, and
Read words with the point out the /s/ sound at the end.
inflectional ending -s
We Do
Write tap and taps. Guide children to use each word in a sentence. Ask:
How did you decide which word to use in that sentence?
You Do
Have children work with partners. Display the words pat and wag. Have
children add an -s to each word and then use each word correctly in a
sentence.
R E T E AC H I N F L E C T I O N A L E N D I N G - s
OBJECTIVES
I Do
Write nap and naps. Circle the letter s in naps. We add an -s at the end of an
Read words with action word when it follows the words he, she, and it. For example, I nap. She
inflectional endings. naps.
RF.1.3f
Say naps again and have children listen for the /s/ sound at the end. Then
Read words with the write and say tags. Point out that the letter s at the end of a word can also
stand for the /z/ sound as in tags.
We Do
Write tap. Let’s add -s. Let’s use taps in a sentence. Have children say
sentences for taps.
Repeat this routine with wag and yap.
You Do
Write pat and tag. Now it’s your turn. Add -s to each word. Then have them
write sentences with pat, pats, tag, and tags. Guide children as needed.
T58 UNIT 1 WEEK 1

WEEK 1
REVIEW
OBJECTIVES
I Do
Use High-Frequency Word Cards to Read/Spell/Write each high-
Recognize and read frequency word. Use each word orally in a sentence.
grade-appropriate
irregularly spelled
We Do
Guide children to Read/Spell/Write each word on their Response Boards.
words. RF.1.3g Help them generate oral sentences for the words.
Review does, not,
You Do
Have partners work together to Read/Spell/Write the words does, not,
school, what school, and what. Ask them to use each word in a sentence.
R E T E AC H
OBJECTIVES
I Do
Review the high-frequency words using the Read/Spell/Write routine.
Recognize and read Write and read a sentence for each word. Invite children to chime in for
grade-appropriate each high-frequency word.
irregularly spelled
words. RF.1.3g Guide children in using the Read/Spell/Write routine. Ask them to
We Do
complete sentence starters: (1) Does your friend ? (2) My friend does
not . (3) In school, I like to . (4) What do you ?
You Do
Ask children to close their eyes and picture each word as a partner says it.
Have them say each letter aloud as they write the word in the air.
C U M U L AT I V E R E V I E W
OBJECTIVES
I Do
Display the High-Frequency Word Cards for the Start Smart words. Use the
Recognize and read Read/Spell/Write routine to review each word.
grade-appropriate
irregularly spelled
We Do
Guide children as they Read/Spell/Write the words on their Response
words. RF.1.3g Boards. Say sentences but leave out the words. Have children hold up and
say the word that completes each sentence.
Review previously
taught high- Have partners place all the words face up. Tell one partner to say a word,
frequency words You Do
and have the other find and read it. Then have partners switch roles.
Fluency Display the High-Frequency Word Cards. Point to words in
random order. Have children chorally read. Repeat at a faster pace.
STRUCTURAL ANALYSIS/HIGH-FREQUENCY WORDS T59

Approaching Level
Comprehension
TIER
R E A D F O R F LU E N C Y
2
OBJECTIVES
I Do
Read the first sentence of the Practice Book selection. Model using
Read on-level text appropriate phrasing by pausing for end punctuation.
orally with accuracy,
appropriate rate,
We Do
Read the next two sentences and have children repeat each sentence
and expression on after you. Point out how you pause at the end of each sentence.
successive readings.
RF.1.4b Have children read the selection aloud. Remind them to pause when they
You Do
come to the punctuation mark at the end of each sentence.
TIER
I D E N T I F Y D E TA I L S
2
OBJECTIVES
I Do
Remind children what a detail is. A detail is a piece of information about
Use illustrations in a something. Details describe or tell about something. Stories have details in the
story to describe its words and pictures.
events. RL.1.7 Display the Practice Book story. Let's look for details in the picture. When I
We Do
look at the picture, I see a cat. That is a detail. It tells me that the story is about
a cat.
You Do
Guide children as they discuss other details in the pictures as they read
the story. Prompt them to tell what details they learn.
T60 UNIT 1 WEEK 1

WEEK 1
R E V I E W K E Y D E TA I L S
OBJECTIVES
I Do
Remind children that when they read realistic fiction, they should look for
Ask and answer important, or key, details. The key details help you understand the story.
questions about key
details in a text.
We Do
Read the first sentence of the Practice Book story together. Pause to point
RL.1.1 out the key details and discuss why they are important. We read that Jack
is a cat. That is an important detail. It tells us that the story is about a cat. Now
look at the picture. What do we learn about Jack? What does he like to do?
You Do
Ask: What important details have we read so far? Record each detail on
a Key Details chart. Continue guiding and prompting children as they
identify key details in the story and pictures.
SELF-SELECTED READING
OBJECTIVES Read Independently

With prompting
and support, read
Have children pick a realistic-fiction story for sustained silent reading.
prose and poetry Remind them to:
of appropriate
look for important details in the words and pictures.
complexity for grade
1. visualize, or picture in their minds, the important details.
RL.1.10
Apply the strategy Read Purposefully

and skill to read a Have children record the important details on a Key Details chart. After
realistic-fiction text
reading, guide children to participate in a group discussion about the
story they read. Guide children to:
share the information they recorded on their Key Details chart.
discuss what they liked or didn't like about the story.
tell what they pictured in their minds as they read.
COMPREHENSION T61
On Level
Realistic
Fiction
by Rachel Tandy
Leveled Reader:
illustrated by Betsy Day
We Like to Share Go
Digital
Before Reading
Preview and Predict
Realistic
Fiction
PAIRED
READ TheLook at Signs
Mighty
g y Hunter
PD
PDby Rachel Tandy
Leveled Reader
and have children repeat. Preview the story’s pictures. Prompt children
We Like to Share
to predict what the story will be about.
OBJECTIVES Review Genre: Realistic Fiction

Ask and answer Have children recall that realistic fiction is an invented story that could
questions about
key details in a
Organizer
Use illustrations in a Remind children of the Essential Question. Set a purpose for reading:
story to describe its Let’s read to find out what the children in the story like to share at school.
events. RL.1.7
is happening in the story.
Retell
During Reading
As children whisper read We Like to Share, monitor and provide
guidance, correcting blending and modeling the key strategies and
skills.
Strategy: Visualize
Remind children that as they read, they can visualize, or picture in their
minds, what happens in the story. Model how to use the strategy on
page 2. When I read “We share at school,” I think about the children in the
story playing at school. I close my eyes and picture them. What are they
doing? This helps me understand the story.
Skill: Key Details

Remind children that key details give the most important information.
They can look for key details in words and pictures. After reading, ask:
What key details did you learn from the words? What key details did you
learn from the pictures? Display a Key Details chart for children to copy.
T62 UNIT 1 WEEK 1

WEEK 1

Think Aloud As I read, I will look for key, or important, details. I know Circles
that they can be found in the text or in the pictures. I can use the key Lead children in conducting
details to help me understand the story. a literature circle using the
As children read, prompt them to complete the chart. Thinkmark questions to guide
the discussion. You may wish
After Reading learned about what children do
at school from both selections
Respond to Reading in the Leveled Reader.
Retell
Have children take turns retelling the story using the Retelling Cards
as a guide. Help children make a personal connection by asking: What
Level
Up
Realistic
Fiction
do you like to play at school? When you play, what do you share? by Rachel Tandy
illustrated by Jamie Smith
Model Fluency Realistic

Fiction
Read the sentences one at a time. Have children echo read each by Rachel Tandy
sentence. Point out to children how you pause at the end of a sentence. PAIRED
READ Our Classroom Rule
Rules
Apply Have children practice repeated reading with partners. Provide

feedback as needed.
PAIRED
Mighty
g y Hunter
Realis
R ealisti
istic
ticc
Fictio
F
Fi
iictionn
IF children can read We Like to Share

PA I R E D R E A D … by Rach
Rache
iillust
e Tandy
el
llustrrated
ated
ed
d by
by Betsy Day On Level with fluency and correctly
answer the Respond to Reading
questions,
“Look at Signs”
Jonathan Kirn/Getty Images

Genre Nonfiction
Make Connections Compare Texts

Read about signs at school. R
PAIRE
PAI
PA
AI D
REA
E D TheLook
g at
Might y Signs
Hunter
another story about school.
13
Before reading, ask children to note that • Use pages 2–3 of Class Party
Leveled Reader Beyond Level to model using Teaching
Then discuss the Compare Texts direction. After reading, ask children Poster 26 to list key details.
to make connections between how the signs in “Look at Signs” and the • Have children read the selection,
children in We Like to Share are helpful at school. checking their comprehension by
using the Key Details chart.

F
C
Children can extend their knowledge of rules by
completing the social studies activity on page 16.
ON LEVEL T63
On Level
Phonics
BUILD WORDS WITH SHORT a
OBJECTIVES
I Do
Display Word-Building Cards p, a, t. These are the letters p, a, and t. They
Decode regularly stand for /p/ /aaa/ and /t/. I will blend /p/ /aaa/ and /t/ together: /paaat/, pat.
spelled one-syllable The word is pat.
words. RF.1.3b
We Do
Let’s blend the word pat together: /paaat/, pat. Now let’s change the letter p
Build and decode to c. Invite a volunteer to change the letter p to c using the Word-Building
words with short a
Cards. Let’s blend and read the new word together: /k/ /aaa/ /t/, /kaaat/, cat.
The new word is cat.
You Do
Have children build and blend these words: can, man, map, mat, rat, ran,
tan, tap, taps, naps.
Repeat with additional words with short a.
REVIEW WORDS
OBJECTIVES
I Do
Use the Read/Spell/Write routine to review does, not, school, and what.
Recognize and read Use each word orally in a sentence.
grade-appropriate
irregularly spelled
We Do
Guide children to Read/Spell/Write each word using their Response
words. RF.1.3g Boards. Then help children ask and answer questions using the words.
Review high-
You Do
Have partners use the words does, not, school, and what in sentences that
frequency words: tell about this week's stories. Explain that each sentence should use at
least one high-frequency word.
T64 UNIT 1 WEEK 1

WEEK 1
Comprehension
OBJECTIVES
I Do
Remind children that when they read realistic fiction, they should look
Ask and answer for important details. When we read realistic fiction, we can learn important
questions about details from the words and the pictures. These important, or key, details help
key details in a
text. RL.1.1
us understand what we read.
We Do
Read the first two sentences of the Practice Book story aloud. Pause to
point out key details. Ask why each detail is important. We read that Jack
is a cat. Why is that an important detail? (The story would not make sense if
we didn't know Jack was a cat.) Look at the pictures. What else can we learn
about Jack? (Jack likes Tam; Jack likes to play.)
You Do
Guide children to read the rest of the Practice Book story. Remind them
to identify key details in the pictures and words as they read. Then invite
children to discuss the details and tell why they are important.

With prompting
Have children pick a realistic-fiction story for sustained silent reading.
and support, read
prose and poetry Remind them to:
of appropriate
complexity for
grade 1. RL.1.10 close their eyes and visualize, or picture in their minds, the important
details.
Apply the strategy
and skill to read a text
Read Purposefully
Have children record the important details on a Key Details chart. After
reading, guide partners to:
tell about their favorite story details.
describe what they visualized in their minds as they read.
PHONICS/HIGH-FREQUENCY WORDS/COMPREHENSION T65

Beyond Level
Realistic
Fiction
by Rachel Tandy
illustrated by Jamie Smith Leveled Reader:
Class Party Go
Digital
Before Reading
Preview and Predict
Realistic
Fiction
PAIRED
READ Our Classroom Rules
Read the title and author name. Have children preview the title page
PD
PD
by Rachel Tandy
illustrated by Jamie Smith
Leveled Reader
and the illustrations. Ask: What do you think this book will be about?
Class Party
Review Genre: Realistic Fiction
OBJECTIVES Have children recall that realistic fiction is an invented story that could Detail Detail Detail
Ask and answer happen in real life. Tell them to look for characteristics of realistic
questions about
fiction as they read the Leveled Reader.
key details in a
Organizer
Use illustrations in a Remind children of the Essential Question: What do you do at your
story to describe its school? Have children set a purpose for reading by saying: What do you
characters, setting, or want to find out about the class party?
events. RL.1.7
During Reading
Have children whisper read Class Party. Have them place self-stick
notes next to difficult words. Remind children that when they come
to an unfamiliar word, they can look for familiar spellings. Explain that
they will need to break longer words into smaller chunks and sound
out each part.
Monitor children’s reading. Stop periodically and ask open-ended
questions to facilitate rich discussion, such as, How are the children in
the class working together? Build on children’s responses to develop a
deeper understanding of the text.
Strategy: Visualize
Remind children that visualizing what they are reading can help
them understand the selection. Say: Close your eyes and visualize the
discussion taking place in the classroom as you read.
T66 UNIT 1 WEEK 1

WEEK 1
Skill: Key Details

Remind children that realistic-fiction stories have key details. After Literature
reading, ask: What are the key details in this story? How did paying Circles
attention to key details help you understand how the class planned the Lead children in conducting
party? Display a Key Details chart for children to copy. a literature circle using the
Model how to record the key details. Have children fill in their charts. Thinkmark questions to guide
Think Aloud As I read, I will look for key details in the text and in the to discuss what children have
illustrations. I will use the key details to help me understand the story. learned about school from
both selections in the Leveled
Reader.
After Reading
Respond to Reading
Have children complete the Respond to Reading on page 12 after they
have finished the story.
Retell
Have children take turns retelling the story. Help children make a
personal connection by writing about a class party they have had. Say:
Write about a class party you have had. How did you and your classmates
work together to prepare for the party?
Realis
Re istic
Fiction
Fictio
tic
n
ic
Gifted and Talented
Our SYNTHESIZE Challenge
C la ss ro o m by RRac
achel Tan dy
R u le s
illustrate
PA I R E D R E A D …
edd b
by Jamie Smit
h
children to think of what might
happen if the children in Class
Party did not work together or help
“Our Classroom Rules” each other. Children should make
Blend Images/Getty images
Genre Nonfiction
a prediction and write about how
PAIREED
Make Connections
Compare Texts
Read about classroom rules.
READ
13
ED
Our Classroo
O
m Rules
this might affect the class and the
party.
Before reading “Our Classroom Rules,” Leveled Reader
have children preview the title page and EXTEND Have them use
prompt them to identify the genre. Then discuss the Compare Texts examples from this week’s selections
direction. After reading, have children work with a partner to discuss or do additional research.
key details in “Our Classroom Rules” and Class Party. Ask children to
make connections by comparing and contrasting the selections.
Prompt children to discuss what they learned about classroom rules.

F
C
Children can extend their knowledge of classroom rules
BEYOND LEVEL T67

Beyond Level
Vocabulary
O R A L V O C A B U L A R Y: S Y N O N YM S
OBJECTIVES I Do
Review with children the meaning of the oral vocabulary word learn.
Use sentence-level Explain that a synonym is a word that means almost the same thing as
context as a clue to the
meaning of a word or
another word. A synonym for learn is study. When you study something, you
phrase. L.1.4a work to learn it. Children study reading and math in school.
Continue with: Reading and math are subjects you learn about in school. A
synonym for subjects is topics.
We Do
Have children take turns using the words study and topics in sentences.
Suggest they tell what they study in school and at home and what their
favorite topics are when they read or listen to stories.
You Do
Have partners ask and answer questions using the synonyms learn and
study. Then have them discuss topics they know about outside of school.
Point out that topics can be from the news, books, or their daily activities.
Gifted and Extend Have children plan and act out short plays about the subjects
Talented
they learn in school. Challenge them to use the synonyms they learned,
study and topics, in their skits.
T68 UNIT 1 WEEK 1

WEEK 1
Comprehension
OBJECTIVES I Do
Discuss with children how they can determine the key, or important,
Ask and answer details in a realistic-fiction story. Prompt them to tell where they can find
questions about important details.
key details in a
text. RL.1.1
We Do
Guide children in reading the first sentences of the Practice Book story
aloud. Pause to prompt children to identify important details and discuss
why they are important. What important details did we read? Why are they
important?
You Do
Have children read the rest of the Practice Book story independently.
Remind them to identify the key details as they read. Then invite children
to discuss the details and tell why they are important.

With prompting and Have children pick a realistic-fiction story for sustained silent reading.
support, read
prose and poetry Tell them that they should use a Key Details chart to record key details
of appropriate from the words and pictures. Remind them to visualize, or picture in their
complexity for grade 1. minds, these important details.
RL.1.10
Apply the strategy and Read Purposefully

skill to read a text Have children record the important details on a Key Details chart. After
reading, guide children to:
share the information they recorded on their Key Details chart with
a partner and discuss their favorite details.
record information about the story in a reading response journal.
Gifted and Independent Study Have children discuss why they did or did not like
Talented
the stories they read. If they liked their story, challenge them to write
sentences that tell others why they should read the book. If they did not
like their story, challenge them to write a few sentences to the author
about what they didn't like.
VOCABULARY/COMPREHENSION T69
English Language Learners
Shared Read
Jack Can Go
Digital
Before Reading
Build Background
Read the Essential Question: What do you do at your school?
PD
PD
Explain the meaning of the Essential Question: You are at your school
Jack Can
014-023_CR14_SI1_U1W1_MR_119652.indd 15
Reading/Writing 12/30/11 12:31 PM
every day. You do many things here. What do you do?
Workshop
014-023_CR14_SI1_U1W1_MR_119652.indd 15 12/30/11 12:31 PM
Model an answer: I learn at school. I learn to read. I learn about

numbers. I learn to write. I draw pictures. I play games outside and in Detail Detail Detail
OBJECTIVES gym class.

Ask and answer
Ask children questions that tie the Essential Question to their own
questions about Graphic
key details in a background knowledge: What do you like to do at school the most? Organizer
text. RL.1.1 What don’t you like to do at school? Tell your partner. Ask partners to
Use illustrations in a share their answers.
story to describe its
events. RL.1.7 During Reading
Interactive Question-Response
Visualize details in a
Ask questions that help children understand the meaning of the text
story
after each paragraph.
Reinforce the meanings of key vocabulary by providing meanings
embedded in the questions.
Ask children questions that require them to use key vocabulary.
Reinforce the comprehension strategies and skills of the week by
modeling.
T70 UNIT 1 WEEK 1

WEEK 1
Jack Can Page 20
Pages 14–15 Have children look at the picture. Is Jack happy or

sad? Let’s read the page: “Jack is sad.”
Point to the title. Listen as I read the title. Point to Explain and Model the Strategy Have children
each word as you read it. What is the title? (Jack think about the text “Jack is sad” and look at what
Can) is happening in the picture. What did Jack try to
Point to Max. This is Max. He is tall. Use your hand do? Close your eyes. Picture Jack in his classroom.
to show tall. Point to Jack. This is Jack. He is not tall. What do you see?
Show “not tall.” Let’s read the story to find out what
Max and Jack can do at school. Why is Jack sad? (Jack can not reach.)
Pages 16–17 Page 21
Listen as I read page 16: “Max can.” Look at the Look at the picture. Point to Nan. This is Nan. Point
picture. What can Max do at school? (Max can to the stool. Nan has a stool. Say it with me: stool.
paint.) Say it with me: Max can paint. Pretend you Now let’s read the page: “What does Nan do?”
are Max. Show me how you paint. Explain and Model the High-Frequency Words
Now let’s read page 17 together: “Can Jack? Jack Point out the words “What does” in the question.
can.” Can Jack paint? (Yes. Jack can.) What is a question word. Let’s ask some questions.
We will start our questions with the words What
Explain and Model Phonics Repeat the
does ?
sentences on pages 16–17. Listen carefully. Raise
your hand when you hear a word that has the /a/ What do you think Nan will do? (Nan will
sound. (Max, can, Jack) Now let’s practice saying give the stool to Jack.)
each word together: Max, can, Jack.
Explain and Model the Comprehension Skill Pages 22–23
Remind children that they can find details in the
words and pictures. I read the words to learn details. Let’s read the pages together. What does Nan do?
The words Max and Jack tell me who the boys are. I (Nan helps Jack.) Look at the pictures. What does
look at the pictures to learn other details. I see that the sign say? (We like school.)
Max and Jack can paint.
Do you like school?
Pages 18–19
After Reading
Let’s read the pages together: “Max can. Can Jack?
Jack can not.” Demonstrate reaching up to touch Make Connections
something. I can reach. Can you reach? Have Review the Essential Question.
children reach different things as they say “I can” or
“I can not.”
What can Max do? Can Jack? (Max can

reach. Jack can not reach.)
ENGLISH LANGUAGE LEARNERS T71


Realistic
Fiction
by Rachel Tandy
Leveled Reader:
We Like to Share Go
Digital
Before Reading
Preview
Realistic
Fiction
PAIRED
Mighty
g y Hunter
Read the title. Ask: What is the title? Say it again. Repeat with the
PD
PD
by Rachel Tandy
Leveled Reader
author’s name. Preview the story’s illustrations. Have children describe
We Like to Share
the pictures. Use simple language to tell about each page. Follow with
questions, such as Is this a ball? Who plays with a ball?
OBJECTIVES ESSENTIAL QUESTION Detail Detail Detail
Ask and answer Remind children of the Essential Question. Say: Let’s read to find out
questions about
key details in a what some children do at school. Encourage children to ask for help if
text. RL.1.1 they do not understand a word or phrase. Graphic
Organizer
Use illustrations
and details in a During Reading
characters, setting, or Interactive Question-Response
events. RL.1.7 Pages 2–3 Let’s read the labels together: jump rope, swing, ball. Who
has a jump rope? Where is the swing? Point to the ball. What is this? Point
Visualize details Retell
to the word school. These children like to play. Where do they play? Let’s
reread the sentence that tells us: “We play at school.”
ACADEMIC Retell to your partner what you have learned so far. (The children like to
LANGUAGE
play at school.)
author, reread, retell
Pages 4–5 Let’s read the labels: Rosa, jump rope. Point to Rosa. Point
to the jump rope. Pretend you are Rosa. Show me how to jump rope. Now
let’s read the sentence on page 5 together: “Rosa can share.” Point to the
picture that shows what Rosa can share. Now tell me what Rosa can
share: Rosa can share a jump rope.
Pages 6–7 Let’s read what Raj likes to do: “Raj likes to play ball.” Look at
the picture on page 6. What does Raj do with the ball? Show me. Now look
at the picture on page 7. What can Raj do? Tell your partner.
Pages 8–9 Look at the picture on page 8. What does Ann like to do?
Show me. Now say it with me: Ann likes to hop. Look at the picture on
page 9. What can Ann do? Tell your partner.
Pages 10–11 Point to Sam. Does Sam like to play tag? What does Sam
like to do? Let’s find the sentence that tells us. (Sam likes to slide!)
T72 UNIT 1 WEEK 1

WEEK 1
After Reading
Literature
Respond to Reading
Circles
Revisit the Essential Question. Ask children to work with partners to
Lead children in conducting
fill in the graphic organizer and answer the questions on page 12. Pair
a literature circle using the
children with peers of varying language abilities. Thinkmark questions to guide
Retell to discuss what children have
Model retelling using the Retelling Card prompts. Then guide learned about helping out at
children to retell the story to a partner. Say: Look at the pictures. Use school from both selections in
the Leveled Reader.
details you see to help you retell the story. Help children make personal
connections by asking: What do you like to play at school? What do you
share?
Phrasing Fluency: Pausing for Sentence Punctuation

Read the pages in the book, one at a time. Help children echo read Level
Up
Realistic
the pages with proper phrasing. Remind them to pause at the end of
Fiction
each sentence. by Rachel Tandy

Apply Have children practice reading with a partner. Pair children Realistic
Fiction
with peers of varying language abilities. Provide feedback.

by Rachel Tandy
PAIRED
IRED
IRE
RED
RE
ED
Realis
ealisti
listic
Fiction
tic
ic
c D TheLook
READ
AD at Signs
Mighty
Sign
g y Hunter
PA I R E D R E A D … il
by Rach
Ra hel Tandy
illustrated
d b
by
y Betsy Day
PAIRED
Mighty
g y Hunter
“Look at Signs” IF children can read We Like to Share

13: Jonathan Kirn/Getty Images
Genre Nonfiction
ELL Level with fluency and correctly
Make Connections Compare Texts
Read about signs at school.
13
PAI
PAIRE
P
R
AI D
REA
EAD TheLook
g at
Might Signs
y Hunte
r answer the Respond to Reading
Before reading, tell children that this questions,
Leveled Reader
text is informational text. Then discuss THEN tell children that they will read a
the Compare Texts direction. more detailed version of the story.
After reading, ask children to make connections between what • Use pages 2–3 of We Like to Share
they read in “Look at Signs” and We Like to Share. Prompt children by On Level to model using Teaching
providing sentence frames: Both selections tell about . We use Poster 26 to list key details.
signs to . We share when . • Have children read the story, checking
their comprehension by using the
graphic organizer.

F
C
Children can extend their knowledge of how rules help us


Vocabulary
P R E T E AC H O R A L V O C A B U L A R Y
OBJECTIVES
I Do
Display images from the Visual Vocabulary Cards one at a time and
Produce complete follow the routine to preteach the oral vocabulary words learn and subjects.
sentences when
appropriate to task
We Do
Display the image again and explain how it illustrates or demonstrates the
and situation. SL.1.6 word. Model using the sentences to describe the image.
You Do
Display the word again and have children create sentences using each
LANGUAGE word.
OBJECTIVE
Preteach oral Beginning Intermediate Advanced
vocabulary words Display the cards. Say each Provide sentence starters Have children create their
word and have children for children to complete. own oral sentences for the
point to the card and words.
repeat the word.
P R E T E AC H E L L V O C A B U L A R Y
OBJECTIVES
I Do
Display images from the Visual Vocabulary Cards one at a time and follow
Produce complete the routine to preteach the ELL Vocabulary words cooperation and favorite.
sentences when Say the word and have children repeat it. Define the word in English.
appropriate to task
and situation. SL.1.6 Display the image again and explain how it illustrates or demonstrates the
We Do
word. Model using the sentences to describe the image.
LANGUAGE Display the word again and have children say the word and then spell
OBJECTIVE You Do
it. Provide opportunities for children to use the words in speaking and
Preteach ELL
vocabulary words
writing. Provide sentence starters.
Have children echo spell Say the words and have Have children say and
and say the words. Use the children repeat. Provide spell the words and
word in a simple sentence sentence starters for use them in their own
for them to repeat. children to complete. sentences.
T74 UNIT 1 WEEK 1

WEEK 1
REVIEW WORDS
OBJECTIVES
I Do
Display the High-Frequency Word Cards for does, not, school, and what.
Recognize and read Use the Read/Spell/Write routine to teach each word. Have children write
grade-appropriate the words on their Response Boards.
irregularly spelled
words. RF.1.3g Write sentence frames on separate lines. Track the print as children read
We Do
and complete the sentences: (1) Does a cat ? (2) I am not . (3) In
LANGUAGE school, I like . (4) What do you ?
OBJECTIVE
You Do
Display the High-Frequency Word Cards for the Start Smart words. Display
Use high-frequency
words does, not,
one card at a time as children chorally read the word. Mix and repeat. Note
school, what words that children need to review.
Say sentences for each Have partners take turns Have partners write
word. Have children point using the words in oral sentences for each word.
to and say the word. sentences.
R E T E AC H W O R D S
OBJECTIVES
I Do
Display the Visual Vocabulary Card and say the word aloud. Define the
Recognize and read word in English and, if appropriate, in Spanish. Identify any cognates.
grade-appropriate
irregularly spelled
We Do
Point to the image again and explain how it illustrates or demonstrates
words. RF.1.3g the word. Ask children to repeat the word. Engage children in structured
partner-talk about the image as prompted on the back of the card. Ask
LANGUAGE children to chorally say the word three times.
OBJECTIVE
YouDo
Display each visual in random order, hiding the word. Have children
Use high-frequency
words does, not,
identify the word and define it in their own words.
school, what Beginning Intermediate Advanced
Say a word. Have children Have children complete Have children say a
find its picture and repeat sentence frames for the sentence but leave out the
the word. word. word. Ask partners to tell
what word completes the
sentence.
VOCABULARY/HIGH-FREQUENCY WORDS T75


Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES
I Do
Explain that writers can write a story about one main event. Write and
With guidance and read these sentences: Dad naps. The cat naps with Dad. Help children tell
support from adults, what event the sentences tell about.
focus on a topic,
and suggestions from We Do
Read aloud pages 16–19 of Jack Can. Ask children what Jack does. Explain
peers, and add details that the author tells different things about one event. Help children find
to strengthen writing sentences that tell what Jack does.
as needed. W.1.5
You Do
Have children say two sentences about one thing they can or can not do.
Remind them to tell about only one event.
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced
Focus on a single Have children take Have children complete Have children look at
event turns showing you one sentence starters about pictures. Ask them to
thing they can do. Say a one thing they see write sentences that tell
sentence telling what they happening in the story's about one thing that is
can do for them to repeat. pictures. happening in each picture.
WORDS WITH SHORT a
OBJECTIVES
I Do
Read aloud the first Spelling Word on page T14. Segment the word into
Use conventional sounds and attach a spelling to each sound. Point out the short /a/. Read
spelling for words aloud, segment, and spell the remaining words and have children repeat.
with common
spelling patterns Read aloud the first sentence from the Dictation routine on page T14. Then
and for frequently We Do
read the short a word slowly and ask children to repeat. Have them write
occurring irregular
words. L.1.2d the word. Repeat the process for the remaining sentences.
You Do
Display the words. Have children work with partners to check their spelling
lists. Have children correct misspelled words on their lists.
Help children say the After children have Challenge children to
words and copy them with corrected their words, think of other words that
the correct spelling. have pairs quiz each other. have the short a sound.
T76 UNIT 1 WEEK 1

WEEK 1
Grammar
SENTENCES
OBJECTIVES
I Do
Review that a sentence is a group of words that tells a complete thought.
Produce and expand Remind children that a sentence starts with a capital letter. Write the
complete simple following sentence on the board: The cat sees a rat. Read the sentence.
and compound
declarative,
Circle the capital letter. Circle the period. Say: This sentence tells a complete
interrogative, thought. It tells what the cat sees. The sentence starts with a capital letter. It
imperative, and ends with a punctuation mark.
exclamatory
We Do
Write sentences and phrases, such as those provided below, on the board.
to prompts. L.1.1j Have children read each aloud and then say: This is/is not a sentence.
The man sees a cap.
LANGUAGE
OBJECTIVE can play
Recognize that a
sentence expresses a Sam ran.
complete thought
The cat is big.
Grades K-6
You Do
Write the following sentence frames on the board:
We like to . ran to school.
Language
Transfers
Handbook Pair children and have them complete each sentence frame. Circulate,
listen in, and take note of each child’s language use and proficiency.
ELL Language Help children use Ask children to describe a Have children write as
Transfers complete sentences to picture from a story they many complete sentences
tell about a picture from have read using complete as they can to tell what
TRANSFER SKILLS a story they have read. sentences. is happening in pictures
Cantonese, Haitian Model a response: In the from a story they have
Creole, Hmong, picture . read.
Korean, Vietnamese,
and Khmer speakers
may omit -s in third-
person singular
present tense verbs
when creating
sentences. (The cat
see the mat.) Point it
out and emphasize
the -s when giving
examples.
WRITING/SPELLING/GRAMMAR T77
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS
COMPREHENSION: PHONEMIC AWARENESS: PHONICS/STRUCTURAL

Key Details RL.1.1 Identify Rhyme RF.1.2c ANALYSIS/HIGH-
Phoneme Isolation RF.1.2c FREQUENCY WORDS:
Short a RF.1.3b
Phoneme Blending RF.1.2b
Inflectional Ending –s RF.1.3f
Phoneme Segmentation RF.1.2d
does, not, school, what RF.1.3g
Grade 1
Weekly
Assessment
Assessing the Common Core

State Standards
PD
Grades 1-6
Conduct group fluency assessments.
Assess fluency for one group of children per week using the
Fluency Letter Naming, Phoneme Segmentation, and Sight Word
Assessment
Fluency assessments in Reading Wonders Fluency Assessment.
State Standards
Go Digital! http://connected.mcgraw-hill.com
T77A UNIT 1
WEEK 1
Using Assessment Results
TESTED SKILLS
T If … Then …
COMPREHENSION Children answer 0–3 . . . assign Lessons 10–12 on Key Details

multiple-choice items (Fiction) from the Tier 2 Comprehension
correctly . . . Intervention online PDFs.
PHONEMIC Children answer 0–1 . . . assign Lessons 6–8 on Identify Rhyme,

AWARENESS multiple-choice items Lessons 16–17 on Phoneme Isolation:
correctly . . . Beginning Sounds, Lessons 62–66 on Phoneme
Blending, and Lessons 67–71 on Phoneme
Segmenting from the Tier 2 Phonemic
Awareness Intervention online PDFs.
PHONICS/ Children answer 0–5 . . . assign Lesson 45 on Short a and Lesson 65

STRUCTURAL multiple-choice items on Inflectional Ending -s (third person
ANALYSIS/HFW correctly . . . singular) from the Tier 2 Phonics/Word Study
Intervention online PDFs.
TIER TIER
2 3 RESPONSE TO INTERVENTION
Use children’s assessment results to assist you in identifying children
who will benefit from focused intervention.
Use the appropriate sections of the Placement and Diagnostic
Assessment to designate children requiring a Tier 2 and Tier 3 level
of intervention.
PROGRESS MONITORING T77B

WEEKLY OVERVIEW
TEACH AND MODEL

Literature Big Book
Close Reading
Shared Reading Six Kids, 34–43
Genre Fantasy
down, out, up, very
Phonics .......................................................... Short i /i/, T94–T95

Go Grammar ...................................................... Word Order, T114–T115
Digital
T78 UNIT 1 WEEK 2

WHERE I LIVE
Essential Question
What is it like where you live?
WEEK 2
Complex Text
PAIRED
READ
Go, Pip!, 26–39 “I Live Here,” 42–47
Genre Fantasy Genre Nonfiction
Differentiated Text

Raising Dragons A Splendid
Genre Friend, Indeed
Fiction Genre
Fiction
Classroom Library
WEEKLY OVERVIEW T79

TEACH AND MANAGE
How You Teach

Where I Live Comprehension Go, Pip!
Alicia’s Happy Day “I Live Here”
Close Reading
Six Kids
Minilessons
Key Details, Fantasy, Short i /i/,
Big Book
16–27
Go Interactive
Int
ntera
eract
ctttive
ive
ve Int
ttera
eract
ctive
Interactiveve Mob
M obile
le
Mobile
Digital White
W
Wh
Whiteboard
tebo
board
oard
o ard
rd W
Whhite
h ite
tebo
board
Whiteboardard
rd

PDF Online 11–20 Leveled Readers
Go
Go On
Onl
O nl
L
Le
e
ev
vel Activities
Leveled Mobile
Digitall

WEEK 2
Leveled Readers Venn Diagram, T122–T123
Text Connections
Where I Live, T124
Write About Reading
Weekly Assessment
11–20
Mobile
M
Mob
obile

2
( More
2 Activities
on back
2
2
TEACH AND MANAGE T81

READING
READING
Build Background Where I Live, T86–T87 Oral Language Where I Live, T98
Oral Vocabulary Words city, country T86 Oral Vocabulary Words bored, feast, scurried, T98
Teach, Listening Comprehension Listening Comprehension Strategy: Visualize, T99
Big Book Alicia’s Happy Day, T88
Model, Strategy: Visualize, T89
Interactive Read-Aloud Cards “The City Mouse
and the Country Mouse,” T99
and Word Work T90–T93 Word Work T100–T103
Whole Group
Fluency: Sound-Spellings
Apply Phonological Awareness: Alliteration
Phonemic Awareness: Phoneme Categorization
Phonics/Spelling: Introduce Short i Phonics/Spelling: Review Short i
High-Frequency Words: down, out, up, very Structural Analysis: Double Final Consonants
Shared Reading Six Kids, T94–T95 High-Frequency Words: down, out, up, very
Practice Your Turn, p. 11 Shared Reading Six Kids, T104–T105
Comprehension
• Genre: Fantasy, T104

Leveled Reader What Can We See?, T130–T131 Leveled Reader What Can We See?, T130–T131
TIER
Phonemic Awareness
areness Recognize Initial Sound Phonemic Awareness Phoneme Blending, ding, T1
T132
2 2
TIER
2 2
Alliteration, T132
Approaching
TIER
Phonics Blend Words with Short i, T134

4 2
TIER
Phonics Connect ect i to /i/, T134

4 2 High-Frequency Words Reteach,
each, T137
T 7
Level High-Frequency Words Review, view T137
T1 Comprehension Details, T1388 2
TIER
Leveled Reader A Trip to the City, T140–T141 Leveled Reader A Trip to the City, T140–T141
On Level Phonics Build Words with Short i, T142 High-Frequency Words Review Words, T142
Small Group
Beyond Leveled Reader Harvest Time, T144–T145 Leveled Reader Harvest Time, T144–T145
Oral Vocabulary Antonyms, T146 Oral Vocabulary Antonyms, T146
Level
Shared Read Six Kids, T148–T149 Leveled Reader A Trip to the City, T150–T151
Phonemic Awareness Recognize Initial Sound Phonemic Awareness Phoneme Blending, T132
English Alliteration, T132
Phonics Connect i to /i/, T134
Phonics Blend Words with Short i, T134
Vocabulary Preteach ELL Vocabulary, T152
Language Vocabulary Preteach Oral Vocabulary, T152
Learners
LANGUAGE ARTS
Whole Group
Writing Descriptive Sentences About a Place, T96 Descriptive Sentences About a Place, T106
Grammar Grammar
Grammar • Word Order, T97 • Word Order, T107
Mechanics: Sentence Punctuation (periods), T97 Mechanics: Sentence Punctuation (periods), T107
T82 UNIT 1 WEEK 2

WEEK 2
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Oral Language Where I Live, T108 Oral Language Where I Live, T116 Integrate Ideas
Review Oral Vocabulary city, country, bored, feast, Comprehension Text Features: Bold Print, T116 • Text Connections, T124
scurried, T108 • Write About Reading, T125
Close Reading “I Live Here,” T117–T117B
Big Book Alicia’s Happy Day, T109 Fluency: Sound-Spellings
• Strategy: Visualize, T109 Phonemic Awareness: Phoneme Blending/
Phonemic Awareness: Alliteration Segmentation
• Retelling, T109 Phonics/Spelling: Build Words with Short i
• Fluency: Intonation, T109 Phonics/Spelling: Blend and Build Words with
Structural Analysis: Double Final Consonants Short i
Word Work T110–T113 High-Frequency Words: down, out, up, very Structural Analysis: Double Final Consonants
Fluency: Sound-Spellings Integrate Ideas Research and Inquiry, T122–T123 High-Frequency Words: down, out, up, very
Phonemic Awareness: Phoneme Blending
Phonics/Spelling: Blend Words with Short i Practice Your Turn, pp. 18–19 Practice Your Turn, p. 20
Structural Analysis: Double Final Consonants
High-Frequency Words: down, out, up, very
Close Reading Go, Pip! T113A–T113J
Literature
Anthology
Leveled Reader What Can We See?, T130–T131 Leveled Reader Paired Read: “My Home,” T131 Leveled Reader Literature Circles, T131
Phonemic Awareness Generate Initial Sound Phonemic Awareness Phoneme Categorization, Phonics Build Fluency with Phonics, T135
Alliteration, T133 T133 High-Frequency Words Cumulative Review, T137
Phonics Build Words with Short i , T135 Phonics Blend Words with Short i, T135 Comprehension Self-Selected Reading, T139
Structural Analysis Review Double Final Structural Analysis Reteach Double Final
Consonants, T136 Consonants, T136
TIER
Comprehension Review Key Details, T139 Comprehension Read for Fluency, T138 8 2
Leveled Reader A Trip to the City, T140–T141 Leveled Reader Paired Read: “Where I Live,” T141 Leveled Reader Literature Circles, T141
Leveled Reader Harvest Time, T144–T145 Leveled Reader Paired Read: “Where I Live,” T145 Leveled Reader Literature Circles, T145
Leveled Reader A Trip to the City, T150–T151 Leveled Reader Paired Read: “Where I Live,” T151 Leveled Reader Literature Circles, T151
Phonemic Awareness Generate Initial Sound Phonemic Awareness Phoneme Categorization, Phonics Blend Words with Short i, T135
Alliteration, T133 T133 Spelling Words with Short i, T154
Phonics Build Words with Short i, T135 Structural Analysis Reteach Double Final
Structural Analysis Review Double Final Consonants, T136
Consonants, T136 High-Frequency Words Reteach Words, T153
High-Frequency Words Review Words, T153 Grammar Word Order, T155
Writing Writing Trait: Ideas, T154
LANGUAGE ARTS
Independent Writing Writing Trait: Ideas, T114 Independent Writing Writing Trait: Ideas, T120 Independent Writing
Descriptive Sentences About a Place: Prewrite/Draft, Descriptive Sentences About a Place: Revise/ Descriptive Sentences About a Place: Publish and
T114–T115 Proofread/Edit, T120–T121 Present, T128
• Word Order, T115 • Word Order, T121 • Word Order, T129
Mechanics: Sentence Punctuation (periods), T115 Mechanics: Sentence Punctuation (periods), T121 Mechanics: Sentence Punctuation (periods), T129

A C T
IF the text complexity of a particular selection is
too difficult for children,

instruction.

Organization One Day, T109
Lack of Prior Knowledge Cultural Words,
T109
Literature Big Book
Alicia’s
Ali i ’ HHappy D
Day

SCAFFOLD
Six Kids, T148–T149 A Trip to the City, T150–T151
scaffold instruction using the small “Where I Live,” T151
THEN
group suggestions.
WEEK 2
THEN then use the Quick Checks to assess
focus.
more complex text.
Quick Check
Phonics Words with Short i, T93, T103, T113, T119,
T127 Beyond
High-Frequency Words T93, T103, T113, T119, T127 T141

ing
Approach ELL
T131 T151

Phonemic Awareness Phonics, Words to Know Writing Spelling Grammar
Recognize Initial Sound Alliteration, Words with down, out, up, very, Ideas, T154 Words with Word Order,
T132 Short i, T153 Short i, T154 T155
Phoneme Blending, T132 T134–T135
Generate Initial Sound Alliteration, T133 Structural
Phoneme Categorization, T133 Analysis, T136

DAY 1 behavior
behavior Ii
city country
i
Teaching Poster
Reading/Writing
Workshop
behavior
behavior
down insect
VOLUME 1
a b c Sound-
Literature Big Book High-Frequency Words Spelling
Reading/Writing
Alicia’s Happy Day Cards Cards

Workshop Big Book Think Aloud Word-Building
UNIT 1 down out up very Clouds Cards

5
Mins
Build Background
ESSENTIAL QUESTION
Go
What is it like where you live? Digital
Tell children that this week they will be talking and reading about the
different places where people live. Weekly Concept Where I Live
Essential Question
What is it like where
you live?
Go Digital!
G

Workshop Big Book
OBJECTIVES words that they can use as they Where I Live
Follow agreed-upon discuss what it is like where they live.
rules for discussions Use the Define/Example/Ask routine
(e.g., listening to to introduce the oral vocabulary
others with care,
speaking one at a
words city and country.
time about the topics
Video
and texts under
discussion). SL.1.1a Oral Vocabulary Routine Visual Vocabulary Cards
school
Define: A city is a large town with tall buildings and many people.
knowledge Example: Mr. Lee takes a bus across the city to his job in a tall office building.
• Discuss the Essential Ask: Does a city have many streets and buildings, or just a few streets and
Question buildings? VIsual Glossary
Define: The country is the land outside a town or city, where there are farms
ACADEMIC and not many buildings or people.
LANGUAGE Example: On our drive through the country, we passed by fields of corn and
town, building saw lots of cows.
Ask: What do you see when you are in the country?
Graphic
Organizer
Discuss the theme of “Where I Live” and explain that people live in many
different kinds of places. Have children talk about where they live. Do
you live in a city or in the country? What is it like?
T86 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Weekly Concept Where I Live

Essential Question
ENGLISH LANGUAGE
you live? LEARNERS SCAFFOLD
Go Digital!
G
Beginning
Use Visuals Point to the girl.
The girl is in a tall building. She is
looking at the city. Are there many
buildings here? Are the buildings
very tall?
Intermediate
Talk About It
What does the boy see Describe Ask children to describe
Sven Hagolani/Getty Images
outside his window? the city. What do you see? What is

28 29 the girl doing?
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Advanced
Discuss Have children
elaborate on what they see in
the photograph. What is the girl
Talk About It: Where I Live looking at? What do you think
Guide children to discuss what it might be like to live in the city in happens in all those buildings?
COLLABORATE the photo.
Clarify children’s responses as
needed by providing vocabulary.
Is this child in the city or in the country? How do you know?
What might this girl see if she lived in
the country? City Country
Life Life
Use Teaching Poster 42 and prompt
children to complete the chart.
Teaching Poster
Take Turns Talking As children engage in partner, small-group,

WHOLE GROUP
DAY 1
10
Mins
Connect to Concept: Where I Live Go
Tell children that they will now read a story that takes place in a busy
Digital
city neighborhood. In the story, a girl has lots of fun while she and her
mother walk through the neighborhood. Ask: What fun things do you
think the girl will do?
Literature Big Book
Concepts of Print
OBJECTIVES
Book Handling Remind children that the title, the author’s name, and Alicia’s Happy
Demonstrate Day
understanding of the illustrator’s name are found on the front cover. Have children point
the organization to them as you read them aloud. Open the book and explain that as we
and basic features of read, we read each word on the page from the left to the right, and after
print. RF.1.1
the last word, we turn to the next page. See prompts in the Big Book for
• Develop concept
modeling concepts of print.
understanding Visualize
• Visualize a text Set a Purpose for Reading
read aloud Display the Big Book, Alicia’s Happy Day.
Read aloud the title and the names of the author and the illustrators.
ACADEMIC Ask children to listen to the Big Book to find out what the girl and her
LANGUAGE
mother see and do on their walk.
title, author, illustrator
T88 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Strategy: Visualize
ENGLISH LANGUAGE
1 Explain Tell children that as they read the Big Book they can LEARNERS SCAFFOLD
visualize, or create pictures in their minds. This can help them
better understand the text. Beginning
Engage Display page 9. Look at
Think Aloud Visualizing what is happening in the story can help the words and the illustration. Now
you to better understand the text. When you visualize, you read close your eyes and make a picture
the author’s words and look at the illustrations. Then you close in your mind. In your mind, do you
your eyes and create a picture in your mind of the story. Picture see a city street? Do you see cars and
buildings and people?
the characters, what they are doing, and where they are. Picture
what they hear and see. Today, as we read Alicia’s Happy Day, Intermediate
picture Alicia and her neighborhood in your mind. Describe Display page 9 of the
story. Visualizing can help you
2 Model As you read, use the Think Aloud Cloud to model applying
understand the story. Use the words
the strategy. and illustration to make a picture in
Think Aloud Remember that visualizing as you read can help you your mind. Describe what you see in
your mind.
understand the events in the story. When I saw the girl on the park
bench and read the words “And pigeons bow shiny necks to you,” Advanced
I was able to picture in my mind pigeons sitting on the back of the Describe Display page 9 of
bench, bowing their heads and greeting Alicia. As I read the story, I the story. Let’s visualize what is
will try to form a picture in my mind of the other places Alicia goes. happening. What do you picture
in your mind when you look at the
3 Guided Practice As you continue to read the Big Book, pause to illustration and read the words,
ask if children are able to visualize what is happening in the book. “Taxicabs all stop for you”?
Remind children that looking at the illustrations can help them
understand the text. Say: We read that Alice and her mother go on
a fun walk through a city neighborhood. What else does Alicia see on
her walk? What other details can you add to the scenes you visualize?
Monitor and
After reading, prompt children to share which part of Alicia’s day
looked like the most fun. Discuss what they visualized as they Quick Check
Q
listened to the story. Prompt children to describe what it is like where
Alicia lives. Can children apply the strategy
visualize?


WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards: a,

b, c, ck, d, f, g, h, i, j, k, l, m, n, p, qu,
r, s, t, v, w, x, y, z. Have children say
each sound.
5
Mins
OBJECTIVES Alliteration Go
initial, medial vowel, 1 Model Read the rhyme. Point out the words that begin with the
Digital
and final sounds same sound. Say: I will say a rhyme. Listen to hear words that begin
(phonemes) in spoken with the same sound. Both jiggity and jig begin with the same sound,
/j/. Listen: /j/ /j/ jiggity, /j/ /j/ jig.
RF.1.2c
Decode regularly To market, to market to buy a fat pig;
home again, home again, jiggity jig. Phonological
words. RF.1.3b
Awareness
To market, to market to buy a fat hog:
Recognize and home again, home again, jiggity jog.
generate initial sound
alliteration. Model changing the beginning sound /j/ to /p/. I can change the
beginning sound /j/ to /p/. Listen: piggity pig. Insect
2 Guided Practice/Practice Have children identify other examples of Phonics

initial sound alliteration. Let’s say the rhyme together. Repeat after me.
What other words start with the same sounds? (jiggity jog)
Then have children generate alliteration. Model changing /j/ to /h/.
Both jiggity and jog start with /j/. Let’s change the /j/ sound to /h/. What
words can we make? (higgity hog). Handwriting
Ii
10
Mins Phonics i
insect
Introduce Short i Sound-Spelling

d S lli Card
1 Model Display the Insect Sound-Spelling Card. Teach /i/ spelled

i using in and big. Model writing the letter i. Use the handwriting
SKILLS TRACE models provided. This is the Insect Sound-Spelling Card. The sound
SHORT i is /i/. The /i/ sound is spelled with the letter i. Say it with me: /iii/.
This sound is at the beginning of the word insect. Listen: /iiinsekt/,
Day 1 insect. I’ll say /i/ as I write the letter.
Review Unit 1 Week 2
Days 2, 3, 4, 5
letter i to the sound /i/ by writing it. Say /i/ as I write the letter i. Then
write the letter i five times as you say the /i/ sound.
T90 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Blend Words with Short i

ENGLISH LANGUAGE
1 Model Display Word-Building Cards f, i, t. Model how to blend LEARNERS
the sounds. Say: This is the letter f. It stands for /f/. This is the letter i. It
Phonemic Awareness: Minimal
stands for /i/. This is the letter t. It stands for /t/. Listen as I blend these
sounds together: /fffiiit/. Say it with me. Say /i/ and note your mouth
Continue by modeling the words bit, wig, and pin. position. Have children repeat.
Use Sound-Spelling Cards. Repeat
2 Guided Practice/Practice Display the Day 1 Phonics Practice for /a/. Have children say both
Activity. Read each word in the first row, blending the sounds; for sounds, noticing the differences.
Continue with big/bag, pick/pack,
example: /iiit/. The word is it. Have children blend each word with him/ham.
you. Prompt children to read the connected text, sounding out the
Phonics: Variations in Language
decodable words. In some languages, including
Spanish, Cantonese, and
Vietnamese, there is no direct
it sit six big dig dip transfer for /i/. Emphasize /i/, and
show correct mouth position.
is his in win lip hit Practice with Approaching Level
phonics lessons.
sick pick pin pan did dad
at man cat fan bag back
He has six big pigs.

I will fix the van.
Is Jill quick? Also online

Corrective
Corrective F
Feedback
eedback The letter i can make the short i sound
you hear in pin.
Sound Error Model the sound that children missed, then have Read the word. Listen for the short i sound. Circle
the picture that the word names.
say: Sound? /i/ What’s the sound? Return to the beginning of the 1. fin
2. lid
3. hill
Daily Handwriting
4. pig
Throughout the week teach uppercase and lowercase
letters Ii using the Handwriting models.

p. 11 p. 11 p. 11
WORD WORK T91

WHOLE GROUP
Quick Review
Word Work and Write to review last week’s

school, what.
5
Mins
Spelling
OBJECTIVES Words with Short i Go
Recognize and read
grade-appropriate Dictation Use the Spelling Dictation routine to help children
Digital
Use conventional
occurring irregular
words. L.1.2d names. Have children check their words.
they together
pin She used a pin to stick a feather on her hat.

how eat
win I want to win the race.

hit He hit the ball with the bat. High-
Frequency
sit Will you sit next to me? Word Routine
miss I miss my grandmother.
kiss Her mother gave her a kiss.
nap Is it time for a nap?
can I can run fast.
out We will go out for recess.
up The bird flew up in the tree.
Differentiated Spelling Lists for modified word lists.
ENGLISH LANGUAGE
LEARNERS
Pantomime Review
the meanings of
or gestures when
word.
T92 UNIT 1 WEEK 2

DAY 1 • WEEK 2
5
Mins
down, out, up, very
1 Model Display the High-Frequency Word Cards down, out, up,
and very. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word down. This is the word down.
Say it with me: down. I put the book down.
Spell The word down is spelled d-o-w-n. Spell it with me.
d-o-w-n.
Follow the same steps to introduce out, up, and very.
As children spell each word with you, point out the /ou/ sound
spelled ow in the word down and ou in the word out.
COLLABORATE
down out
up very
Monitor and
High-Frequency Word Cards Differentiate
2 Guided Practice Have children read the sentences. Prompt them

to identify the high-frequency words in connected text and to
Quick Check
Q
blend the decodable words. Can children read and decode
1. I sat down. words with short i?
2. We can go out to play. Can children recognize and read
3. Look up!
4. I am very sad.

WORD WORK T93

WHOLE GROUP
DAY 1
Shared Read
10
Mins
Read Six Kids
Tell children that you will now read a selection called Six Kids.
Digital
As we read, look for the words down, out, up, and very. Look for words in
which the letter i stands for the /i/ sound. Genre Fantasy
Essential Question
What is it like where you
live?
Read about what an animal
family does where they live.
Go Digital!
Reading/Writing
Story Words Display the words blue and that. Spell the words and
Workshop Big Book model reading them. Tell children that they will be reading the words in
Jason Chapman
34 35
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6:15 PM 35 12/27/11 6:16 PM
Spread Redux.indd 1 2/10/12 11:56 AM
and Reading/Writing the selection. Six Kids

Workshop
Guide children in reading Six Kids. Point out the high-frequency words
OBJECTIVES and words in which i stands for /i/.
Decode regularly
Genre: Fantasy Tell children that Six Kids is a fantasy. Tell children that
words. RF.1.3b a fantasy story:
Recognize and read has made-up characters and settings.
grade-appropriate has events that could not happen in real life.
irregularly spelled
words. RF.1.3g
Understand
Connect to Concept
fantasy genre ESSENTIAL QUESTION
Read together the Essential Question on page 34 of the Reading/Writing
ACADEMIC COLLABORATE Workshop. Discuss where the kids live and what they do. Guide children
LANGUAGE to connect what they have read to the Essential Question. What is it like
characters, settings, where these kids live?
fantasy
T94 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Six Kids
Genre Fantasy
Essential Question
live?
Go Digital!
Jason Chapman
Jason Chapman
Jason Chapman
Six kids go out. Six kids go up a hill. Six kids dig, dig, dig. Six kids go down.
34 35 36 37 38 39
Six kids dip, dip, dip.

Jason Chapman
Jason Chapman
Six kids pick, pick, pick. Six kids are very blue. That will fix it. Six kids like it here!
40 41 42 43
Partner Reading
Remind children that as they reread Six Kids they can close their
eyes and picture the story events.
down, out, up, very.
Have children use pages 32–33 to review that the letter i can stand
for the sound /i/. Guide them to blend the sounds to read the
words.
Have children reread Six Kids with a partner. Guide them to apply
the skills and strategies. Ask children to name features of the
selection that tell them that the text is fantasy.
SHARED READ T95

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Shared Writing
With guidance and
1 Model Tell children that they will now reread Six Kids, paying
Digital
focus on a topic, attention to the details the author uses to describe the ideas in the
respond to questions story. Say: An author wants you to see a picture of the story in your
mind. To do this, the author uses descriptive details. These are words
to strengthen writing that tell you about where a story takes place. The author also gives
as needed. W.1.5 details about people or animals in the story—what they look like, what
Use end punctuation they do, and what thoughts they have. Graphic
Organizer
for sentences.
L.1.2b
2 Guided Practice/Practice Reread Six Kids. Point out examples of
descriptive details about the family of chickens and where they live.
Identify and use As you reread page 37, ask: What word helps you see where the kids are
correct word order going? (up)
Continue asking questions about the descriptive details in the Writing
ACADEMIC story. Have children describe the picture they see in their mind.
LANGUAGE
descriptive details,
period Descriptive Sentences I see a fish.
Focus and Plan Tell children that this week they will be writing
descriptive sentences about a place. Remind them that a sentence tells Grammar
a whole idea. A descriptive sentence tells about size, look, number,
shape, or color.
Brainstorm Display an illustration from Six Kids. Use the Word Web on
COLLABORATE Teaching Poster 40 to record descriptive words or phrases to describe
the place shown. Prompt children with questions, such as: What words
tell about the colors in this place? What words tell how this place might
sound? Record children’s ideas on the Word Web.
Write Tell children that you will work together to write descriptive
sentences about the place in the picture. Model writing sentences
based on the Word Web. Say: Let’s start by telling how the place looks.
Let’s write a descriptive sentence about the barn: The barn is red. Work
together to write descriptive sentences to tell how the place looks
and sounds.
T96 UNIT 1 WEEK 2

DAY 1 • WEEK 2
5
Mins
LEARNERS SCAFFOLD
Word Order Beginning
1 Model Tell children that a sentence must have words written Read the first Practice sentence.
in an order that makes sense. This makes the sentence tell a Say: Sentences in English have an
complete idea. order. They tell who did what. Ask: Is
the word order correct? (yes) Repeat
Write the following mixed-up sentence and read it aloud: Mad with the second sentence. Guide
I am. Say: The sentence doesn’t have correct word order. It doesn’t children to correct the sentence.
make sense. I will put the words in the correct order: I am mad. Children can respond with non-
verbal cues.
Display the following sentences:
The cat is big. Intermediate
Explain Read the first sentence.
The tan cat ran out.
Ask: Who did what? (Pat, ran, up
Read the sentences aloud and point out that a reader can the hill) The word order is correct.
understand them because the words are in the correct order. Repeat with the second sentence.
Allow children ample time to
2 Guided Practice/Practice Display the sentences below and read respond.
them aloud. Have children work together to read the sentences
Advanced
and determine if the word order makes sense. Help children
Expand Say and write sentences
correct the sentences that are not in an order that makes sense.
with and without correct word
Pat ran up the hill. (correct) order. Have children correct
the word order. Restate their
Tim down sat. (Tim sat down.) sentences.
COLLABORATE mixed-up sentences. Challenge them to arrange the words in an
order that makes sense.
Mechanics: Sentence
Punctuation
1 Model Remind children that a sentence always ends
with a punctuation mark. A sentence that tells us
something ends with a period.
Daily Wrap Up
sentence. encourage children to discuss using
I can pat the cat (I can pat the cat.)
What did you learn about where people
Sam ran down a hill (Sam ran down a hill.) live?
they learned. How might they use
those skills? Ask: How do the skills help
you read and write?
LANGUAGE ARTS T97

DAY 2 behavior
behavior Detail Detail Detail
a b c
Word-Building
Ii
bored feast
i
city scurried Teaching Poster
countryy
Reading/Writing
Workshop
What
teachers.
is it like
Children
In many
go to
ways,
They
But school
to go
school
schools
learn
to school
to learn
everywhe
how to
in another
. That
re are
countryl?
is true
alike.
all around
the world.
orld.
Interac
Int
Oral
Define:
Defi
tive Read
Vocabu
learn
unde
something
understand so you
to
lary
Aloud
insect
is different learn Examp
Example:
behavior
the world. write. from at scho We learn
Kids may in some They m school. many
ways learn things
and riding school t your did you
tie
in other learn
behavior
in a different shoes? how to
behavior
in the a bus parts
United are common way. rts of
VOLUME 1
and from States. common
But in ways
down
De
places, Something
behavior
common
Unit 1 in this picture in Peru take a sseen
in ma
many often
Week
Several live on is one boat Example:
Exam
E places. or is
1 to
S
Sound-
d
of the islands of those
ye ccolor. Brown is a
pin
islands places. ey
eye
have lake. The Ask: W
As
children to get The children ts in yourar
pet
pets
ets are some
take the common
to school. take a
n
neighborhoo
boat At the boat d?
back end of from
home
again. the day,
Inc.
the
Companies,
ENGLISH
ENGLI
ENG
ISH LANGU
TK
LANGUAG
Credits
LEARNERS
LEA
LEARN
ARNERS
NERS E
Copyright
Ask Q
Question:
Ques
to
o school? stion:
stio
How
Spelling
sch do you
the l? Is
children it the sa
e childre
chi same get
en in
to school,
scho
ool, or the pictureway
o is it pi
Reading/Writing
Howw is it different? go
diffe
i differ
di
different?
ifferent?
1
Intensive
Use the Vocabulary
H
Workshop Big Book Cards

High Frequency Word Cards Interactive Spelling Word
UNIT 1
down out up very Read-Aloud Cards Cards
Build the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
COLLABORATE about what it is like where they live. Remind them of the city the girl
up any confusion
about the topics was looking at and what the kids do on the farm where they live. Guide
and texts under children to discuss the Essential Question using information from what school
discussion. SL.1.1c
they read and discussed on Day 1.
• Develop oral
language Oral Vocabulary Words
Visual Glossary
• Discuss the Essential Review the oral vocabulary words city and country from Day 1. Use the
Question Define/Example/Ask routine to introduce the oral vocabulary words
bored, feast, and scurried. Prompt children to use the words as they
ACADEMIC discuss what it’s like where they live.
LANGUAGE
visualize, fictional, “The City Mouse
events Oral Vocabulary Routine and the Country
Mouse”
Define: When you feel bored, you feel like
you have nothing to do or that
nothing is interesting.
Example: If you bring a book on the bus, you
won’t feel bored on the long ride.
Ask: What do you do when you feel bored?
Define: A feast is a big, fancy meal with
many different foods. Visual Vocabulary Cards
Example: Some families have a feast at Thanksgiving.
Ask: What foods would you like to eat at a feast?
Define: If you scurried, you were moving very quickly.
Example: The squirrel scurried up the tree when it saw the dog.
Ask: When would you have scurried: when you were late for school, or early for lunch?
T98 UNIT 1 WEEK 2

DAY 2 • WEEK 2
ENGLISH LANGUAGE
LEARNERS
Read the Interactive Seek Clarification Some children
may be confused by unfamiliar
5
Mins
Read Aloud words. Encourage children to
always seek clarification when
they encounter a word or phrase
Strategy: Visualize that does not make sense to them.
For example, I don’t understand
Remind children that as they What
is it lik
e to go
to sc
hool
in an
Intera
ct ive
Read
Aloud
this. Can you show me?
Child other
ren go coun Or al
to sch tryl?
In ma ool to Vo ca
read, they can use the words and

ny wa learn bu la
tea ch
ys, sch . That ry
ers. Th ools is tru lea
every e all Define rn
ey lea where aroun :
w to ke. Ch someth means
ool is rea world unders ing so to
the wo dif fer d and ildren . tand you wil
for ch math. ny thin
illustrations to create pictures in

ng an to sch ildren Ask:
Ho gs
in the d riding ool in tie you w did you
Unite a bus a dif in oth r sho learn
d Sta are co feren er pa es? how
and fro tes. Bu t way. rts of to
mmon
m sch t in oth ways comm
child ool. La er pla to ge Define on
ren in ke Tit ces, ch t to sch :
Un it ica ca ildren ool commo Something
ru is take seen n hap that
ek 1
on isla to ny pla en or
their mind. Model the strategy

one isla the isla nds in those Examp ces. is
ren tak er to Th What
e the get to e child pets
in you
are som
boat schoo ren tak r neighb e commo
ba ck l. At e a boat orhood n
home the en
d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
using the Think Aloud Cloud.
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
When I read, I can visualize the key

How
1 erent? nt?
Intens
In
Use theive Vocabu
Us
in How por
introductive Rea to Use t
ce the d Aloud
details of the story. That helps me

the
underli Cards
ned wo to
rds.
better understand what I am reading.

I will pay attention to the words and “The City Mouse and the Country Mouse”
look at the illustrations of the mice.
Then I’ll close my eyes and use them to create a picture in my mind of
what is happening in the story.
Tell children that you will be reading a fictional story about two mice,
one who lives in the country and one who lives in the city. Display the
Interactive Read-Aloud Cards as you read “The City Mouse and the
Country Mouse.”
Pause to model using the strategy, explaining what you are
picturing in your mind. Prompt children to close their eyes now and
then and visualize the story events. Guide them to share what they
picture in their mind.
Make Connections
Guide children to discuss what they learned about what it is like
COLLABORATE where the mice in the story live. What is it like where the country mouse
lives? How is it different from where the city mouse lives?

WHOLE GROUP
Quick Review

b, c, ck, d, f, g, h, i, j, k, l, m, n, p,
the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Categorization Go
1 Model Show children how to categorize phonemes. Listen carefully
Digital
and final sounds as I say three words: man, sit, big. Two of these words have the same
(phonemes) in middle sound; one does not. That word does not belong in the group.
Which word does not belong? That’s right, sit and big have the /i/ sound
words. RF.1.2c
in the middle. The word man does not have the /i/ sound in the middle.
Decode regularly
Man does not belong.
Phonemic
words. RF.1.3b 2 Guided Practice/Practice Have children practice categorizing Awareness
words by focusing on their medial sounds. Do the first set together.
Categorize words by
phoneme I am going to say a group of words. Listen for the middle sound. Tell me
which word does not belong and why.
c a t
fit, sad, lip map, big, tan
cat, fan, will pal, sick, fit Phonics
5
Mins
Phonics I
fill
the jar.
fills filling
Structural
Review Short i Analysis
1 Model Display the Insect Sound-Spelling Card. Review the sound

/i/ spelled i using the words it and six.
letter and sound. Point to the Sound-Spelling Card. What is this letter?
What sound does it stand for? Handwriting
T100 UNIT 1 WEEK 2

DAY 2 • WEEK 2
Blend Words with Short i

ENGLISH LANGUAGE
1 Model Display Word-Building Cards p, i, g to form the word pig. LEARNERS
Model how to generate and blend the sounds to say the word. This
Build Vocabulary Review the
is the letter p. It stands for /p/. This is the letter i. It stands for /i/. This is
the letter g. It stands for /g/. Listen as I blend these sounds together: can be explained or demonstrated
/piiig/. Say it with me: pig. in a concrete way. For example,
ask children to point to their hip
Continue by modeling the words sit, him, did, and kids.
and something that is big. Model
2 Guided Practice/Practice Repeat the routine with children with the actions for fix and rip, saying “I
can fix the rip in my shirt.” and have
in, is, big, dig, dip, hip, fit, fix, sick, pick, rip, lip, kick, win. children repeat. Provide sentence
starters such as “I will ” for
children to complete. Correct
Build Words with Short i grammar and pronunciation as
needed.
1 Model Display the Word-Building Cards h, i, d. Blend: /h/ /i/ /d/,
/hiiid/, hid.
Replace d with p and repeat with hip.
Change h to l and repeat with lip.
2 Guided Practice/Practice Continue with tip, tin, win, pin, pit, fit,
fix. Guide children to build and blend each word.
5
Mins
Structural Analysis
Double Final Consonants
1 Model Write and read aloud miss and hiss. Underline the letters
-ss at the end of the words. The last sound is /s/, but it is spelled with
two s’s. Tell children that when a word ends with consonants that
are the same, we only say one sound for both letters. Repeat for
hill, jazz, and mitt, highlighting the final consonant sound and
spelling in each word.
2 Guided Practice/Apply Write the following words on the board:
will, bill, fill, Jill, kiss. Help children blend each word. Ask children to
underline the double final consonant ending in each word.
WORD WORK T101

WHOLE GROUP
Quick Review
DAY 2 High-Frequency Words: Read, Spell

high-frequency words: down, out,
up, very.
5
Mins
Spelling
OBJECTIVES Word Sort with -in, -it, -iss Go
Recognize and read
1 Model Display the Spelling Word Cards, one at a time. Have
Digital
grade-appropriate
irregularly spelled children read each word, listening for short i and the ending sound.
words. RF.1.3g
Use cards for fin, bit, and hiss to create a three-column chart. Say er ir or ur
Use conventional each word and pronounce the sounds: /f/ /i/ /n/; /b/ /i/ /t/; /h/ /i/ /s/. her
spelling for words
Say each word again, emphasizing the short i plus final consonant
with common girl curb her word
spelling patterns sound (-in, -it, -iss). Ask children to chorally spell each word.
Spelling Word
and for frequently Sort
occurring irregular 2 Guided Practice/Practice Have children place each Spelling Word
words. L.1.2d Card in the column with the words containing the same final sounds
and spellings (-in, -it, -iss). they together
• Spell words with
short i
When completed, have children chorally read the words in each how eat
• Recognize and read

column. Then call out a word. Have a child find the word card and
high-frequency point to it as the class chorally spells the word. High-
words Frequency
Word Routine

provide corrective feedback. For example, some children may
have used an a instead of an i for /i/.
Work with children to recognize the difference in vowel sounds
ENGLISH LANGUAGE and spelling in minimal contrast pairs, such as bit/bat, miss/mass,
LEARNERS and sit/sat.
Provide Clues Say each word. Have children repeat. Isolate the vowel sound and
helping children focus on how the mouth forms that sound. Then have children
generate more words write the word. Emphasize that when they hear the short i sound
with medial short i /i/, they use the letter i for these words.
patterns. Think of a
word that starts with f
and rhymes with win.
Write the word and
have children practice
reading it. Correct
needed.
T102 UNIT 1 WEEK 2

DAY 2 • WEEK 2

5
Mins
High-Frequency Words Complete each sentence. Use one of the words
in the box.
down out up very
down, out, up, very very

1. The bag is big.
Write it. Ask children to close their eyes, picture the word in their 2. Look up at my cat.
minds, and write it the way they see it. Display the high-frequency
3. I go out to play.
Point out the long e sound spelled y at the end of very. 4. Sam sits down .
2 Practice Add the high-frequency words down, out, up, and very to Write your own sentence using a word from
the box.
the cumulative word bank.
5. Responses will vary.
COLLABORATE the words.
Have children look at the words and compare their sounds and APPROACHING
p. 12
BEYOND
p. 12
ELL
p. 12
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Suggest that they write about what they see outside their
classroom window.
Write routine.
Monitor and
Differentiate
Quick Check
Q
words with short i?

WORD WORK T103

WHOLE GROUP
DAY 2 OS
E REA
Comprehension
CL
DIN
G
10
Mins
Reread Six Kids
Genre: Fantasy Go
1 Model Tell children they will now reread the fantasy story Six Kids.
Digital
Explain that as they read they will look for information in the text to
help them understand the selection. Genre Fantasy
Essential Question
live?
Review the characteristics of fantasy: Go Digital!
Reading/Writing
Workshop Big Book
has made-up characters and settings
Jason Chapman
34 35
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6:15 PM 35 12/27/11 6:16 PM
and Reading/Writing has events that could not happen in real life Six Kids
Workshop
usually has illustrations
Genre Fantasy
OBJECTIVES has a clear beginning, middle, and end Essential Question

live?
Go Digital!
Ask and answer

questions about Tell children that like most stories, fantasy stories have a clear
Jason Chapman
34 35
key details in a beginning, middle, and end. The beginning of the story includes 034-043_CR14_SI1_U1W2_MR_119763.indd 34
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2/10/12 11:56 AM
text. RL.1.1 Genre

details about who is in the story and where the story happens. The
middle of the story and the end of the story have details about what
Understand fantasy
happens.
Genre Fantasy
Essential Question
live?
genre Read about what an animal

Go Digital!
Display pages 36–37: Say: This is the beginning of the story. In the
illustration I see six chicks and their parents leave their house. They are
Jason Chapman
34 35
ACADEMIC 034-043_CR14_SI1_U1W2_MR_119763.indd 34
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2/10/12 11:56 AM
LANGUAGE walking up a hill, and all around them is green grass. I see cows, which Key Details
illustrations, fantasy, tells me they probably live on a farm. Now I know where the story takes
setting, sequence place and who the characters are. The chicks have boots on their feet. I
can tell this story is a fantasy, because chicks don’t wear boots in real life.
2 Guided Practice/Practice Display pages 38–39 of Six Kids. Remind
children that the middle of the story gives details about what
happens to the characters. Say: This is the middle of the story. The
words and illustrations will tell details about what the kids do together.
What are they doing on these pages? Could this happen in real life?
SKILLS TRACE What is something that could not happen in real life?
KEY DETAILS

4, 5; Unit 2 Weeks 1, 2, 3, 4, 5
Assess Unit 1 Weeks 1, 2,
3, 4, 5
T104 UNIT 1 WEEK 2

DAY 2 • WEEK 2

A. Reread “Pip and Tip”. Circle two pictures that
show key details from the story.
Comprehension Read
To g eth e r 1.
Key Details
The sequence is the order in which the
key details happen.
First six Then they Then the six
chicks walk ddig holes to cchicks pick 2.
Find Text Evidence up a hill pplant seeds bblueberries.
Find a key detail about what the six kids carrying in their
do first. farm tools. garden.
page 37
Six kids go up a hill. 3.

L ABOR ATE
CO L
Your Turn
Copyright
What happens next? Talk about B. Write a sentence that tells a key detail from
other key details in “Six Kids.” page 3.
Jason Chapman
44 45 Pip will dig.
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12/27/11 6:18 PM044-045_CR14_SI1_U1W2_COM_119763.indd 45 12/27/11 6:19 PM
p. 17 p. 17 p. 17
1 Model Tell children that when they read fantasy stories they can
use the text to find the key details. Have children look at pages
44–45 in their Reading/Writing Workshop. Read together the
definition of Key Details. Key details help you understand a story.
Think about the order of the key details. The sequence is the order in
which the key details happen.
2 Guided Practice/Practice Read the Find Text Evidence section
together and model finding a key detail in the selection Six Kids.
Point out the detail added to the graphic organizer using Teaching Monitor and
Poster 27. On page 37 we
can find a detail in the text
Differentiate
that shows what the kids do.
The text says that the kids Detail Detail Detail
Quick Check
Q
go up a hill. The illustration
shows them carrying farm Can children identify key details?
equipment. This is a key detail.
Can you find a key detail about
what the kids do with the farm Teaching Poster
equipment next? Small Group Instruction
COMPREHENSION T105
WHOLE GROUP
DAY 2
Language Arts
5
Mins
Interactive Writing
With guidance and
Review Tell children that writers include descriptive details to better
Digital
focus on a topic, describe the writer’s ideas, which include the people, places, and things
respond to questions in a story. Descriptive sentences help readers picture the story in their
minds.
as needed. W.1.5
Descriptive Sentences Graphic
Use end punctuation
Discuss Ask children to name familiar places in the community that Organizer
for sentences.
L.1.2b they could describe, such as a park, river, or library. Record their ideas.
As a group, select a place to write about. Brainstorm with children
Identify and use
words and phrases to describe the location. Record details on the Word
correct word order.
Web on Teaching Poster 40.
Model/Apply Grammar Tell children that they will be working Writing
ACADEMIC
LANGUAGE together to write descriptive sentences to tell more about the place in
word order, period, the community. Remind them that every descriptive sentence begins
capital letter
with a capital letter and ends with a period. The words in each sentence I see a fish.
must be in the correct order so readers can understand the sentence’s
meaning.
Grammar
The park is .
Model how to choose different descriptive words (big, fun, green)
to complete this sentence. Model using proper capitalization and
punctuation. Point out the correct word order.
Write Collaborate with children to write descriptive sentences about
the place you chose together. Guide them to use the Word Web to
get details. Remind children to listen for the sounds in each word. As
children create sentences, share the pen.
Apply Writing Trait Review with children the descriptive sentences
you wrote together on Day 1. Remind them that each sentence helps
readers form a picture in their mind. Work together with children to add
more descriptive details to the sentences they just wrote.
T106 UNIT 1 WEEK 2

DAY 2 • WEEK 2
5
Mins
LEARNERS
Word Order Explain Write and read aloud a
sentence: The school is big. Ask:
1 Review Remind children that the words in a sentence are in an Are the words in the sentence in
order that makes sense. the correct order? (yes) How do you
know? (The sentence names the
Write the following sentences: place first, then what it is like.)
Cat the naps. (The cat naps.) Pantomime Write and read aloud
sentences with an action verb. If
The rips map. (The map rips.) the word order is correct, children
Read the sentences aloud. Guide children to correct the word act out the sentence. If not, they
order for each sentence. correct the word order and then
act it out. Example sentences
2 Guided Practice Write the sample sentences. Read each include: Sam pats the cat. The dig
pigs. Tim the can kicks.
sentence. Have children work in pairs to decide if the sentence
has the correct word order. If it does not, have pairs state the
correct order.
The kids nap at school. (correct)
The school big is. (The school is big.)
Sits Pam down. (Pam sits down.)
Dan packs sack a. (Dan packs a sack.)
3 Practice Have children suggest sentences to describe their
school. Record their ideas on the board. Point out correct
word order.
Talk About It Have children create mixed-up sentences and
COLLABORATE work with a partner to reorder the words so the sentences read
correctly.
Mechanics: Sentence
Punctuation
with a capital letter and ends with a punctuation mark. A Daily Wrap Up
sentence that tells about something ends with a period.
Discuss the Essential Question and
2 Practice Display sentences without capitalization encourage children to use the oral
or punctuation. Read each aloud. Have children work vocabulary words. Ask: What are
together to fix each sentence. different places people live? Describe
the cat sat in a lap (The cat sat in a lap.) them.
a pig is big (A pig is big.) Prompt children to review and discuss
the skills they used today. How do
those skills help them?
LANGUAGE ARTS T107

DAY 3 behavior
behavior
Detail Detail Detail Ii
Visual Vocabulary
Cards Response Board
bored i
Teaching Poster
city
Reading/Writing country
insect
What Interac
Int
is it like tive Read
to go
to school Aloud
Workshop
in another
feast
go to Vocabu
In many school
to learn
lary
ways, . That learn
Defi
learn the world. to
But school how to alike. orld. under
understand so you
the world. is different learn Examp
Example:
write. from
om at school. We learn
Kids may in some They scho many
ways learn things
Walking get to for children math. Ask: Ho
How
and riding school t your did you
tie
in a different in other shoes? learn
behavior
in the how to
United a bus parts
ts of
Def
to get
VOLUME 1 scurried
places, commonSomething
behavior
Unit 1 in this picture in Peru take a sseen
in man
many often
Week
Exam
E places. or is
of 1 of those to
the islands islands Brown
a b c pin
places. eye
ey
ye color.
co is a common
one island in the
have lake. The As
Ask:
sk: W
pet
pets
ets
take the common
to school. take a
ne
neighborhoo
Sound
Sound-
boat At the boat d?
back end of from
home
again. the day,
Inc.
the
Companies,
ENGLISH
ENGLI
E GLISH
SH LANGU
TK
LANGUAG
Credits
LEA
LEARN
LEARNERS
ARNERS
down
NERS E
Copyright
Ask
sk Ques
Question:
Q
to school? stion:
stio
sch How do
l?? Is it d you
thee childre
chi
children the sa get
ildren
en in same
to school,
schoool, or the pictureway
How o is it pic
w is it
i differe
dif
diffe
ifferent?
1
Literature Anthology Literature Big Book Intensive

Use the Vocabulary
int
routine
Interactive in
Support
Re d How to U
Spelling
out
VOLUME 1 Alicia’s Happy Day Word-Building Spelling Word Cards
up Interactive
very Read-Aloud Cards Cards Cards

Digital
5
Mins
ESSENTIAL QUESTION
OBJECTIVES
Remind children that this week you have been talking and reading
Retell stories,
including key details, about the different places people can live. Remind them of Alicia’s walk Visual Glossary
and demonstrate through her city neighborhood in Alicia’s Happy Day, the animals on the
understanding of farm in Six Kids, and the tale of the city mouse and the country mouse.
their central message Guide children to discuss the question using information from what
or lesson. RL.1.2
they have read and talked about throughout the week.
Read on-level text
orally with accuracy, Alicia’s Happy
appropriate rate,
Review Oral Vocabulary Day
and expression Review the oral vocabulary words city, country, bored, feast, and scurried
on successive using the Define/Example/Ask routine. Encourage children to discuss
readings. RF.1.4b
places where people live when coming up with examples for each word.
Visualize a text
read aloud
Retell
ACADEMIC
LANGUAGE Pam can not nap.
Pam can jump up.
stress, example, create Can Sam jump up?
Fluency
T108 UNIT 1 WEEK 2

DAY 3 • WEEK 2
Listening OS
E REA
Comprehension
CL
DIN
ENGLISH LANGUAGE
G
LEARNERS
Retell Guide children to retell
by using a question prompt on
10
Mins
Reread Literature Big Book each page, such as What does the
airplane write? Provide sentence
starters for children to complete
orally. The writes .
Strategy: Visualize
Remind children that they can use the text
and illustrations in the story to create a
picture in their mind. This can help them
understand what is happening. Say: As we
reread Alicia’s Happy Day, pay attention to the
words and illustrations. Then close your eyes
and visualize the characters, where they are,
and what they are doing.
Read aloud Alicia’s Happy Day. Pause to model
visualizing, explaining to children the mental
Literature Big Book
images you create. Prompt children to identify
key details in the text and illustrations.
Model Retelling
Pause to retell portions of the selection. Say: I can describe what
is happening in the story in my own words. So far, I have read how A C T
Alicia dances on the sidewalk when she hears salsa music playing.
She sees flags waving, and taxicabs stop for her as she crosses the Access Complex Text
street. Alicia is having a very special birthday.
If the complexity of the text makes it hard for
After reading, model retelling the entire selection, using children to read, use the Access Complex Text
your own words to tell the important events in the correct prompts.
order. Tell children that visualizing the story events can help Organization The story takes place on a single
them remember and retell the story. day. All the story events occur on a walk through
a neighborhood.
Model Fluency Guide children to understand that all the story
events happen on one day, Alicia’s birthday.
Intonation Help children read with intonation by pointing
Lack of Prior Knowledge The story is set in a
out that as you read, you emphasize certain words. Some words Hispanic city neighborhood. Some children may
in a text are more important than others. As you read, say these not be familiar with story elements such as salsa
words a little bit louder and make them last a little bit longer than music, people selling oranges and ice cream
others. from a cart, and the Spanish words Casa Latina,
Helado de Coco, and Titi.
Read aloud page 25 with slightly exaggerated stress on Do a picture walk through the book to
the words laugh, loud, no one, all, happy birthday, you. Have identify and explain elements of city life that
children echo read. Reread to give children more practice children may not be familiar with.
with natural intonation.

WHOLE GROUP
Quick Review

b, c, ck, d, f, g, h, i, j, k, l, m, n, p, qu,
r, s, t, v, w, x, y, z. Have children say
each sound.
5
Mins
Phonemic Awareness
Orally produce
1 Model Place markers in the Response Board to represent sounds.
Digital
single-syllable
words by blending Show children how to orally blend phonemes. I’m going to put one
sounds (phonemes), marker in each box as I say each sound. Then I will blend the sounds to
including consonant
form a word. Place a marker for each sound as you say: /s/ /i/ /t/. This
blends. RF.1.2b
word has three sounds: /s/ /i/ /t/. Listen as I blend these sounds to form
Decode regularly
a word: /sssiiit/, sit. The word is sit.
Phonemic
words. RF.1.3b 2 Guided Practice/Practice Let’s do some together. Place a marker Awareness
for each sound you hear. I will say one sound at a time. Then we will
blend the sounds to say a word. Do the first three with children.
/i/ /t/ /f/ /i/ /t/ /b/ /a/ /t/ m a
n t p
/i/ /n/ /w/ /i/ /n/ /p/ /a/ /n/
/h/ /i/ /l/ /l/ /o/ /k/ /m/ /i/ /s/ Phonics
I the jar.
5
Mins
Structural
Blend Words with Short i Analysis
1 Model Display Word-Building Cards d, i, g. Model how to blend the

sounds. This is the letter d. It stands for /d/. This is the letter i. It stands
for /i/. This is the letter g. It stands for /g/. Let’s blend all three sounds:
/diiig/. The word is dig.
Continue by modeling the words hit, sick, and win. Handwriting

first row, blending the sounds; for example: /f/ /i/ /t/; /fffiiit/, fit.
T110 UNIT 1 WEEK 2

DAY 3 • WEEK 2
fit fin in if lick pick

it bit six sit quit quick
big bag kids digs jam jazz
hill fill kiss pass miss mitt
sat map can ran tag sad
Did Tim miss the pass?

Jack and Jill will go up a hill. Also online
5
Mins
Structural Analysis
1 Model Write and read aloud will and hill. Underline the letters -ll
at the end of the words. Tell children that the last sound is /l/, but it
is spelled with two l’s. Repeat for pass, Matt, and fizz, highlighting
the final consonant sound and spelling in each word.
2 Practice/Apply Write the following words: fill, pill, miss, kiss, mitt,
jazz. Help children blend each word. Ask children to underline the
double final consonant ending in each word.
Corrective
Corrective F
Feedback
eedback
WORD WORK T111

WHOLE GROUP
Quick Review

up, very.
5
Mins
Spelling
OBJECTIVES -in, -it, -iss Word Families Go
Recognize and read
1 Model Make index cards for -in, -it, -iss and form three columns in a
Digital
grade-appropriate
irregularly spelled pocket chart. Blend the sounds with children.
words. RF.1.3g
Hold up the pin Spelling Word Card. Say and spell it. Pronounce er ir or ur
Use conventional each sound clearly: /p/ /i/ /n/. Blend the sounds, stretching the vowel her
spelling for words
sound to emphasize it: /piiin/. Repeat this step with win. Place both
spelling patterns words below the -in card. Read and spell each spelling word together
Spelling Word
and for frequently with children. Have children read each word. What do you notice Families
occurring irregular about these spelling words? They have the /i/ sound and they rhyme
words. L.1.2d
because they both end with /in/ spelled i-n.
school
the process with the -it and -iss words.
Display the words nap, can, out, and up in a separate column. Read Visual Glossary
and spell the words together with children. Point out that these
spelling words do not contain the /i/ sound.
PRACTICE BOOK p. 8
unusual.
pin win hit sit
miss kiss out up
Write the spelling word that has 2 letters.
1. up
Write the spelling words that have 3 letters.
2. pin 3. win
4. hit 5. sit
6. out
Order of 2–6 may vary.
Write the spelling words that have 4 letters.
7. miss 8. kiss
Order of 7–8 may vary.
T112 UNIT 1 WEEK 2

DAY 3 • WEEK 2
5
Mins
down, out, up, very
Write it. As children spell each word with you, point out previously
learned sound-spellings, such as the beginning and ending
consonants d, n, t, p, and v.
Display Visual Vocabulary Cards to review this week’s high-
frequency words.

Have children read the following sentences aloud together at the
Differentiate
same pace. Repeat several times.
If it is not down, it is up. Quick Check
Q
Can we go out to play?
A pig is very fat. words with short i?
previous high-frequency word lists. Remind children that the word Small Group Instruction
WORD WORK T113

WHOLE GROUP
DAY 3
Genre Fantasy
Essential Question
you live?
Read about a squirrel’s
day out in the city.
Go Digital!
G
Go, Pip!
by Tomek Bogacki
26 27
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ESSENTIAL QUESTION
Read Literature Read aloud the Essential Question: What is it like
Anthology where you live? Tell children that as they read they
Literature Anthology Review Genre: Fantasy should think about what it is like where Pip lives.
Review with children the key Story Words Read and spell the words home and
characteristics of a fantasy. It: jump. Explain that they will read these words in
has made-up characters, settings, and events. the selection.
could not happen in real life.
has a clear beginning, middle and end.
Preview and Predict Direct children’s attention
to pages 26–27 and read aloud the title. Ask:
Which character do you think is Pip? Where does
this story take place? What do you think this story is
about?
T113A UNIT 1 WEEK 2

DAY 3 • WEEK 2
Pip sits. Pip looks. Pip can jump! 1 2

28 29
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Teacher Think Aloud The text says that Pip can What does Pip do? (Pip jumps onto the cart’s
jump. I will try to picture in my mind the squirrel umbrella.) This is a key detail. Let’s add them to
jumping from a tree branch. I can see Pip landing the Key Details chart.
on top of the umbrella. I use the picture and
words to get ideas; then I close my eyes and use
my mind to see the action like a movie. This helps Detail Detail Detail
me visualize the story and better understand it. Pip jumps
onto the
cart.

WHOLE GROUP
DAY 3
Pip is out. 3 Go, Pip! 4

30 31
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3 Reread 4 Skill: Visualize

Teacher Think Aloud After reading page 30, I Remember that when you visualize, you picture
will make sure that I understand what I have read. COLLABORATE story events in your mind. Pay attention to the
If I do not understand the sentence on page 30, I words and the pictures so you can visualize what
will go back and reread pages 28 and 29 to see if Pip is doing. What do the people on the street
there is information that I missed. That helps me corner see Pip doing? (Pip is riding on the top
understand that when the text says “Pip is out,” it of the umbrella.) Why are they saying “Go, Pip!”?
means that Pip is out of the park. (Maybe they are happy or excited to see a squirrel
taking a ride on a cart.) Turn to a partner and
discuss what pictures you see in your mind as
you read this text.
T113C UNIT 1 WEEK 2

DAY 3 • WEEK 2
Pip looks up. 5 6 Pip can look down. 7

It is very big.
32 33
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5 Skill: Key Details 7 Skill: Key Details

Teacher Think Aloud The text says, “It is very big.” What details on pages 32 and 33 tell us what Pip
I can use the illustration to find the key detail to help does? (Pip looks up. Pip looks down. He sees the
me understand the words. I see Pip is looking at the city.) Let’s add our ideas to the Key Details chart.
tall building. The tall building is very big.
6 Author’s Craft: Sentence Structure Detail Detail Detail

The author is telling the story with few words and Pip jumps Pip looks
onto the up and
short sentences. But he uses different types of cart down to
sentences to keep the story interesting. Look back at see the
pages 30–31. The two sentences on these pages have city around
him.
a different structure. On page 32, the two sentences
also have a different structure. Changing the structure
of sentences keeps the story interesting for the reader.

WHOLE GROUP
DAY 3
Pip will go in. 8 Will this hat fit Pip? 9

It will!
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Teacher Think Aloud Let’s try to visualize what Teacher Think Aloud When I am looking for the
is happening in the story. Pip is going inside a key details in a story I think about the sequence,
hat store and trying on a hat. In my mind, I will or what happens first and what happens next.
create a picture of Pip putting on the hat. Can you On page 34 I read that “Pip will go in” and I see
visualize Pip trying on hats? Pip outside the hat store. On the next page I see
Student Think Aloud The text says, “Will this Pip in the store. He is going to try on a hat. These
hat fit Pip?” I can see Pip taking the hat and it details tell me that first Pip goes into the store
trying on, like the boy in the picture is trying and then he tries on hats.
on a hat.
T113E UNIT 1 WEEK 2

DAY 3 • WEEK 2
10
Pip will go here. 11 Pip can look. 12

36 37
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10 Genre: Fantasy 12 Skill: Key Details

A fantasy story has made-up characters and events What key details do we see and read on these
that could not really happen. But some elements in pages? What is Pip doing? Let’s add these details
the story may be based on real things. Is a squirrel to our chart.
a real animal? (yes) Could the cars and building
on page 36 really exist? (yes) What is Pip doing?
(reading a map) Could a real squirrel do this? (no) Detail Detail Detail
This tells us the story is a fantasy. Pip jumps Pip looks Pip goes in
onto the up and a museum
cart down to to look
11 Retell see the at the
Remember as we read, we can retell what has city around paintings.
him.
COLLABORATE happened in the story using our own words. Turn
to a partner and retell the story so far. Use the

words and illustrations.

WHOLE GROUP
DAY 3
Where will Pip go? Pip will go home!

38 39
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Skill: Key Details

What details can we add to our chart about what Pip looks Pip goes in Pop reads
Pip does? Chorally read the completed chart with up and a museum a map and
children and point out that the key details tell all down to to look finds his
see the at the way home.
the things Pip does. city around paintings.
him.
predictions were correct. Guide them to use the
evidence in the text to confirm whether their
predictions were accurate. Discuss what children
learned about living in a city by reading the
selection. Ask children if they learned what they
wanted by reading the selection.
T113G UNIT 1 WEEK 2

DAY 3 • WEEK 2
Read
To g eth e r
Meet Tomek Bog

ogaac ki
Tomek Bogacki used to
live in a house in the forest.
He liked to watch the animals
there and draw pictures of
them. Now he lives in a city
where he likes to walk along
the streets, visit museums, and
watch squirrels in the park.
Author’s Purpose
Tomek Bogacki wanted to tell a story
about a curious squirrel who visits a
city. Draw an animal visiting where you
live. What might it see there?
Tomek Bogacki
40
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LITERATURE ANTHOLOGY, p. 40 11/22/11 4:43 PM

Tomek Bogacki ILLUSTRATOR’S CRAFT
Read aloud page 40 with children. Ask them why Focus on Details
they think Tomek Bogacki wrote about living in
a city. What does Tomek like to do in the city? Take a picture walk through the story and
Which of these things did he put in the story? point out the details in the illustrations
that tell what Pip is doing and where he is.
Author’s Purpose Prompt children to describe these actions
and places based on the pictures. Explain
Have children choose a familiar animal that might
that illustrators can tell the reader a lot
visit where they live. Tell them to draw a picture
about what a character does and where a
of this animal visiting them in their Response
story takes place by adding details to the
Journals. Instruct them to include what the
pictures.
animal might see where they live. Use a sentence
starter to have them tell the class about their
pictures: The [animal] sees .

WHOLE GROUP
DAY 3
Respond t o Re a ding
Retell
Use your own words Detail Detail
to retell the important
details in Go, Pip!
Text Evidence
1. What details in the story and
pictures tell you that Pip lives
in a city? Key Details
2. What happens after Pip goes
to the museum? Key Details
3. How can you tell that Go, Pip!
is a fantasy? Genre
Make Connections
What other fun things could
Pip do in a city? Essential Question
41
LITERATURE ANTHOLOGY, p. 41
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Respond to Reading
Retelling Text Evidence
Guide children in retelling the selection. Guide children to use text evidence to answer the
Remind them that as they read Go, Pip!, they Text Evidence questions on Student Anthology
paid attention to the key details and visualized page 41. Model answering the questions as
the events of the story. Now they will use that needed.
information to retell the story. 1. Key Details To answer the question, we can
Have children use the information they look for key details in the pictures. Let’s look
recorded on their Key Details chart to help back at pages 30 and 31. The details in the
them retell the story. pictures show us things found in a city: traffic,
food cart, streetlight, and many people. Let’s
look through the rest of the story and find
things found in a city.
T113I UNIT 1 WEEK 2

DAY 3 • WEEK 2
2. Key Details The question asks what happens after Pip goes to the
museum. The part about Pip at the museum is on page 37. Let’s
look at the text and pictures on the pages after page 37. That would
be pages 38 and 39. Reread the text on page 39 to find what Pip ENGLISH LANGUAGE
will do next. Pip reads a map and finds his way home. He shows his LEARNERS
friends where he went. Retell Help children by looking
at each page of the story and
3. Genre This question asks how we can tell that Go, Pip! is a fantasy asking a prompt, such as: Where
story. To answer this question, we must remember that a fantasy is Pip? What is Pip doing? Provide
is a made-up story where the events could not happen in real life. sentence starters to help children
Let’s look back at the selection and think about what this squirrel retell the story, such as: Pip is in the
. Pip is .
does that a real squirrel would not do. A real squirrel would not
read a map, use binoculars, go in a store, try on hats, or go in a
museum. All of these things tell us that Go, Pip! is a fantasy.
Make Connections
Essential Question Have children name other things that are found
COLLABORATE in a city. Then, working with a partner, have them tell what Pip might
do at one of those places.
LITERATURE ANTHOLOGY T113J

WHOLE GROUP
DAY 3
Language Arts
5
Mins
Independent Writing
1 Review Tell children that they will write a draft. Today you will write
Digital
your own descriptive sentence about a place. Think about the steps we
have followed as we have written descriptive sentences together.
Reading/Writing
Writing Workshop. Read the student model aloud. Point out how Bill
OBJECTIVES used the writing trait, Ideas. Guide children to identify and discuss Present the
With guidance and the descriptive details Bill uses to tell about his idea. Lesson
focus on a topic,
To g eth e r
peers, and add details Ideas Bill had an idea about a place. Word Order The words in a sentence
to strengthen writing He thought of details to describe it. must be in the correct order to make
sense.
Bill’s Story
as needed. W.1.5 A telling sentence ends with a period.
Graphic
Sid is a pig. Organizer
Use end punctuation
He sits on a big hill. He sits on a big hill.
for sentences.
L.1.2b Sid picks six apples.
Identify and use

L ABOR ATE
CO L
correct word order. CO L

L ABOR ATE Your Turn
Your Turn • Find another sentence in Bill’s story. Writing
What details did Bill put in his Are the words in the correct order?
story to describe a place? • Write new telling sentences.
ACADEMIC
Jason Chapman
LANGUAGE 46 47
period
046-047_CR14_SI1_U1W2_WRT_119763.indd 46
I see a fish.
Grammar
Descriptive Sentences
Model Have children look again at Bill’s story, noting the descriptive
details he uses. Have children complete the Your Turn.
Prewrite
Display the list of place ideas from Day 2. Guide children to choose a
topic, or an idea. Review the choices with children.
Brainstorm Assign partners based on the place they have chosen.
COLLABORATE Guide partners to use a Word Web to help them describe the place.
T114 UNIT 1 WEEK 2

DAY 3 • WEEK 2
Draft
ENGLISH LANGUAGE
Have children write using their Word Web. They should write at least
LEARNERS SCAFFOLD
one sentence to describe the place they chose. Provide a sentence
starter. For example: The library is . Beginning
Apply Writing Trait As children write their drafts, remind them to Engage Help children create
sentences by asking them
include words that describe the place. questions about the place they
Apply Grammar Remind children to pay attention to word order. chose. Is this place big or small? Is it
Remind them to begin each descriptive sentence with a capital letter loud or quiet? Does this place have
many people or only a few? Provide
and end with a period. sentence frames for children to
As children work, conference with them to provide guidance. complete.
Intermediate
Describe Help children think of
5
Mins
Grammar details that describe the place
they chose. What do you see in this
place? Who likes to go to this place?
Word Order Provide sentence frames and
vocabulary as needed.
1 Review Have children look at the Readers to Writers page in the
Advanced
Reading/Writing Workshop. Remind them that sentences must
Expand Ask pairs to read their
be in an order that makes sense. Read the model sentence with
sentences. Have children tell what
children. Is the word order correct? (yes) How do you know? (The descriptive details they used. Help
sentence tells who, did what, where. He, sits, on a big hill) them think of more details they
could include in their sentences.
2 Guided Practice/Practice Guide children to discuss the word
order in each of Bill’s sentences.
Have children work with partners to write one new sentence
about Sid the pig. They should use correct word order.
Talk About It Ask children to work with partners to discuss the
COLLABORATE word order of sentences they create and to arrange them in an
order that makes sense.
Mechanics: Sentence
Punctuation
1 Review Remind children that a telling sentence always Daily Wrap Up
ends with a period.
2 Practice Display incorrect sentences. Read each aloud. encourage children to discuss using
Then have children fix the sentences. the oral vocabulary words. Ask: How
The cat hid in a sack (The cat hid in a sack.) can you describe the place where you live?
The cat. ran in a zig zag (The cat ran in a zig zag.) Prompt children to review and discuss
today’s skills. Guide them to give
examples of how they used each skill.
LANGUAGE ARTS T115

DAY 4 behavior
behavior
Morning, Noon, and Night
a b c
Word-Building
4J.YH^/PSS9LHKPUN
It is morning. It is noon. It is night.
Cards Birds sing in the branches. Kids play in the sun. A big moon is out.
Christine Jenny
Text Feature Bold Print
bored Teaching Poster

city
country Dinah Zike’s Foldables®
feast behavior
behavior
pin
scurried
down
out Spelling Word
VOLUME 1 up Cards
very
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Know and use
Remind children that this week they have been learning about the Digital
various text features
places people live. Guide children to discuss the question using
(e.g., captions, bold information from what they have read and discussed.
print, subheadings, school
glossaries, indexes,
electronic menus,
words bored, city, country, feast, and scurried. Then review last week’s
icons) to locate words common, learn, object, recognize, and subjects.
key facts or Visual Glossary
information in a text
efficiently. RI.2.5 Text Feature: Morning, Noon, and Night
Morning, Noon, and Night
Bold Print
ACADEMIC
LANGUAGE
1 Explain Tell children they can It is morning.
Birds sing in the branches.
It is noon.
Kids play in the sun.
It is night.
A big moon is out.
Text Feature Bold Pr
bold print, illustration, use nonfiction selections to find Teaching

text facts and details about where Poster
4J.YH^/PSS9LHKPUN
It is morning. It is noon. It is night.
people live. Explain nonfiction Birds sing in the branches. Kids play in the sun. A big moon is out.
Christine Jenny
Text Feature Bold Print
text often has words in bold print, Teaching Poster Genre Nonfiction
Compare Texts
Read about what it’s like to
live in the city or the country.
Read
To g eth e r
letters that are heavier and darker

than the other letters in the text. Authors use bold print to point out Beau Lark/Corbis
I live in the country.

I live in a house.
I live in the city.
I live in a big building.
Not many people live near us. Lots of people live here.
important information.
42 43
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Spread Redux.indd 1 04/02/12 4:41 PM
“I Live Here”
2 Model Display Teaching Poster 13. Point to the left drawing and read the
text. Morning is in bold print. The letters are heavier and darker than the other
letters. The illustration shows a morning scene. The text tells us it is morning and
then tells us what happens in the morning. The author put the word morning in
bold print to show us it is the most important idea of the illustration and the text.
3 Guided Practice/Practice Read together the text underneath the
second illustration. Guide children to identify the word in bold. Why
did the author put this word in bold print? What is the most important
idea of the illustration and the text? Repeat for the third illustration.
Tell children to look for bold print in the selection.
T116 UNIT 1 WEEK 2

DAY 4 • WEEK 2
Genre Nonfiction Read

To g eth e r
Compare Texts
Read about what it’s like to
live in the city or the country.
James Hardy/PhotoAlto Agency RF Collections/Getty Images

I live in the country. I live in the city.
I live in a house. I live in a big building.
Beau Lark/Corbis
Not many people live near us. 1 2 Lots of people live here.
42 43

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Read Literature Anthology 2 Strategy: Visualize

Teacher Think Aloud The
Compare Texts
text on page 42 says that
Tell children as they read they should think about not many people live Literature Anthology
which place in is most like where Pip lives. near the children in the
country. I picture in my mind a house with lots of
1 Text Features: Bold Print land around it. I picture only one or two people
Teacher Think Aloud When I read the first outside.
sentence, I see the word country in bold print.
Content Words Point out the words building,
Authors use bold print for some words because
yard, and playground. Prompt children to use the
they are important to what the whole text is about.
photograph and context words to understand the
The author must think that the country is important
meaning of each word.
to the text. The other sentences on this page must
tell about living in the country. What words do you
see in bold print on page 43? (city, building)

WHOLE GROUP
DAY 4
I live in the country. I live in the city.

I play in my yard. I play in the playground.
Michael Newman/PhotoEdit
Lots of kids play with me. 3 Lots of kids play with me. 4
44 45
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3 Text Features: Bold Print 4 Strategy: Visualize

What words are in bold print on page 44? Teacher Think Aloud I can help myself
(country, yard) Why is the word country in bold understand the selection by trying to visualize
print? (The author wants the readers to know that the information. The words tell me that many
this word is important. This page tells about living kids play in the city playground. The photograph
in the country.) Why is the word yard in bold shows kids playing together. I can close my eyes
print? (The author wants the readers to know that and picture these children in the playground. I
this word is important. Having a yard is important can imagine the boy climbing on the bridge. I can
to living in the country.) even hear the children talking and playing.
T117A UNIT 1 WEEK 2

DAY 4 • WEEK 2
I live in the city.

My school is near my home. 5
My mom walks with me.
Where do you live?
I live in the country. Make Connections
My school is far away. What might Pip do if he had
Belinda Images/SuperStock
Simon Jarratt/Corbis
a day out in the country?
I ride the bus. Essential Question
46 47
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5 Text Features: Bold Print

What word is in bold print on page 47? (city) IA
L STU
CONNECT TO CONTENT
DI
SOC
ES
Why do you think this word is in bold print? (The PHYSICAL ENVIRONMENT
author wants the readers to know that this word
is important. This page must tell about living in Remind children that all week they have
a city.) On this page, what does the author tell us been learning and talking about different
about living in the city? (The author tells us the places to live and what they are like. Guide
school is nearby, so the boy walks to school.) children to use the text and photographs
in the selection to identify and describe
Make Connections Have partners make
features of each environment. Prompt them
COLLABORATE connections between Go, Pip! and “I Live Here” by
to discuss how the features in each place
telling what they think Pip would do if he spent a
are similar and different. Ask children how
day in the country.
the places in the selection are similar to and
different from where they live.

WHOLE GROUP
Quick Review

a, b, c, ck, d, f, g, h, i, j, k, l, m, n, p,
the pace.
5
Mins
OBJECTIVES Alliteration Go
1 Model Show children how to recognize and generate alliteration.
Digital
and final sounds Listen carefully as I say a sentence. Five fat frogs float for fun. What
(phonemes) in spoken sound do you hear at the beginning of each word? That’s right: /f/. Now
I am going to say two words that begin with the same sound: fit, fast.
RF.1.2c
They both begin with the /f/ sound. Listen: /fffit/, /fffast/.
Recognize and read
grade-appropriate 2 Guided Practice/Practice Have children practice recognizing and Phonemic
irregularly spelled generating alliteration. I am going to say some sentences. What sound Awareness
words. RF.1.3g
do you hear at the beginning of each word in the sentence? Tell me two
Use conventional more words that begin with that same sound.
spelling for words
with common Pam plays piano. Bob bakes bread. m a
spelling patterns n t p
Ruth runs races. Dave digs ditches.
and for frequently
occurring irregular Phonics
words. L.1.2d
Recognize and
generate initial sound
5
Mins
Phonics I the jar.
fill fills filling
alliteration
Build Words with Short i Structural
Review The short i sound /i/ can be represented by the letter i. We’ll use Analysis
Word-Building Cards to build words with short i.
Place the letters l, i, c, k. Let’s blend the sounds together and read the er ir or ur
her
word: /llliiik/, lick. Now let’s change the l to s. Blend the sounds and
read the word: /sssiiik/, sick. girl curb her word
Continue with sit, six, fix, fit, fin, win, pin, pill, will, hill, him. Spelling Word
Sort
school
Visual Glossary
T118 UNIT 1 WEEK 2

DAY 4 • WEEK 2
5
Mins
Structural Analysis
Review Write the words pass, hill, and mitt on the board and read
them with children. When a word ends with two consonants that are
the same, we only say one sound for both letters.
Write the following words: miss, kiss, will, fill, Matt, jazz. Have
children work in pairs to say and write sentences for each word.
Ask them to underline the double final consonant in their
sentences.
5
Mins
Spelling
Word Sort with -in, -it, -iss
Have children correct their own papers. Then have them sort the
words by ending spelling pattern: -in, -it, -iss, or no short i spelling
pattern. Monitor and
Differentiate
5
Mins
High-Frequency Words Quick Check
Q
down, out, up, very words with short i?
Review Display Visual Vocabulary Cards for high-frequency Can children recognize and read
words down, out, up, very. Have children Read/Spell/Write each
word.
Review last week’s words using the same procedure. Small Group Instruction
WORD WORK T119

WHOLE GROUP
DAY 4
Language Arts
5
Mins
Independent Writing
OBJECTIVES Descriptive Sentences Go
focus on a topic,
Explain to children that revising helps make their ideas clearer and
and suggestions from more interesting. When a writer revises, he or she might add descriptive
peers, and add details details or delete ideas that don’t tell about the topic.
as needed. W.1.5 Apply Writing Trait: Ideas Explain that as writers revise, they check to
see if they can make their sentences more descriptive. Write sentences Writing
Use end punctuation
for sentences. on the board.
L.1.2b
The park has a slide.
Identify and use The park has a fort.
correct word order.
Tell children that the writer of the first sentence could add words to
make the sentence more descriptive. Guide children to add words to Proofreader’s
Marks
ACADEMIC describe the slide (huge, red, twisty). Repeat with the second sentence,
LANGUAGE adding words to describe the park or the fort.
period Peer Review Have children work in pairs to do a peer review, in which I see a fish.
COLLABORATE they will each read their partner’s draft. They should take notes about
what they like most, questions they have for the author, and ideas they
Grammar
think the author could include. Have partners discuss these topics.
Provide time for them to make revisions to their descriptive sentences.
Proofread/Edit
Apply Grammar Review proofreader’s marks with children. Have them
every sentence uses correct word order.
sentences end with a period.
all sentences are complete.
COLLABORATE reading for the mistakes above. Encourage partners to discuss and fix
T120 UNIT 1 WEEK 2

DAY 4 • WEEK 2
Final Draft
edits, have them write their final draft. Encourage children to create
or find illustrations or other visuals that relate to their writing. As
children work, conference with them to provide guidance.
5
5
Mins
Mins
Grammar
Word Order
1 Review Review with children that words in sentences must be in
an order that makes sense.
2 Guided Practice Write on the board: Tad the ball kicks. Say: The
words in the sentence tell a complete idea, but they are not in order.
What is the correct word order for this sentence? (Tad kicks the ball.)
Repeat with Cat the sick is. (The cat is sick.)
3 Practice Write the following words on note cards: I, am, can, big,
six, kick, win, dig. Include a card for a period (.). Have children take
turns arranging the cards for sentences in an order that makes
sense. Remind them to include a period.
Talk About It Have partners work together to create mixed-up
COLLABORATE sentences and then organize them so that they make sense.
Mechanics: Sentence Punctuation

1 Review Remind children that a telling sentence always
ends with a period.
2 Practice Display the sentences below. Read each aloud.
Have children fix the sentences as a class.
A cat. does not yap (A cat does not yap.)
The pig is very big (The pig is very big.) Daily Wrap Up
the oral vocabulary words. Ask: What
places would you like to live someday?
they practiced and learned today.
Guide them to share examples of
each skill.
LANGUAGE ARTS T121

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
L STU
IA
DI
SOC
ES
Where I Live
OBJECTIVES
Participate in a shared
Venn Diagram
research and writing Review the steps in the research process. Tell children that today they will
project (e.g., explore COLLABORATE do a research project with a group to learn how places in their community
a number of “how- are similar to and different from places in other communities.
topic and use them to STEP 1 Choose a Topic
write a sequence of
instructions). W.1.7 Guide groups to choose a favorite place in the community. If children
are not familiar with places in the community, provide information
• Build background about local landmarks in the city or state.
knowledge
• Research
information using
STEP 2 Find Resources
technology Discuss how children can use books and magazines to find information
on similar places in other communities. Remind children that they can
ACADEMIC
find more details online. Have children use Research Process Checklist 3.
LANGUAGE
community, favorite STEP 3 Keep Track of Ideas
Have children use a Two-Tab Foldable® to
record their ideas about the places they
are comparing. Model recording how
the places are the same and different.
Take Turns Talking Review with children that as they engage in
partner, small-group, and whole-group discussions, they should:
T122 UNIT 1 WEEK 2

DAY 4 • WEEK 2
STEP 4 Create the Project: Venn Diagram

Explain the characteristics of a Venn Diagram.
A Venn Diagram shows how two things are alike
and different.
The left side lists details that are true only for one
thing.
The right side lists details that are true only for the
other thing.
The middle section lists details that are true for
both.
Have groups create a Venn Diagram showing how their favorite place
and a similar place in another community are alike and different.
Guide them to write the place names above the ovals on their diagrams.
Prompt them to write details comparing the places inside their diagrams.
Encourage children to draw pictures of each place.

SCAFFOLD

sentence frames to help children on how the two places are alike elaborate on the places they are
describe details about the places and different. Ask: How are these comparing. Ask them to tell which
they have chosen. For example: places alike? How are they different? place is the most interesting
is a place in our community. It and why.
is . It has .
INTEGRATE IDEAS T123

DAY 5 behavior
behavior a b c
Word-Building
bored down
city out Teaching Poster
country up
Reading/Writing feast very What
Children
is it like
go to
to go
to school
in another
countryl?
Interac
In
Oral
tive Read
Vocabu
Aloud
Workshop
In many school
to learn
lary
scurried
ways, . That learn
De
everywhe all around To learn
They re are
st
study
something means to
learn the world.
un
understand so you
the world. is different learn Exam
Example:
write. from at sc We learn
ways learn things
Walking get to for children math. Ask: HHow
school tie you did
and riding in other your shoes?you learn
in a different
behavior
in the how to
United a bus parts
De
places, to get
behavior
children Lake children to school commonSomething
com
Titicaca that
Unit 1 in this picture in Peru take a een iin happens often is
seen
se
Week boat m
many
Exa
1 xample:
VOLUME 1
of the islands of those Brown
pin
islands places. eye
ye
e color.
c is a common
one island in the
have lake. The Ask: W
children The children pets
ets in are some
to get your neighborhoo
common
take the to school.
boat take a
back At the end boat d?
home from
again. of the
Inc.
day, the
Companies,
ENGLISH
ENGLIS
E GLISH
SH LAN
TK
LEARNERSL LANGUAG
Credits
LE
LEARNE
NERSRS E
pyright
Ask Questi
As Question:
to school?stio
tion:
sc ol? How
the childrenIsI it the do you get
dren same
to sc ol, n in the
o school, t pictureway
How orr is it p
ow is
it diff
dif
iffer
ferent?
1
Intensive
Literature Anthology Literature Big Book

Use the Vocabulary
routine
Interactive Support
in How
introdu Read to Use
Al th
VOLUME 1 Alicia’s Happy Day Interactive Spelling Word

Read-Aloud Cards Cards
Integrate Ideas
OBJECTIVES
Compare and contract
Text to Text
the adventures Remind children that all week they have been reading selections about
and experiences where people live. Tell them that now they can think about how the
of characters in selections were similar to one another. This is called making connections
stories. RL.1.9 across texts. Model comparing living in the country with living in the
city using Six Kids and Alicia’s Happy Day.
• Develop answers
to the Essential
Think Aloud Six Kids shows life in the country, and Alicia’s Happy Day
Question
shows life in the city. How are these stories alike? How are they different?
• Make text
connections to the Complete the Organizer Have
world Alicia’s Six Kids’
COLLABORATE children use the graphic organizer City Life Country Life
on Teaching Poster 42 to help them
ACADEMIC compare the information from this
LANGUAGE week’s selections.
different
Discuss and write about life in the city
Teaching Poster
where Alicia lives.
Discuss and write about life in the country where the six chicks live.
Text to Self
Have children discuss which is most like where they live: a city or the
country. Ask: Where would you rather live, in a city or in the country?
Text to World
Have children discuss the idea that city life and country life are different,
but one is not better than the other. Ask: How is city life different from
country life? What kind of people might like living in a city? What kind
might like living in the country?
T124 UNIT 1 WEEK 2

DAY 5 • WEEK 2
OBJECTIVES
Draw evidence
Analyze Key Details
informational texts selections that they read this week.
reflection, and
Tell children that using the evidence in the text, they will think about
research. W.4.9 how the author used key details to write the story.
Review the Key Details chart you completed for Six Kids. Guide children
to analyze the text evidence by asking “what” and “how” questions
about the key details.
What key details did the author give about the kids?
How did the author use key details to tell about where the story took
place?
How do the key details help you understand the place the author
wrote about?
Write an Analysis
In Six Kids, the author wrote about .

The author used the key details and to tell about
living in the country.
The story is a fantasy because .
Work with children to complete the sentence frames using Six Kids.

Select another fantasy story you read this week. Work with children to
complete similar sentences to write about how the author used key details.
L STU
IA

DI
SOC
ES
Where I Live
OBJECTIVES
Wrap Up the Project
research and writing Guide partners to share the information in their Venn Diagrams. What
projects. W.1.7 COLLABORATE two places are on your diagram? How is one place different from the
other? How are they alike? Have children use Presentation Checklist 1.

WHOLE GROUP
Quick Review

a, b, c, ck, d, f, g, h, i, j, k, l, m, n, p,
the pace.
5
Mins
Phonemic Awareness
Segment spoken
Review Guide children to blend phonemes to form words. Listen as I
Digital
single-syllable words
into their complete say a group of sounds. Then blend those sounds to form a word.
sequence of individual
/s/ /i/ /t/ /f/ /i/ /t/ /b/ /i/ /t/ /p/ /i/ /g/ /p/ /i/ /n/
sounds (phonemes).
RF.1.2d
Use conventional
spelling for words
Phonemic
with common Review Guide children to segment phonemes in words. Now I am Awareness
spelling patterns going to say a word. I want you to say each sound in the word.
and for frequently
occurring irregular it sit him bat sick
words. L.1.2d m a
n t p
5
Mins
Phonics Phonics
Blend and Build Words with Short i I the jar.

Review Have children read and say the words is, six, hip, and kiss. fill fills filling
Then have children follow the word building routine with Word-
Structural
Building Cards to build did, dip, dig, big, bit, hit, fit, sit, six, mix, fix, fin.
Analysis
Word Automaticity Help children practice word automaticity.
Display decodable words and point to each word as children chorally school
read it. Test how many words children can read in one minute. Model
Visual Glossary
Pam can not nap.

Pam can jump up.
Can Sam jump up?
Fluency: Word
Automaticity
T126 UNIT 1 WEEK 2

DAY 5 • WEEK 2
55
Mins
Mins
Structural Analysis
Review Have children name words that end with double final
consonants. Point out common spelling patterns, such as -iss and
-ill. Then have children practice writing words with -iss and -ill.
5
Mins
Spelling
Word Sort with -in, -it, -iss
four of the words do not have the short i sound.
5
Mins
Assess Assess children on their abilities to spell words in the -in,
-it, and -iss word families. Say each word and provide a sentence
Monitor and
Differentiate
5
Mins
down, out, up, very Quick Check
Q
Review Display Visual Vocabulary Cards of the high-frequency Can children read and decode
words down, out, up, very. Have children Read/Spell/Write each words with short i?
word. Have children write a sentence with each word. Can children recognize and read

WORD WORK T127

WHOLE GROUP
DAY 5
Language Arts
5
Mins
Independent Writing
writing, including in Remind them to practice using a drawing or photo of their location
collaboration with
peers. W.1.6 and any other visuals they are using.
Writing
Use end punctuation
for sentences.
Present
L.1.2b Have children take turns giving presentations of their descriptive
sentences. Remind them to speak clearly. When listening to other
Identify and use descriptive sentences, they should be polite and respectful, asking
correct word order.
questions when appropriate and listening carefully when it is not
Checklists
appropriate to speak.
ACADEMIC
LANGUAGE
If possible, record the presentation so that children can self-evaluate.
bulletin board
Evaluate I see a fish.
performance using the presentation rubric. Grammar
Use the teacher’s rubric to evaluate children’s writing. Have children

add their writing to their Writer’s Portfolio. Then have them discuss and
write about how they have become better writers.
Publish
After children finish presenting their descriptive sentences, discuss how
the class will make a bulletin board of all the descriptive sentences.
Have children suggest how to prepare the bulletin board, and guide
them to use digital tools to prepare it. Have them make decisions about
the placement and assembly.
T128 UNIT 1 WEEK 2

DAY 5 • WEEK 2
55
Mins
Mins
Grammar
Word Order
1 Review Ask children to tell what they know about word order in
a sentence. Write the following sentences on index cards. Write
one word on each card. Include a card with a period (.). Distribute
the cards to a group of children—one card for each child. Tell
children to read aloud the word on their card and guide them in
rearranging themselves in order to make a sentence. Have the
class chorally read each sentence.
Rick will pick up it.
Pat hid in the van.
2 Practice Ask: How do I know words in a sentence are in the correct
order? Have partners write a sentence. Check to make sure the
sentence is correct. Then have them write each word on an index
card and mix them up. Have pairs of children trade sets of cards
with another pair. Children should read the words and arrange
them in a sentence with correct word order. Have children
write the sentence. Remind them to use capitalization and end
punctuation.
Mechanics: Sentence
Punctuation
1 Review Remind children that telling sentences end
with a period.
Wrap Up the Week
Jill picks figs (Jill picks figs.)
Review that when children picture
Jack and Jill ran. up the hill (Jack and Jill ran up key details and events in their minds
the hill.) it helps them understand the story.
Review blending words with short i
and double final consonants.
Remind children that a fantasy is
a made-up story with characters,
setting, or events that could not exist
in real life.
LANGUAGE ARTS T129

Approaching Level
Fantasy
Leveled Reader:
by Erin Matthews
What Can We See? Go
Digital
illustrated by
Bridget Starr Taylor
Before Reading
Preview and Predict Fantasy
PAIRED
READ My Home
Have children turn to the title page. Read the title and author name
PD
PD by Erin Matthews
Leveled Reader
and have children repeat. Preview the selection’s illustrations. Prompt
What Can We
children to predict what the selection might be about. See?
OBJECTIVES Review Genre: Fantasy

Ask and answer Have children recall that a fantasy is a story that has invented Detail Detail Detail
questions about
characters, setting, or other elements that could not exist in real life.
RL.1.1 ESSENTIAL QUESTION
Graphic
With prompting Remind children of the Essential Question. Set a purpose for reading: Organizer
and support, read Let’s read to find out what the characters in this story will see on their trip.
prose and poetry
of appropriate
Remind children that as they read a selection, they can ask questions
complexity for about what they do not understand or want to know more about.
grade 1. RL.1.10

As children whisper read What Can We See?, monitor and provide
guidance, correcting blending and modeling the key strategies and
skills.
Strategy: Visualize
Remind children that as they read they can visualize what is happening
in the story. Model using the strategy on page 2. The characters will go
on a trip in a balloon. The pictures show they are near farms. If I close my
eyes I can picture the farm in my mind. I see farm animals and a barn. This
helps me understand what the characters might see.
Skill: Key Details

Remind children that key details are the most important information in
a story’s words and pictures. While reading, ask: What are the key details
in this story? Display a Key Details chart for children to copy.
T130 UNIT 1 WEEK 2

WEEK 2
Model recording children’s answers in the details boxes. Have children

copy the answers into their own charts. Literature
Think Aloud On page 5 the words say that the characters see a cloud. Circles
The illustrations show that they are in a hot air balloon. These are key Lead children in conducting
details. Let’s add these details to our Key Details chart. a literature circle using the
Guide children to use the text and illustrations to complete the chart. Thinkmark questions to guide
After Reading learned about what they see
in different places from both
Respond to Reading selections in the Leveled
Have children complete the Respond to Reading on page 12 after they Reader.
Retell
Have children take turns retelling the selection using the Retelling
Cards as a guide. Help children make a personal connection by asking:
Level
Up
Fantasy
Have you ever gone on a trip? Where did you go? What did you see?
by Rachel Tandy
illustrated by Dave Kirwin
Model Fluency Fantasy
Read the sentences one at a time. Have children echo read each
sentence. Point out to children how you emphasize important words. by Erin Matthews
illustrated by
Bridget Starr Taylor
PAIRED
PAIR
PA
AIR
AIRED
RED
READ
EA
EAD
AD
A D Where I Live
Apply Have children practice repeated readings with partners.

Provide feedback as needed.
PAIRED
My Home
READ
Fantasy
F
Fa
IF children can read What Can We See?

PA I R E D R E A D … My Approaching Level with fluency and
Home
Yves Marcoux/First Light/Getty Images
by Erin Mat
thews
illustrated by
Bridget Starr
B
Taylor correctly answer the Respond to
Reading questions,
“My Home” Genre Nonfiction THEN tell children that they will read
Compare Texts
Read about where some PAIRED
READ My Home another story about places.
Make Connections children live.
13
• Use pages 2–4 of A Trip to the City

Before reading, ask children to note that Leveled Reader
On Level to model using Teaching
Poster 26 to identify key details.
Then discuss the Compare Texts direction. After reading, ask children to
talk about the places that were the same in What Can We See? and “My • Have children read the selection,
Home.” Then have them tell how the selections were different. checking their comprehension by
using the graphic organizer.

F
C
Children can extend their knowledge of what they see in
different places by completing the activity on page 16.

Approaching Level
TIER
R E CO G N I Z E I N I T I A L S O U N D A L L I T E R AT I O N
2
OBJECTIVES
I Do
Explain to children that they will be listening for words that begin with the
Isolate and pronounce same sound. Listen to these words: /sssiiit/, /sssiiip/, /wiiil/. Sit and sip begin
initial, medial vowel, with the same sound, /s/.
and final sounds
(phonemes) in spoken Listen as I say three words: dish, miss, dip. Help children recognize that two
start with the same sound, /d/. Dish and dip start with /d/.
RF.1.2c
Repeat this routine with the following examples.
fill, tip, fin hip, hit, kiss mitt, lip, list
You Do
It’s your turn. Which words begin with the same sound?
pit, pill, did rib, tin, tip fix, fit, pin
Repeat the alliteration routine with additional short i words.
TIER
PHONEME BLENDING
2
OBJECTIVES
I Do
Explain to children that they will be blending sounds to form words. Listen
Orally produce as I say two sounds: /iii/ /nnn/. Say the sounds with me: /iii/ /nnn/. I’m going to
single-syllable blend the sounds together: /iii/ /nnn/, /iiinnn/, in. We blended the word in.
words by blending
sounds (phonemes), Listen as I say two sounds: /iii/ /t/. Repeat the sounds: /iii/ /t/. Let’s blend the
sounds: /iii/ /t/, /iiit/, it. We made one word: it.
blends. RF.1.2b
Repeat this routine with the following words:
/i/ /z/ /s/ /i/ /t/ /h/ /i/ /m/ /p/ /i/ /t/ /f/ /i/ /n/ /h/ /i/ /p/
You Do
It’s your turn. Blend the sounds I say together to form a word.
/p/ /i/ /n/ /l/ /i/ /p/ /t/ /i/ /n/ /f/ /i/ /ks/ /b/ /i/ /n/ /k/ /i/ /d/
Repeat the blending routine with additional short i words.
T132 UNIT 1 WEEK 2

WEEK 2
G E N E R AT E I N I T I A L S O U N D A L L I T E R AT I O N
OBJECTIVES
I Do
Explain to children that they will be listening for the beginning sound
Isolate and pronounce in words and naming a different word that begins with the same sound.
initial, medial vowel, Listen: pill, pit. I hear /p/ in pill and pit. Pin also begins with /p/.
and final sounds
(phonemes) in spoken Listen to these words: win, wit. Help children think of another word that
begins with /w/. (will)
RF.1.2c
Repeat this routine with dip, dim. (dig)
You Do
It’s your turn. Listen to the words. Name another word that begins with the
same sound.
fit, fix (fin) kit, kiss (kid) tap, tan (tip)
Repeat the alliteration routine with additional short i words.
OBJECTIVES
I Do
Explain to children that they will be categorizing words by their middle
Isolate and pronounce sound. Listen as I say three words: pit, fin, can. When I say pit and fin I can
initial, medial vowel, hear the /iii/ sound in the middle of each word. Can has the /a/ sound. Can
and final sounds
(phonemes) in spoken
does not belong.
Listen as I say three words: sick, map, win. Help children recognize that two
RF.1.2c We Do
words have the sound /iii/ in the middle: sick and win. Map does not have
Categorize words by the sound /iii/ in the middle. It has the /a/ sound. It does not belong.
middle phoneme
You Do
It’s your turn. Which words go together? Which word does not belong?
tip, bad, hit big rip, tan fill, tap, pin
Repeat the categorization routine with additional short i words.
elements that may not transfer in children's native languages.

Approaching Level
Phonics
TIER
CO N N E C T i TO / i/
2
OBJECTIVES
I Do
Display the Word-Building Card i. This is lowercase i. Watch and listen as I
Know and apply trace the letter i and say the sound i stands for. Trace the letter i and say /iii/
grade level phonics five times.
and word analysis
skills in decoding Repeat the routine with children. Have them take turns tracing the
words. RF.1.3 We Do
lowercase i with their finger on the Word-Building Card and say /iii/ with
you. Repeat five times.
You Do
Have children trace the letter i with their finger on paper several times
as they say /iii/. Then have them write i on paper five to ten times while
saying /iii/.
Repeat, having children trace and write the letter i while saying the sound
throughout the week.
TIER
BLEND WORDS WITH SHORT i
2
OBJECTIVES
I Do
Display Word-Building Cards m, i, x. This is the letter m. It stands for /m/. Say
Decode regularly it with me: /m/. This is the letter i. It stands for /i/. Let's say it together: /i/. This is
spelled one-syllable the letter x. It stands for /ks/. I'll blend the sounds together: /mmmiiiks/; mix.
words. RF.1.3b
We Do
Guide children to blend the sounds and read : if, is, it, kiss, lip, miss.
Decode words with
short i
You Do
Have children use Word-Building Cards to blend and read the following
words: pig, zip, win, hip, pin, fig, big, till, fill, dig. Provide help as needed.
Repeat, blending additional short i words.
T134 UNIT 1 WEEK 2

WEEK 2
B U I L D W O R D S W I T H S H O R T i/ i/
OBJECTIVES
I Do
Display Word-Building Cards i, t. These are the letters i and t. They stand for
Decode regularly /iii/ and /t/. I will blend /iii/ and /t/ together: /iiit/. The word is it.
words. RF.1.3b
We Do
Let’s build a new word together. Make the word sit using Word-Buidling Cards.
Place the letter s in front of sit. Let’s blend: /sss/ /iii/ /t/, /sssiiit/, sit.
Build and decode
words with short i Now let’s change the t in sit to p. Let’s blend and read the new word: sip.
You Do
Have children build the words lip, hip, hit, fin, bin, tin, win, pin, in, and is.
Repeat, building additional words with short i.
BLEND WORDS WITH SHORT i
OBJECTIVES
I Do
Display Word-Building Cards l, i, p. This is the letter l. It stands for /l/. This is
Decode regularly the letter i. It stands for /i/. This is the letter p. It stands for /p/. Listen as I blend
spelled one-syllable the sounds and read the word: /llliiip/, lip.
words. RF.1.3b
We Do
Let’s blend some words together. Blend pin zip bill pig pit rim
Decode words with and read the words zip, kick, sit, fin, will,
short i pill bin mitt sit kick jig
miss with children. Tim Rick bit nip rib quick
Display the words to the right. Have cap Matt Sam jazz yap zag
You Do
children blend and read the words. It is in a bin.
Jim can fix a pin.
Tim picks six big pigs.

Display the following Word-Building Cards: a, b, c, ck, Have children review Six Kids in their Reading/
d, f, g, h, i, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z. Say each Writing Workshop. Identify short i words. Blend
sound. Have children echo the sounds. Repeat and words as needed.
vary the pace.
Have children reread the selection.
PHONICS T135
Approaching Level
Structural Analysis
R E V I E W D O U B L E F I N A L CO N S O N A N T S
OBJECTIVES
I Do
Write fi . I can add ll to the letters to form a word. Write fill. When a word
Know and apply has a double consonant at the end I only say the sound one time. This word
grade-level phonics has two lls at the end. They stand for the one sound /l/. The word is fill.
and word analysis
skills in decoding Write ki . Let’s add ss to the letters to form a word. Write kiss. We know
words. RF.1.3 We Do
that we only say one sound for the two consonants at the end. Let’s say the
Decode words
word that the letters k-i-s-s spell: kiss.
with double final
Have children add ll to form words. Now it’s your turn. Add ll to each pair of
consonants You Do
letters, then read the word.
mi wi bi hi pi
Repeat Have children add ss and read the following words:
mi hi pa
R E T E AC H D O U B L E F I N A L CO N S O N A N T S
OBJECTIVES
I Do
Write ill. Read the word: /iiilll/. This is the word ill. Circle the letters ll in ill.
Know and apply When a word ends with two consonants that are the same, we only say one
grade-level phonics sound for both letters. The word ill has the sounds /iii/ and /lll/. I-l-l spells ill.
and word analysis
skills in decoding Write miss. Let’s circle the two letters at the end that are the same. Let’s read
words. RF.1.3 We Do
the word: /mmm/ /iii/ /s/, miss.
Decode words Repeat this routine with the following examples:
with double final
consonants hiss fill will pill pass add
You Do
Now it’s your turn. Write the words. Have children circle the letters that are
the same in each word and read the words.
jazz fizz bill mill hill kiss
Repeat reading additional words with double final consonants.
T136 UNIT 1 WEEK 2

WEEK 2
REVIEW
OBJECTIVES
I Do
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g Work together to generate oral sentences using the words.
Review down, out,
You Do
Have children work with a partner to do the Read/Spell/Write routine on
up, very their own using the words down, out, up, and very.
R E T E AC H
OBJECTIVES
I Do
Recognize and read Write a sentence on the board for each high-frequency word.
grade-appropriate
irregularly spelled
We Do
Guide children in using the Read/Spell/Write routine. Ask them to
words. RF.1.3g complete sentence starters: (1) We ran down the ? (2) We went out
to . (3) Up in the sky I saw . (4) I am very .
Reteach down, out,
up, very Ask children to read the word and spell the word orally. Then have them
You Do
then write the word.
Repeat for each high-frequency word.
OBJECTIVES
I Do
Display the High-Frequency Word Cards from the previous week. Review
Recognize and read each word using the Read/Spell/Write routine.
grade-appropriate
irregularly spelled
We Do
Have children write the words on their Response Boards. Work together to
words. RF.1.3g create an oral sentence for each word.
Review previously
You Do
Show each Word Card and have children chorally read each word. Mix
taught high- and repeat.
frequency words
Fluency Display the High-Frequency Word Cards. Point to the words in

Approaching Level
Comprehension
TIER
2
OBJECTIVES
I Do
Read the first sentence of the Practice Book selection. Model using
Read with sufficient appropriate intonation and stressing important words.
accuracy and
fluency to support
We Do
Read the next sentence in the selection. This time, call attention to how
comprehension. you stress specific words and how your voice sounds. Then read the
RF.1.4
sentence again for children to echo using appropriate intonation.
Read on-level text
You Do
Have children work with a partner and take turns reading the first two
appropriate rate, sentences in the selection. Remind them to stress important words and
and expression on
listen to how their partner’s voices changes. Monitor children as they read.
RF.1.4b
TIER
D E TA I L S
2
OBJECTIVES
I Do
Remind children what a detail is. A detail is one piece of information about
Use illustrations something that helps us understand more about it. The size of the leaves or
and details in a color of the flowers on a plant are details. They help us understand what the
plant looks like.
events. RL.1.7
We Do
Display the Practice Book selection. Let's look for details in the picture.
When I look at the picture, I see two dogs smiling. That is a detail. It tells me
something about how the dogs feel.
You Do
Guide children as they discuss other details in the picture. Prompt them to
tell what details they see.
T138 UNIT 1 WEEK 2

WEEK 2
OBJECTIVES
I Do
Remind children that the key details are the important information given
Ask and answer in a story. Explain that readers use key details to help them understand
questions about the whole story.
RL.1.1 Read the first two sentences of the Practice Book passage together. Point
We Do
out key details in the text and illustration. We read that Tip and Pip are
doing different things. I see by the pictures that Tip and Pip are dogs. Record
these details on a Key Details chart.
You Do
Read the next two sentences and say: What important details did we
read? Add each detail to the chart. Continue reading and having children
add details.

Ask and answer
Have children pick a fiction selection for sustained silent reading. Remind
questions about
key details in a text. them to:
RL.1.1
identify details that help them understand what is happening.
With prompting
and support, read visualize, or picture in their minds, the story events to help them
prose and poetry understand the story.
of appropriate
complexity for
grade 1. RL.1.10 Read Purposefully
Have children record the key details in a Key Details chart. After reading,
Apply the strategy
and skill to read a guide children to participate in a group discussion about the selection
fiction text they read. Have partners:
share their favorite story details and tell if each could or could not
describe what they visualized in their minds to understand the details.
COMPREHENSION T139
On Level
Fantasy
Leveled Reader:
by Rachel Tandy
A Trip to the City Go

Digital
Before Reading
PAIRED
READ Where I Live
PD
PD by Rachel Tandy
Leveled Reader
A Trip to the City
children to predict what the selection might be about.

Ask and answer Have children recall that a fantasy is a story that has invented
questions about key
characters, setting, or other elements that could not exist in real life.
details in a text.
RL.1.1 ESSENTIAL QUESTION Graphic
Organizer
Use illustrations Remind children of the Essential Question. Set a purpose for reading:
and details in a Let’s read to find out what the characters see on their trip to the city.
events. RL.1.7 about what they do not understand or want to know more about.
Visualize story events Retell

During Reading
As children whisper read A Trip to the City, monitor and provide guidance,
Strategy: Visualize
Remind children that as they read they can visualize what they are
reading about. Model using the strategy on page 3. I know Bear and Pig
go to the city. I see them getting off a bus. I can close my eyes and picture
what I know about cities: crowds and streets with stores and cars. This
helps me understand what Bear and Pig see.
Skill: Key Details

Remind children that as they read a selection, they can use the text and
illustrations to identify the key details. After reading, ask: What are the
key details in this story? Display a Key Details chart for children to copy.
T140 UNIT 1 WEEK 2

WEEK 2

copy the answers into their own charts. Literature
Think Aloud As I read I will look for key details. On page 2, I read that Circles
Bear and Pig will take a trip to the city. That is a key detail. I can find details Lead children in conducting
in the pictures, too. On page 3, I see that they get off the bus near stores in a literature circle using the
the city. I can write these details in my Key Details chart. Thinkmark questions to guide
Guide children to use words and pictures to fill in their charts. the discussion. You may wish
learned about different places
After Reading people live from both selections
in the Leveled Reader.
Respond to Reading
Complete the Respond to Reading activity on page 12.
Retell
Cards as a guide. Help children make a connection by asking: Have you
Level
Up
Fantasy
ever gone on a trip? Where did you go? How did you get there? Have you
ever been to the city? Did you like it? Why or why not? by Erin Matthews
illustrated by Roberta Collier Morales
Fantasy
Model Fluency
by Rachel Tandy
Read the sentences one at a time. Have children chorally repeat. Point
PAIRED
AIRED
AIR
RED
Where We Liv
Live
READ
AD
D
out to children how you emphasize the important words in a sentence.

Apply Have partners practice reading. Provide feedback as needed.
PAIRED
Where I Live
READ
Fanta
F
Fa
antasy
a sy
Genre Expository
Compare Texts
Read about where these
children live.
IF children can read A Trip to the City
Patrick Batchelder/Alamy
PA I R E D R E A D … Where by Rachel
illustrated by Tandy
Dave Kirwin
On Level with fluency and correctly
I Live answer the Respond to Reading
questions,
“Where I Live” THEN tell children that they will read a
Make Connections PAIRED
PA
READ
R Where I Live
story with more details.
13
Before reading, ask children to note that • Use pages 4–5 of Harvest Time
Leveled Reader Beyond Level to model using Teaching
Then discuss the Compare Texts direction. After reading, ask children how Poster 26 to identify key details.
the places they learned about in A Trip to the City were the same as the • Have children read the selection,
places in “Where I Live.” Then have them tell how the places were different. checking their comprehension by

F
C
Children can extend their knowledge of different places
ON LEVEL T141
On Level
Phonics
BUILD WORDS WITH SHORT i
OBJECTIVES
I Do
Display Word-Building Cards i, t. These are the letters i and t. They stand for
Decode regularly the sounds /iii/ and /t/. I can use the letters to build a word. I will blend /i/ and
spelled one-syllable /t/: /iiit/. The word is it.
words. RF.1.3b
We Do
Now let’s build a new word. Make the word it using Word-Building Cards.
Build and decode Place the letter p at the beginning of the word. Let’s blend this word
words with short i
together: /piiit/, pit. We made a new word, pit.
Change the p to b. Let’s blend and read this word: /b/ /iii/ /t/, bit. The new
word is bit.
You Do
Have children build and blend the words lip, lit, hit, miss, fit, fin, win, bin, tin,
in, it.
Repeat using additional words with short i.
REVIEW WORDS
OBJECTIVES
I Do
Use the Read/Spell/Write routine to review down, out, up, very. Use each
Recognize and read word orally in a sentence.
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g Boards. Work together to create an oral sentence for each word.
Review high- You Do

Have partners review the words down, out, up, and very. Have one partner
frequency words point to a word and the other use the word in an oral sentence. Partners
down, out, up, very switch roles and repeat for each word.
T142 UNIT 1 WEEK 2

WEEK 2
Comprehension
OBJECTIVES
I Do
Remind children that when they read a fantasy they can look for
Ask and answer important, or key, details in the illustrations and words to help them
questions about understand the important events in the story.
RL.1.1 Read the first two sentences of the Practice Book selection. Ask questions
We Do
about important details in the words and illustration. Talk about how
children know the answers. Who are Tip and Pip? How do you know? What
will Tip and Pip do? How do you know?
You Do
Guide partners to read the rest of the selection. Have one partner read
the story and ask a question about an important detail. The other partner
answers and shows where the answer is. Partners switch roles and repeat.

Ask and answer
Have children choose a fiction book for sustained silent reading. Remind
questions about
key details in a text. them to:
RL.1.1
identify important details in the words and illustrations.
With prompting
visualize, or picture in their minds, the story events to help them
and support, read
prose and poetry understand the story.
of appropriate
complexity for
grade 1. RL.1.10 Read Purposefully
Have children record the key details of the story in a Key Details chart.
Apply the strategy After reading, guide partners to:
discuss their favorite story details and which details show that the
selection is a fantasy.
describe what they visualized in their minds to understand the details.

Beyond Level
Fantasy
Leveled Reader:
by Erin Matthews
Harvest Time Go
Digital
Before Reading
PAIRED
READ Where We Live
PD
PD by Erin Matthews
Leveled Reader
and the illustrations. Ask: What do you think this book will be about?
Harvest Time
Review Genre: Fantasy
OBJECTIVES Have children recall that a fantasy is a story that has characters, setting, Detail Detail Detail
Ask and answer or other elements that could not exist in real life. Prompt: Name key
questions about
characteristics of a fantasy. Look for these as you read the leveled reader.
key details in a
Organizer
Remind children of the Essential Question: What is it like where you
Visualize story events live? Set a purpose for reading: Let’s read to find out what happens at
harvest time. Tell children that they can ask questions to understand
something better or know more about something.
During Reading
Have children whisper read Harvest Time. Have them place self-stick
notes next to difficult words. Remind children that when they come to
an unfamiliar word, they can look for familiar spellings. They will need
to break longer words into smaller chunks and sound out each part.
questions to facilitate rich discussion, such as What does the author
want us to know about harvest time? Build on children’s responses to
develop deeper understanding of the text.
Strategy: Visualize
Remind children that they can visualize places and events as they read.
Model using the strategy on page 4. I read that Pig and Goose think the
corn is nice and it will sell well at market. I close my eyes and picture what
I know about markets. I see baskets full of corn and customers waiting to
buy some. This helps me understand why harvest time is important.
T144 UNIT 1 WEEK 2

WEEK 2
Skill: Main Idea and Key Details

Remind children that as they read a selection, they should look for key Literature
details in the text and illustrations. After reading, ask: What are the key Circles
details in this story? Display a Key Details chart for children to copy. Lead children in conducting
Model how to record the details. Have children fill in their charts. a literature circle using the
Thinkmark questions to guide
Think Aloud As I read I look for key details in the words and pictures. On
page 3 the words tell me that Pig picks corn, Goose picks pumpkins, and to discuss what children have
Dog picks apples. These are key details. I will write them in my Key Details learned about living in the
chart. country from both selections in
the Leveled Reader.
After Reading
Respond to Reading
Complete the Respond to Reading on page 12 after reading.
Retell
Have children take turns retelling the selection. Help children make
a personal connection by writing about someone who helped them
where they live. Write about a time when you needed help where you live.
Did you need help cleaning or fixing something? Who helped you? How
did they help?
Gifted and Talented
Fantasy
F y
Genre Nonfiction
Compare Texts
SYNTHESIZE Challenge
Read about where some
children live.
children to think of what it is like
by
y Erin
n Matthews
illustrated by
Roberta Colli
er Morales to live on a small farm. Children
should write about what jobs
“Where We Live” people who live on farms must do.
(bkgd) Glowimages/Getty Images, (l) Danita Delimont/Gallo Images/Getty Images,
(r) Nivek Neslo/The Image Bank/Getty Images, (b) Alan Schein/Alamy
Encourage them to tell whether

Make Connections 13
PAIRE
PA
P
REA
R
AIR D
EAD Where We Live
they would like living on a farm.
Before reading, ask children to preview EXTEND have them use facts
Leveled Reader
the title page and prompt them to they learned from the week or do
identify the genre as informational text. Discuss the Compare Texts additional research to find out
direction. After reading, have children work with a partner to discuss more about life on a small farm.
what parts in Harvest Time are similar to what they learned in “Where
We Live.” Prompt children to share what they learned about different
places to live. Are any of the places you read about like where you live?

F
C
Children can extend their knowledge of different places
BEYOND LEVEL T145

Beyond Level
Vocabulary
O R A L V O C A B U L A R Y: A N TO N YM S
OBJECTIVES
I Do
Remind children that antonyms are words that have opposite or nearly
Use words opposite meanings. Bored and excited have opposite meanings. They
and phrases are antonyms. You may want to point out that interested and excited are
acquired through
conversations, reading
synonyms, which children learned last week.
and being read to,
Write the sentence The rat scurried to its hole. Read the sentence for
and responding to We Do
texts, including using children and have them repeat. Say: When you scurry, you hurry or
frequently occurring move quickly. An antonym for scurry is linger, or dawdle. Have children
conjunctions to signal demonstrate scurrying and lingering. Ask them to give oral sentences for
simple relationships
why they are scurrying or lingering.
(e.g., because). L.1.6
You Do
Have partners work together to write a sentences for scurried and lingered.
Use antonyms in Write the words on the board for children to copy. Provide support
sentences
as needed.
Gifted and Extend Have children tell a story with a partner. Challenge them to use
Talented
the antonyms they learned, bored and excited, and scurried and lingered, in
their stories.
T146 UNIT 1 WEEK 2

WEEK 2
Comprehension
OBJECTIVES
I Do
Remind children that identifying important details in a story helps readers
Ask and answer understand what they are reading. Prompt them to talk about why
questions about identifying key details can be helpful.
RL.1.1 Guide children in reading the first few sentences of the Practice Book
We Do
selection aloud . Ask questions about the details and how to find the
answers. For example, Who are Tip and Pip? Point out you can use the
illustration to answer.
You Do
Have children read the rest of the selection with a partner. Have them
take turns asking each other questions about details that they can
answer using the words, and other questions they can answer using the
illustration.

Ask and answer
Have children choose a fantasy book for sustained silent reading. Tell them
questions about
key details in a text. that they should complete a Key Details chart to record details as they
RL.1.1 read the selection. Remind them to visualize what is happening to help
With prompting them understand the story.
and support, read
prose and poetry Read Purposefully
of appropriate
complexity for Have children record details and conclusions in the Key Details chart. After
grade 1. RL.1.10 reading, guide children to:
share and compare the details they recorded on their charts with
Apply the strategy
and skill to read a text a partner.
talk about how the details helped them visualize what happens in
the story.
Gifted and Independent Study Have children write a paragraph telling what they
Talented
found most memorable in the stories they read this week. Ask them to
create a book poster that illustrates a memorable scene or a favorite or
important character.
Shared Read:
Six Kids Go
Digital
Before Reading
Build Background
Read the Essential Question: What is it like where you live?
PD
PD
35 Explain the meaning of the Essential Question: People live in different
Six Kids
034-043_CR14_SI1_U1W2_MR_119763.indd 35 Reading/Writing 12/27/11 6:16 PM
kinds of places. Some people live in cities. Some live in small towns.
Workshop 034-043_CR14_SI1_U1W2_MR_119763.indd 35 12/27/11 6:16 PM
Some live in the country. Some live on farms. Think about what it is like
where you live. Detail Detail Detail
OBJECTIVES Model an answer: The kids in this book live in the country on a farm.
Ask and answer
There are hills and trees. There is a barn where they live and play. We will
questions about
read about what they do when they go out. Graphic
key details in a Organizer
text. RL.1.1 Ask children a question that ties the Essential Question to their own
background knowledge: Turn to a partner and talk about what you
Visualize story events see and do where you live. Are there big buildings? Are there parks?
What do you do when you go out where you live? Call on several pairs.
Retell
During Reading
modeling.
T148 UNIT 1 WEEK 2

WEEK 2
Six Kids Explain and Model High-Frequency Words

We read that the kids went down. Point to down on
Pages 34–35 page 39. This is the word down. Let’s say it together.
Now let’s point down.
Point to the title. Listen as I read the title, or name of
this book. Point to each word as you say the title. Pages 40–41
Now let’s say the title of the book together: The title
of this book is Six Kids. Look at the kids on these pages. They look like they
Explain and Model the Strategy Point to the are having fun where they live.
outdoor scene. I see these kids live on a farm. Say
What are the kids doing? (They are picking
it with me: farm. Close your eyes and visualize, or
berries. They are getting messy.)
picture in your mind, what a farm looks like.
Let’s read these pages together: “Six kids pick, pick,
What are some things you see on a farm? pick. Six kids are very blue.” Why are the kids blue?
(animals such as chickens, cows, and pigs; a barn, (They picked blueberries.)
trees, and fields for planting)
Pages 42–43
Pages 36–37
Explain and Model the Skill Read these pages
Point to the kids on the page. The kids are going chorally with children. The words and pictures show
somewhere. Listen as I read these pages. Point to us how the kids get clean. They jump in the lake. That
each word as you read: “Six kids go out. Six kids go is a key detail in this story. What detail did you learn
up a hill.” Where do the kids go? (up a hill) on these pages? (The kids jumped in the lake; they
Explain and Model Phonics Point to the got clean.)
sentence on page 37. I will read this sentence again.
Raise your hand when you hear a word that has the After Reading
/i/ sound. “Six kids go up a hill.” Now let’s say the
words with the /i/ sound together: six, kids, hill.
Make Connections
Review the Essential Question.
Explain and Model High-Frequency Words
We read that the kids went up a hill. Point to up on
page 37. This is the word up. Let’s say it together.
Now let’s point up.
Pages 38–39
Point to the illustration on page 38. What do you

think the kids will do up on the hill? (dig, plant) Let’s
read to find out. Point to and read pages 38–39.
Yes, they did dig. Have children chorally reread
these pages with you.


Fantasy
Leveled Reader
by Rachel Tandy
A Trip to the City Go

Digital
Before Reading
Preview Fantasy
PAIRED
READ Where I Live
PD
PD by Rachel Tandy
Leveled Reader
author’s name. Preview the illustrations. Have children describe the
A Trip to the City
pictures. Use simple language to tell about each page. Follow with
questions, such as: Are Pig and Bear getting off the bus? What do they see?
questions about
key details in a about a trip to the city. Encourage children to ask for help when they do
text. RL.1.1 not understand a confusing word or phrase. Graphic
Organizer
Visualize story events During Reading

Pages 2–3 Point to the illustration on page 3. Read the labels to
children and have them repeat: bus, store, street. Talk with your partner
Retell
about what Pig and Bear see in the city. (They see a bus and cars. There
are stores. They see the street.)
Pages 4–5 Point to the picture on page 4. Where do Bear and Pig
look? Let’s look up like they do. What do you see when you look up?
What did Bear and Pig see when they looked up? Let’s read the words
together: “We see a hat store.”
Point to the illustration on page 5. What does Bear get? (a pink hat)
Point to each word in the sentence and have children chorally read it
with you.
Pages 6–7 Point to page 6. What are Bear and Pig doing? Tell your
partner. Let’s read the words on this page. “It is a nice hat.” What do
these words tell you about Bear? (Bear likes the pink hat.)
Point to the illustration on page 7. Where do Bear and Pig look now?
Let’s look down like they do. What do you see when you look down?
What did Bear and Pig see? (a book store)
Pages 8–9 Look at the pictures on pages 8 and 9. Tell your partner
what you see that Pig and Bear are doing.
T150 UNIT 1 WEEK 2

WEEK 2
Pages 10–11 Point to and read the labels, then read the sentences.
What do Bear and Pig do after the book store? Let’s reread these pages Literature
together. Do Bear and Pig have fun in the city? How can you tell? Circles
Lead children in conducting
After Reading a literature circle using the
Respond to Reading the discussion. You may wish
Revisit the Essential Question. Ask children to work with partners to to discuss what children have
fill in the graphic organizer and answer the questions on page 12. Pair learned about different places
children with peers of varying language abilities. people from both selections in
the Leveled Reader.
Retell
Model retelling using the Retelling Card prompts. Then guide children
to retell the selection to a partner.
Model Intonation Fluency: Word Stresses Level

Up
Fantasy
Read the sentences in the book, one at a time. Help children echo-read
the pages with appropriate intonation, stressing important words. by Rachel Tandy
Apply Have children practice reading with partners. Pair children with Fantasy
peers of varying language abilities. Provide feedback as needed.

by Rachel Tandy
Fantasy
Fa PAIRED
AIRE
AI
IRED
IRE
EED
D
Where I Liv
Live
READ
AD
D
Genre Nonfiction
Compare Texts
Read about where these
children live.
Patrick Batchelder/Alamy
Where by Rache
el
illustrated by Tandy
Dave Kirwin
I Live
PAIRED
Where I Live
READ
house
IF children can read A Trip to the City

“Where I Live” car
PAIRED
PA
READ
RE Where I Live
13 answer the Respond to Reading

Make Connections questions,
Leveled Reader
Before reading, ask children to note that THEN tell children that they will read a
this text is informational text. Then discuss Compare Texts. Let’s read more detailed selection.
about these children to find out what is it like where they live.
• Use pages 5–9 of A Trip to the City
After reading, ask children to make connections between what they On Level to model using Teaching
learned from A Trip to the City and “Where I Live.” Poster 26 to list key details.
Prompt children by comparing illustrations in the selections and • Have children read the selection,
providing sentence frames: I see where Bear and Pig live. checking their comprehension by
I see here, too. using the graphic organizer.

F
C
Children can extend their knowledge of where people
live by completing the social studies activity on page 16.


Vocabulary
OBJECTIVES
I Do
Display images from the Visual Vocabulary Cards one at a time to
Produce complete preteach the oral vocabulary words city and country and follow the
sentences when routine. Say the word and have children repeat it. Define the word in
appropriate to task
and situation. SL.1.6
English and provide the example.
We Do
Display the image again and explain how it shows the meaning of the
LANGUAGE word city. Model using sentences to describe the image.
OBJECTIVE
You Do
Have partners draw a picture to show the word city, then say a sentence
Preteach oral
vocabulary words
that describes the picture and uses the word city.
Have children look for Have children use the Have partners ask each
pictures of city and words in sentences. other questions about the
country scenes in books Provide sentence starters city and country.
or magazines and use the if needed.
words to identify them.
OBJECTIVES
I Do
Produce complete the routine to preteach the ELL Vocabulary words shopping and trip. Say
sentences when each word and have children repeat it. Define the word in English.
appropriate to task
and situation. SL.1.6 Display the image again and explain how it illustrates or demonstrates the
We Do
word. Model using sentences to describe the image.
LANGUAGE Display the word again and have children say the word and then spell
OBJECTIVE You Do
it. Provide opportunities for children to use the words in speaking and
Preteach ELL
vocabulary words
Have children draw a Model using the words Have partners tell each
picture for each word on in a sentence. Then have other a story using both
an index card and write children use the words in a words.
the word on the back. sentence.
T152 UNIT 1 WEEK 2

WEEK 2
REVIEW WORDS
OBJECTIVES
I Do
Display the High-Frequency Word Cards for down, out, up and very. Read
Recognize and read each word. Use the Read/Spell/Write routine to teach each word. Have
grade-appropriate children write the words on their Response Boards.
irregularly spelled
words. RF.1.3g Write each sentence frame one at a time. Track the print as children read
We Do
and complete the sentences: (1) She put down the . (2) He came out of
LANGUAGE the . (3) I look up at the . (4) The dog is very .
OBJECTIVE
You Do
Display the High-Frequency Word Cards from last week. Display one card
Use high-frequency
words down, out, up,
at a time as children chorally read the word. Mix and repeat. Note words
very children need to review.
Have children act out or Ask children questions Have partners ask each
demonstrate a word. Have about the words: What is other questions about
other children point to the up high in the classroom? the words.
card and say the word.
OBJECTIVES
I Do
Display the Visual Vocabulary Cards and say the words aloud. Define each
Recognize and read word in English, then in Spanish, if appropriate, identifying any cognates.
grade-appropriate
irregularly spelled
We Do
Point to the image and explain how it illustrates the word. Have children
words. RF.1.3g repeat the word. Engage children in structured partner-talk about the
image as prompted on the back of the card. Ask children to chorally say
LANGUAGE the word three times.
OBJECTIVE
YouDo
Reteach high-
frequency words
identify and define the word in their own words.
Use a word in a sentence. Have children complete Have children write their
Have children find the sentence frames for the own sentences for the
picture and repeat the words and illustrate their words.
sentence. sentences.


Writing/Spelling
OBJECTIVES
I Do
Explain that using details helps writers describe their ideas. Write and read
With guidance and these sentences: I like to go there. I like to go to the sparkling clean lake. Help
support from adults, children compare them to identify details that help them visualize.
focus on a topic,
and suggestions from We Do
Read the sentence on page 37 of Six Kids. Ask children to identify the
peers, and add details place. (hill) Explain that the writer named the place and the illustrator
to strengthen writing used details to help readers visualize. Have children describe the hill.
as needed. W.1.5
You Do
Have children write a sentence about a place they have been. Remind
LANGUAGE them to include interesting details to describe the place.
OBJECTIVE
Use describing details
to strengthen writing Provide photos from Ask children to orally Challenge children to
magazines or books to describe the place. List write more than one
help children think of some of the words they sentence to describe
details to include. say for them to use in their the place.
sentence.
WORDS WITH SHORT i
OBJECTIVES
I Do
Read aloud the Spelling Words on page T92. Segment the word into
Use conventional sounds and attach a spelling to each sound. Point out the short i. Read
spelling for words aloud, segment, and spell the remaining words and have children repeat.
with common
spelling patterns Read the sentence from the Dictation routine on page T92 aloud. Then,
read the short i word slowly and ask children to repeat it. Have them write
occurring irregular
words. L.1.2d the word. Repeat the process for the remaining sentences.
You Do
Display the words. Have children work with a partner to check their
LANGUAGE spelling lists. Have children correct misspelled words on their list.
OBJECTIVE
Spell words with
short i Help children copy After children have Challenge children to
the words with correct corrected their words, think of other words that
spelling and say the word. have pairs quiz each other. have the short i sound.
T154 UNIT 1 WEEK 2

WEEK 2
Grammar
WORD ORDER
OBJECTIVES
I Do
Review that the words in a sentence follow an order that must make
Use end punctuation sense. Write the following words and period on index cards: The, big,
for sentences. L.1.2b school, is. Say: I will put these words in order so they make a sentence.
Display the words in order: The school is big. Read the sentence aloud. The
LANGUAGE words are in correct order. The sentence describes the house and ends with a
OBJECTIVE punctuation mark.
Identify and use
correct word order in We Do
Write sentences on the board and work with children to rewrite them in
sentences order. Remind children to end each sentence with a period. Have children
chorally read each completed sentence.
Grades K-6
is He small.
Language can We down go.

Transfers
Handbook Dan play and I.
You Do
Write the following sentences on the board.
ELL Language The red school is. Sal quick very is.
Transfers
Have partners rewrite the words in correct order to create sentences.
TRANSFER SKILLS Remind children to end each sentence with a period. Monitor children as
Spanish, Cantonese, they talk about how to decide on the correct word order.
Korean, Hmong,
Vietnamese, Haitian Beginning Intermediate Advanced
Creole, and Khmer
Provide two words and Write pairs of sentences Have partners write
speakers may typically
a period on index cards. with words in correct sentences with three or
place adjectives after
Have children arrange order and incorrect more words and check
nouns, such as It is a
them in order. For order. Have partners read them for correct word
house big. Have these
example: run, I, . and choose the correct order.
children practice
sentence.
describing classroom
items. Hold up an
item and have them
use a describing word
first, and then name
the item. For example:
red crayon, big book,
round ball.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Key Details RL.1.1 Recognize and Generate Initial ANALYSIS/HIGH-
Sound Alliteration RF.1.2c FREQUENCY WORDS:
Phoneme Categorization (medial Short i RF.1.3b
sound) RF.1.2c Double Final
Phoneme Blending RF.1.2b Consonants RF.1.3b
Phoneme Segmentation RF.1.2d down, out, up, very RF.1.3g
Grade 1
Weekly
Assessment

State Standards
PD
Grades 1-6
Assessment
State Standards
T155A UNIT 1
WEEK 2
TESTED SKILLS
T If … Then …
Children answer 0–3 . . . assign Lessons 10–12 on Key Details
COMPREHENSION
PHONEMIC Children answer 0–1 . . . assign Lessons 18–19 on Alliteration,

AWARENESS multiple-choice items Lessons 53–54 on Phoneme Categorization:
correctly . . . Medial Sounds, Lessons 62–66 on Phoneme
Blending, and Lessons 67–71 on Phoneme
PHONICS/ Children answer 0–5 . . . assign Lesson 46 on Short i from the

STRUCTURAL multiple-choice items Tier 2 Phonics/Word Study Intervention
ANALYSIS/HFW correctly . . . online PDFs.
TIER TIER
of intervention.

WEEKLY OVERVIEW
TEACH AND MODEL

Literature Big Book
Close Reading
Shared Reading A Pig for Cliff, 54–63
Genre Fantasy
be, come, good, pull
Phonics .......................................................... l-Blends, T172–T173

Go Grammar ...................................................... Statements, T192–T193
Digital
T156 UNIT 1 WEEK 3

OUR PETS
Essential Question
What makes a pet special?
WEEK 3
Complex Text
PAIRED
READ
Flip, 48–61 “What Pets Need,” 64–67
Genre Fantasy Genre Nonfiction
Differentiated Text

Raising Dragons A Splendid
Genre Friend, Indeed
Fiction Genre
Fiction
Classroom Library
WEEKLY OVERVIEW T157

TEACH AND MANAGE
How You Teach

Our Pets Comprehension Flip
Cool Dog, School Dog “What Pets
Close Reading Need”
A Pig for Cliff
Minilessons
Key Details, Fantasy, l-Blends,
Big Book
28–39
Go Interactive
Int
ntera
eract
ctttive
ive
ve Int
ttera
eract
ctive
Interactiveve Mobile
Mob le
Mobile
Digital White
W
Wh
Whiteboard
tebo
board
oard
o ard
rd W
Whhite
h ite
tebo
board
Whiteboardard
rd

PDF Online
002_031_CR14_WC_G1_XXXXXX.indd Page 4 2/27/12 11:19 PM u-s010 /Volumes/101/GO00979_SE/CORE_READING/NATIONAL/SE/HOME_SCHOOL_CONNECTION/ 21–30 Leveled Readers
Name Date
My To-Do List
Put a check next to the activities you complete.
Reading Phonics ⁄
Word Study
Key Details i-Blends
Fluency
Writing Science
Details Basic Needs
Independent Go Digital
Practice www.connected.mcgraw-hill.com
Phonics, pp. 21, 23, 28 Interactive Games/Activities

High-Frequency Words, Vocabulary
p. 22
Comprehension
Comprehension,
Phonics/Word Study
pp. 25–27
Grammar
Genre, p. 29
Spelling/Word Sorts
Write About Reading,
p. 30 Listening Library
4 Unit 1 • Week 3 • Our Pets Contracts
Go
Go On
Onl
O nl
L
Le
e
ev
vel Activities
Leveled Mobile
Digitall

WEEK 3
Leveled Readers Illustrations, T200–T201
Text Connections
Our Pets, T202
Write About Reading
Weekly Assessment
21–30
Mobile
M
Mob
obile

2
( More
3 Activities
on back
2
3
Key Details: Sequence
READING
Sequence is the order of a story.
Story details happen in order.
Read a story you like. COLLABORATE
Tell your partner what happens first.
Your partner will tell you what

happens next.
20
Minutes
You need
Write what happens last. › paper
› pencils or pens
2
Go Digital! www.connected.mcgraw-hill.com • Interactive Games and Activities • Grade 1

READING
READING
Build Background Our Pets, T164–T165 Oral Language Our Pets, T176
Oral Vocabulary Words care, train, T164 Oral Vocabulary Words groom, companion,
Teach, Listening Comprehension popular, T176
Big Book Cool Dog, School Dog, T166 Listening Comprehension Strategy: Visualize,
Model, Strategy: Visualize, T167 T177
and Word Work T168–T171 Interactive Read-Aloud Cards “Our Pets,” T177
Whole Group
Apply Phonemic Awareness: Contrast Vowel Sounds
Word Work T178–T181
Phonics/Spelling: Introduce l-Blends Phonemic Awareness: Phoneme Blending
High-Frequency Words: be, come, good, pull Phonics/Spelling: Review l-Blends
Shared Reading A Pig for Cliff, T172–T173 Structural Analysis: Plural Nouns (-s)
Practice Your Turn, p. 21 High-Frequency Words: be, come, good, pull
Shared Reading A Pig for Cliff, T182–T183
Comprehension
• Genre: Fantasy, T182

Leveled Reader Mouse’s Moon Party, T208–T209 Leveled Reader Mouse’s Moon Party, T208–T209 9
TIER
Phonemic
onemic Awareness Contrast Vowel Sounds, Phonemic Awareness Phoneme Blending, ing, T2
T210
0 2
TIER
0 2
T210
Approaching
TIER
Phonics Blend Words with l-Blends, T2122 2

TIER
onics Connect
Phonics C 2 2
l-Blends, T212 High-Frequency Words Reteach,
each, T215
T2
Level High-Frequency Words Review, w T215 Comprehension Details, T216 6 2
TIER
Leveled Reader Pet Show, T218–T219 Leveled Reader Pet Show, T218–T219
On Level Phonics Build Words with Beginning Consonant High-Frequency Words Review Words, T220
Small Group
l-Blends, T220
Leveled Reader Polly the Circus Star, T222–T223 Leveled Reader Polly the Circus Star, T222–T223
Beyond Oral Vocabulary Multiple-Meaning Words, T224 Oral Vocabulary Multiple-Meaning Words, T224
Level
Shared Read A Pig for Cliff, T226–T227 Leveled Reader Pet Show, T228–T229
Phonemic Awareness Contrast Vowel Sounds, T210 Phonemic Awareness Phoneme Blending, T210
English Phonics Connect l-Blends, T212 Phonics Blend Words with l-Blends, T212
Language Vocabulary Vocabulary Preteach ELL Vocabulary, T230
Learners • Preteach Oral Vocabulary, T230
LANGUAGE ARTS
Writing
Whole Group
Descriptive Sentences, T174 Descriptive Sentences, T184

Grammar Grammar
Grammar • Statements, T175 • Statements, T185
Mechanics: Capitalization and Punctuation, T175 Mechanics: Capitalization and Punctuation, T185
T160 UNIT 1 WEEK 3

WEEK 3
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Oral Language Our Pets, T186 Oral Language Our Pets, T194 Integrate Ideas
Review Oral Vocabulary care, train, groom, Comprehension Text Features: Labels, T195 • Text Connections, T202
companion, popular, T186 • Write About Reading, T203
Close Reading “What Pets Need,” T195A–T195B
Word Work T196–T197 Fluency: Word Automaticity,
Big Book Cool Dog, School Dog, T187 Fluency: Sound-Spellings
• Strategy: Visualize, T187 Phonemic Awareness: Phoneme Blending/
Phonemic Awareness: Contrast Vowel Sounds Segmentation
• Retelling, T187 Phonics/Spelling: Build Words with l-Blends
• Fluency: Phrasing, T187 Phonics/Spelling: Blend and Build Words with
Structural Analysis: Plural Nouns (-s) l-Blends
Word Work T188–T191 High-Frequency Words: be, come, good, pull
Fluency: Sound-Spellings Structural Analysis: Plural Nouns (-s)
Integrate Ideas Research and Inquiry, T200–T201 High-Frequency Words: be, come, good, pull
Phonemic Awareness: Phoneme Substitution
Phonics/Spelling: Blend Words with l-Blends Practice Your Turn, pp. 28–29 Practice Your Turn, p. 30
Structural Analysis: Plural Nouns (-s)
High-Frequency Words: be, come, good, pull
Close Reading Flip, T191A–T191J
Literature
Anthology
Leveled Reader Mouse’s Moon Party, T208–T209 Leveled Reader Paired Read: “A Mouse in the Leveled Reader Literature Circles, T209
Phonemic Awareness Phoneme Substitution, T211 House,” T209 Phonics Build Fluency with Phonics, T213
Phonics Build Words with l-Blends, T213 Phonemic Awareness Phoneme Segmentation, High-Frequency Words Cumulative Review, T215
T211
Structural Analysis Review Plural Nouns (-s), T214 Comprehension Self-Selected Reading, T217
Phonics Blend Words with l-Blends, T213
Comprehension Review Key Details, T217
Structural Analysis Reteach Plural Nouns
uns ((-s),
s) T214
TIER
Leveled Reader Pet Show, T218–T219 Leveled Reader Paired Read: “Love That Llama!”, Leveled Reader Literature Circles, T219
Comprehension Review Key Details, T221 T219 Comprehension Self-Selected Reading, T221
Leveled Reader Polly the Circus Star, T222–T223 Leveled Reader Paired Read: “Birds That Talk!”, T223 Leveled Reader Literature Circles, T223
Leveled Reader Pet Show, T228–T229 Leveled Reader Paired Read: “Love That Llama!”, Leveled Reader Literature Circles, T229
Phonemic Awareness Phoneme Substitution, T211 T229 Phonics Blend Words with l-Blends, T213
Phonics Build Words with l-Blends, T213 Phonemic Awareness Phoneme Segmentation, Spelling Words with l-Blends, T232
T211
Structural Analysis Review Plural Nouns (-s), T214
Structural Analysis Reteach Plural Nouns (-s), T214
High-Frequency Words Review Words, T231
High-Frequency Words Reteach Words, T231
Writing Writing Trait: Ideas, T232
Grammar Statements, T233
LANGUAGE ARTS
Independent Writing Writing Trait: Ideas, T192 Independent Writing Writing Trait: Ideas, T198 Independent Writing
Descriptive Sentences: Prewrite/Draft, T192–T193 Descriptive Sentences: Revise/Proofread/Edit, Descriptive Sentences: Publish and Present, T206
Grammar T198–T199 Grammar
• Statements, T193 Grammar • Statements, T207
Mechanics: Capitalization and Punctuation, T193 • Statements, T199 Mechanics: Capitalization and Punctuation, T207
Mechanics: Capitalization and Punctuation, T199

A C T

instruction.

Sentence Structure T187
Connection of Ideas Words and
Illustrations, T187
Literature Big Book
Cooll D
C Dog, SSchool
h lD Dog

SCAFFOLD
A Pig for Cliff, T226–T227 Pet Show, T228–T229
scaffold instruction using the small “Love That Llama!,” T229
WEEK 3
focus.
more complex text.
Quick Check
Phonics Words with l-Blends, T171, T181, T191,
T197, T205 Beyond
High-Frequency Words T171, T181, T191, T219

T197, T205

ing
Approach ELL
T209 T229

Contrast Vowel Sounds, T210 Words with be, come, good, pull, Ideas, T232 Words with Statements,
Phoneme Blending, T210 l-Blends, T215 l-Blends, T232 T233
Phoneme Substitution, T211 T212–T213
Phoneme Segmentation, T211 Structural
Analysis, T214

DAY 1 behavior
behavior a b c
Word-Building
care train
Teaching Poster
Reading/Writing Literature Big Book

behavior
behavior
Workshop Cool Dog, School Dog be
VOLUME 1
Reading/Writing High-Frequency © The McGraw-Hill Companies, Inc.
Workshop Big Book Word Cards Think Aloud

UNIT 1 be come good pull Photo Cards Clouds

5
Mins
Build Background
ESSENTIAL QUESTION
Go
What makes a pet special? Digital
Tell children that this week they will be talking and reading about what
makes pets special and how to take care of them. Weekly Concept Our Pets
cia
Spe iel n
Essential Question
What makes a pet
Fr ds
special?
Go Digital!

Workshop Big Book
Jose Luis Pelaez/Getty Images

OBJECTIVES words that they can use as they Our Pets
Ask questions to clear discuss what makes pets special. Use
up any confusion the Define/Example/Ask routine to
about the topics introduce the oral vocabulary words
and texts under
discussion. SL.1.1c
care and train.
Video
knowledge Oral Vocabulary Routine Visual Vocabulary Cards
• Discuss the Essential
Define: When you care for a pet, you give it the things it needs to stay healthy
Question
and happy.
Example: Peg cares for her cat by giving it food and water and playing with it Photos
ACADEMIC every day.
LANGUAGE
Ask: How would you care for a pet hamster? school
discuss, question
Define: When you train a pet, you teach it to do things.
Example: Max wants to train his puppy to come to him when he calls it.
Ask: What are some things people train pets to do? Visual Glossary
Discuss the theme of “Our Pets” and explain that some people like to
care for animals. Have children name animals that can be pets. Do you
have any pets? How do you take care of your pet? Graphic
Organizer
T164 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Weekly Concept Our Pets

Essential Question
What makes a pet
ENGLISH LANGUAGE
special? LEARNERS SCAFFOLD
Go Digital!
G
Beginning
Use Visuals Point to the boy.
This boy has a pet. Is it a turtle?
What colors do you see? Is the turtle
yellow and black?
Intermediate
Talk About It
Describe Ask children to describe
What pet do you
have or would you what makes this pet special. What
Jose Luis Pelaez/Getty Images
like to have? color is the turtle? Does the boy like

48 49 the turtle?
048-049_CR14_SI1_U1W3_WO_119763.indd 48

Advanced
Discuss Have children elaborate
on pets and the people who
care for them. Restate children’s
Talk About It: Our Pets responses. Why is the turtle at
Guide children to discuss this special pet. school?
COLLABORATE
Why might a turtle be a special pet?
Why might this turtle be in the classroom?
children to supply details to complete
Pets
the chart.
Children can look at page 49 of their
Teaching Poster
Be Open to All Ideas As children engage in partner, small-
group, and whole-group discussions, remind them:

WHOLE GROUP
DAY 1
10
Mins
Connect to Concept: Our Pets Go
Literature Big Book Tell children that they will now read a story about a pet dog that follows
Digital
its owner to school. Ask: Why do you think a dog would follow its owner
OBJECTIVES to school?
Demonstrate
understanding of Concepts of Print
the organization Track Print and Return Sweep Model for children how to track print
and basic features Cool Dog,
of print. RF.1.1
as they read, moving your finger from word to word. Emphasize the
School Dog
return sweep, moving it from the last word in the first line to the first
• Reinforce concepts word in the next. See prompts in the Big Book for modeling concepts
of print of print.
• Develop concept
understanding Set a Purpose for Reading © The McGraw-Hill Companies, Inc.
Display the Big Book. Visualize

ACADEMIC Read aloud the title and the names of the author and the illustrator.
LANGUAGE
illustrations, events Ask children to listen to the Big Book to find out something that
makes Tinka a special pet.
T166 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Strategy: Visualize
ENGLISH LANGUAGE
1 Explain Tell children that as you read the Big Book aloud, they can LEARNERS SCAFFOLD
use the words and illustrations to visualize, or create pictures in
their minds. This can help them understand the events, or what is Beginning
happening in the text. Engage Display pages 20 and 21
of the story. In your mind, can you
Think Aloud Visualizing the characters and what they are doing see a dog making a big mess? Show
can help you better understand the story. As we read, think about me how you think the teacher might
the author’s words and look at the illustrations. Then close your act.
eyes and create a picture in your mind of what is happening. As we Intermediate
read, change the picture in your mind as the events change so that
Describe Display pages 20 and
you can visualize the whole story. 21 of the story. Ask children to
describe one of the illustrations.
2 Model As you read, use the Think Aloud Cloud to model applying
What do you see in your mind?
the strategy. Describe it. Repeat answers slowly
Think Aloud Remember that visualizing the story details in your and clearly.
mind as you read can help you understand the story. When I read, Advanced
“Tinka is a groan dog, a moan dog, a hates-to-be-alone dog,” I
Describe Have children look at
used the words to create a picture in my mind of Tinka sitting by the illustrations. Then have them
the door, looking sad. I can hear her moaning and groaning. As I describe how the illustrations help
read, I will continue to visualize to help myself understand what is them see the pictures they create
happening. in their minds more clearly. Elicit
details to support their answers.
3 Guided Practice As you continue to read the Big Book, pause to
help children visualize. Guide them in visualizing what Tinka does
at school. Close your eyes and think about what we just read. What
do you see?
Monitor and
After reading, prompt children to share why they thought Tinka was
a good pet, or not. Discuss what they visualized when they read and
how that helped them to understand the text. Quick Check
Q
Can children apply the strategy
visualize?


WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards: bl,

cl, fl, gl, pl, I, a, ck, b, c, d, f, g, h, j, k,
l, m, n, p, r, s, t, v, w, y. Have children
say the sounds.
5
Mins
OBJECTIVES Contrast Vowel Sounds Go
1 Model Listen as I say a word: bit. I hear /i/ in the middle of bit. Listen:
Digital
and final sounds /b/ /iii/ /t/. Now listen as I say another word: bite. Bite has /ī/ in the
(phonemes) in middle. Listen: /b/ /īīī/ /t/. Listen as I say both words. I’ll clap when I hear
the /i/ sound in the middle: bit, bite. Bit has the /i/ sound so I clapped
words. RF.1.2c
when I said bit.
Decode regularly
spelled one-syllable 2 Guided Practice/Practice Have children practice contrasting vowel Phonological
words. RF.1.3b sounds. Guide practice with the first set. I am going to say some more Awareness
words. Clap if the word has the /i/ sound in the middle.
hit, hat set, sit big, bake
Max, mix fin, fine white, wig
Phonics
10
Mins
Phonics
Introduce l-Blends
1 Model Display Photo Card cloud and write the Handwriting
letters cl. Teach that when two consonants appear Photo Cards
together in a word we often blend the two sounds together. These
are the letters c and l. I blend both sounds together to get /kl/. Say it
with me: /kl/. These are the sounds at the beginning of the word cloud.
SKILLS TRACE Listen: /kl/ /oud/. Repeat with these l-blends: bl, fl, gl, pl, sl.
l-BLENDS
Introduce Unit 1 Week 3 letters bl to the sounds /bl/ by writing the letters. Now do it with me.
Day 1
Say /bl/ as I write the letters bl. This time, write the letters bl five times as
you say the /bl/ sounds. Repeat for cl, fl, gl, pl, and sl.
Days 2, 3, 4, 5
T168 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Blend Words with l-Blends

ENGLISH LANGUAGE
1 Model Display Word-Building Cards c, l, i, p. Model how to blend LEARNERS
the sounds. These are the letters c and l. Together they stand for the
sounds/kl/. This is the letter i. It stands for /i/. This is the letter p. It Phonemic Awareness: Minimal
stands for /p/. Listen as I blend these sounds together: /k/ /l/ /i/ /p/. Say each l-blend, clearly
Say it with me: clip. pronouncing the two sounds.
Continue by modeling the words glass, slick, flat, and blab. Have children repeat. Then say
two similar words with l-blends
2 Guided Practice/Practice Display the Day 1 Phonics Practice and have children pronounce each
one: black/clack, class/glass, flap/
Activity. Read each word in the first row, blending the sounds; slap, plop/flop, slip/clip.
for example: /blaaak/. The word is black. Have children blend
Phonics: Variations in Language
each word with you. Prompt children to read the connected text, In many Asian languages, such as
sounding out the decodable words. Khmer, there is no direct transfer
for /l/ or the /l/ sound is only
approximate. Emphasize /l/, and
black glad plan class flip slip show correct mouth position
when pronouncing each blend.
clack slack cliff slim blip flag You can also provide a sequence
to help children move into the
lap clap lick click clam slam blend, such as back to black.
Practice with Approaching Level
phonics lessons.
glass kiss fix back plans claps
Jim sits in class.

The black flag flaps.
The pig flips and flops. Also online
Sometimes consonants form a blend. Together, the
letters make the beginning sound you hear in glad
and slim.
Corrective
Corrective F
Feedback
eedback
Read the word. Draw a line under the blend. Write
Sound Error Model the sound that children missed, then have the blend on the line. Circle the picture.
1. flag fl
say: Sounds? /kl/. What’s the sound? Return to the beginning of
the word. Say: Let’s start over. Blend with children again.
2. clip cl
3. slip sl
cl
Daily Handwriting 4. clam

letters Ll using the Handwriting models.
p. 21 p. 21 p. 21
WORD WORK T169

WHOLE GROUP
Quick Review

up, very.
5
Mins
Spelling
OBJECTIVES Words with l-Blends Go
Recognize and read
Dictation Use the Spelling Dictation routine to help children transfer
Digital
grade-appropriate
irregularly spelled their growing knowledge of sound-spellings to writing. Follow the
words. RF.1.3g Dictation routine.
Spell untaught
words phonetically, Pretest After dictation, pronounce each spelling word. Read the
drawing on sentence and pronounce the word again. Ask children to say each
phonemic awareness word softly, stretching the sounds, before writing it. After the pretest, Spelling Word
and spelling display the spelling words and write each word as you say the letter Routine
conventions. L.1.2e
names. Have children check their words.
they together
clip Use a clip to hold the papers together.

how eat
flip Flip a coin to see who goes first.

slip Be careful not to slip. High-
Frequency
flag Our flag has a star to represent each state. Word Routine
black Is your book bag red or black?
plan Let’s plan to go to the park next week.
win If you get the most points you will win.
sit Please sit down in the chair.
be He wants to be first in line.
pull Pull the rope as hard as you can.
Differentiated Spelling Lists for modified lists.
ENGLISH LANGUAGE
LEARNERS
Pantomime Review
the meanings of
pictures, pantomime, or
gestures when possible.
Have children repeat or
act out the word.
T170 UNIT 1 WEEK 3

DAY 1 • WEEK 3
5
Mins
1 Model Display the High-Frequency Word Cards be, come, good,
and pull. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word be. This is the word be. Say it
with me: be. There will be ten children at the party.
Spell The word be is spelled b-e. Spell it with me.
Write Let’s write the word in the air as we say each letter: b-e.
Follow the same steps to introduce come, good, and pull.
As children spell each word with you, point out the irregularities
in sound-spellings, such as the /u/ sound spelled o_e in the
word come.
COLLABORATE
be come
good pull
Monitor and
High-Frequency
i h Word
d Cards
d Differentiate
to identify the high-frequency words in connected text and to Quick Check
Q
1. I will be back. words with beginning l-blends?
2. Can you come here? Can children recognize and read
3. He had a good hit. high-frequency words?
4. I can pull it up.

WORD WORK T171

WHOLE GROUP
DAY 1
Shared Read
10
Mins
Read A Pig for Cliff
Tell children that you will now read a selection called A Pig for Cliff.
Digital
As we read, look for the words be, come, good, and pull. Look for words
that begin with bl-, cl-, fl-, gl-, pl-, and sl-. Genre Fantasy
Essential Question
Read about Cliff’s new pet.
Go Digital!
Reading/Writing
Story Words Display the words new and pet. Spell the words and
model reading them. Tell children that they will be reading the words in
Constanza Basaluzzo
Workshop Big Book Spread Redux.indd 1
54
054-063_CR14_SI1_U1W3_MR_119763.indd 54 12/27/11 6:23 PM 054-063_CR14_SI1_U1W3_MR_119763.indd 55

5
12/27/11 6:24 PM
2/10/12 2:58 PM
and Reading/Writing the selection. A Pig for Cliff

Workshop
Guide children in reading A Pig for Cliff. Point out the high-frequency
OBJECTIVES words and words that begin with a consonant followed by the letter l.
Decode regularly
Genre: Fantasy Tell children that A Pig for Cliff is a fantasy. Tell children
words. RF.1.3b that a fantasy story:
Recognize and read has events and characters that are imaginary.
grade-appropriate cannot happen in real life.
irregularly spelled
words. RF.1.3g often has talking animals.
Understand
fantasy genre Connect to Concept
ESSENTIAL QUESTION
ACADEMIC Read together the Essential Question on page 54 of the Reading/Writing
LANGUAGE COLLABORATE Workshop. Discuss what makes Slim a special pet. Guide children to
imaginary, consonant
connect what they have read to the Essential Question: What makes a
pet special?
T172 UNIT 1 WEEK 3

DAY 1 • WEEK 3
A Pig for Cliff
Genre Fantasy
Essential Question
Go Digital!
Cliff is glad. It is Slim.

Constanza Basaluzzo
Constanza Basaluzzo
Constanza Basaluzzo
Cliff has a new pet. It is a big black pig. Slim can not fit in! Come out, Slim!
54 55 56 57 58 59
Slam! Slim can go up. Slim can pull Cliff.

Constanza Basaluzzo
Constanza Basaluzzo
Cliff can not sit with Slim. Cliff and Slim slip. Cliff can not. Slim will be a good pet!
60 61 62 63
Partner Reading
Remind children that as they reread A Pig for Cliff they can better
understand the story events by visualizing them.
Have children use pages 50–51 to review high-frequency words be,
come, good, pull.
Have children use pages 52–53 to review that some words begin
with a consonant and the letter l. Guide them to blend the sounds
to read the words.
Have children reread A Pig for Cliff with a partner. Guide them to
apply the skills and strategies. Ask children to name features of the
selection that tell them that it is a fantasy.
SHARED READ T173

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Shared Writing
With guidance and
1 Model Tell children that they will now reread A Pig for Cliff, paying
Digital
focus on a topic, attention to describing details that support the author’s idea.
respond to questions Explain: Describing details tell about a person, place, or thing. They help
readers form a picture in their minds of the ideas the author is talking
to strengthen writing about. Describing details tell about shape, color, size, and look.
as needed. W.1.5
2 Guided Practice/Practice Reread A Pig for Cliff. Point out that the Graphic
Use end punctuation words and pictures tell things about, or describe, Slim. Ask: What Organizer
for sentences.
L.1.2b
words does the author use to describe Slim?
Prompt children to understand that the story gives details about
Cliff’s new pet, Slim.
ACADEMIC
LANGUAGE
describe, statement
Descriptive Sentences Writing
Focus and Plan Tell children that this week they will be writing
sentences that tell about a pet. Remind them that a sentence is a group
of words that tells a whole idea. I see a fish.
Brainstorm Use the Word Web on Teaching Poster 40 to help children

Grammar
COLLABORATE brainstorm ideas for their sentences. Suggest that they brainstorm
details about a classroom pet or another pet the children are familiar
with. Let’s think of words that describe a pet hamster. What color is it?
What size? What kinds of things does our hamster do? Record children’s
ideas on the web.
Write Tell children that you will write sentences that describe. Model
writing sentences based on the web. Say: Let’s start by writing a sentence
that tells what the hamster looks like. Remember that a sentence tells a
whole idea and ends with a punctuation mark. Which details on the web
tell about the hamster’s looks? Let’s write them in a sentence: The hamster
has little ears and big brown eyes.
Work together to write descriptive sentences.
T174 UNIT 1 WEEK 3

DAY 1 • WEEK 3
5
Mins
LEARNERS SCAFFOLD
Statements Beginning
1 Model Tell children that a statement is a sentence that tells Point to the two Model sentences.
something. Display the following sentences: Does a statement begin with a
The cat plays with the ball. capital letter? Point to it. Restate
responses in complete sentences.
Sam slid down the hill.
Intermediate
Point out that a statement begins with a capital letter and ends
with a period. Explain Display the two Model
sentences. How does a statement
2 Guided Practice/Practice Display the examples below and read begin? What is at the end of a
statement? Repeat correct answers
them aloud. Prompt children to chorally reread them with you. slowly and clearly.
Have children work with a partner to identify which examples are
statements. Advanced
hit it (not a statement) Expand Display the Guided
Practice sentences. Compare the
Six pigs nap in the van. (statement) first example with the second. Why
Dad zips up the hill. (statement) is the first sentence not a statement?

COLLABORATE complete statements. Prompt them to talk about pets they have or
might like to have.
Mechanics: Capitalization
and Punctuation
1 Model Remind children that a statement always begins with a
capital letter and ends with a period.
sentence.
Jill will fix ham and yams (Jill will fix ham and yams.)
the balls go in the bin (The balls go in the bin.)
Daily Wrap Up
What makes pets special?
they learned. How might they use
those skills?
LANGUAGE ARTS T175

DAY 2 behavior
behavior
a b c
Word-Building
care popular
companion train Teaching Poster
g
groom
Reading/Writing
Workshop
What Interac
In
to go
to school Aloud
in another
go to Vocabu
In many school
to learn
lary
ways, . That learn
D
They re are
st
something
learn the world. to
un
understand so you
Example:
write.
behavior
in some They from
m at sschool. We learn
things
school tie yo did
behavior
in a different
behavior
in the how to
VOLUME 1
United a bus parts
Def
to get efine:
behavior
places, Something
be
common
mmon
Titicaca that
Unit 1 in this picture in Peru take a een in happens often is
seen
Week boat m
many
E
1
of the islands of those mple:
clip
eye Brown
one island islands in the places. e co
color. is a common
have lake. The Ask: What
Ask
to another schools. W
children The children pet in
pets are some
to get n you
yyour neighborhoo
common
take the to school.
boat take a
back At the boat d?
home end of from
again. the day,
Inc.
the
Companies,
ENGLISH
ENGLI
E GLISH
SH LAN
TK
LANGUAG
L
Credits
LEARNERS
LE
LEARNE
RNERS
ERS E
Copyright
Ask
Assk Question:
Quesuestion
on: How
to school
ool?? Is Ho
sschool? do you
the childre
children it the get
ldrenn in the same way
Reading/Writing
to sc
school,
chool, ol, or
o is it picture
How is different? go
i di
itt differe
diff
different?
rent?
1
Intensive
Use the Vocabulary
H
Workshop Big Book High-Frequency Word Cards

UNIT 1 Photo Cards Interactive Spelling Word
be come good pull Read-Aloud Cards Cards
Build the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
COLLABORATE about pets. Remind them of the little boy and the turtle and what
up any confusion
about the topics happened when Tinka the dog went to school. Guide children to discuss
and texts under the Essential Question using information from what they read on Day 1. school
discussion. SL.1.1c
• Develop oral
language Review the oral vocabulary words care and train from Day 1. Use the Visual Glossary
• Discuss the Essential Define/Example/Ask routine to introduce the oral vocabulary words
Question companion, groom, and popular. Prompt children to use the words as
they discuss what makes a pet special.
ACADEMIC
LANGUAGE
facts, information “Our Pets”
Oral Vocabulary Routine
Define: A companion is an animal or person
that keeps you company.
Example: Ray and his companion were always
playing together.
Ask: Who are some of your closest companions?
Define: When you groom an animal, you wash it
or brush its fur.
Example: Lisa uses a brush to groom her cat and Visual Vocabulary Cards
keep its long fur soft and silky.
Ask: Have you ever groomed a pet? How did you do it?
Define: If something is popular, many people enjoy it.
Example: Dogs and cats are very popular as pets.
Ask: What is a movie or book that is popular?
T176 UNIT 1 WEEK 3

DAY 2 • WEEK 3
ENGLISH LANGUAGE
LEARNERS
Read the Interactive Request Assistance Remind
5
Mins
Read Aloud children of expressions they can
use to request assistance from the
teacher or their partners, such as,
Can you show me in the picture?
Strategy: Visualize
Remind children that as they read, What
Child
is it lik
ren go
e to go
to sc
hool
in an
other
coun
Intera
Or al
ct ive
Read
Aloud
to sch tryl?
In ma ool to Vo ca
they can visualize information from

ny wa learn bu la
tea ch
ys, sch . That ry
ers. Th ools is tru lea
every e all Define rn
ey lea where aroun :
w to ke. Ch someth means
ool is rea world unders ing so to
the wo dif fer d and ildren . tand you wil
for ch math. ny thin
the selection. Model the strategy

ng an to sch ildren Ask:
Ho gs
in the d riding ool in tie you w did you
Unite a bus a dif in oth r sho learn
d Sta are co feren er pa es? how
and fro tes. Bu t way. rts of to
mmon
ek 1
on isla to ny pla en or
using the Think Aloud Cloud.

one isla the isla nds in those Examp ces. is
e the get to e child pets
in you
are som
boat schoo ren tak r neighb e commo
ba ck l. At e a boat orhood n
home the en
d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
McGraw
When I read, I can form a picture
TK
ENGL
tion Credits
ht © The
ISH LA
LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
in my mind of what the text is

How
1 erent? nt?
Intens
In
Use theive Vocabu
Us
in How por
introductive Rea to Use t
ce the d Aloud
telling me and the pictures are

the
underli Cards
ned wo to
rds.
showing me. That helps me better

understand what I am reading. “Our Pets”
I will read the words and study
the illustrations. Then I’ll close my eyes and use the details and
information to form a picture in my mind of how I could take care of
these pets.
Tell children that you will be reading true facts and information about
different pets and how to care for them. Display the Interactive Read-
Aloud Cards as you read “Our Pets.”
Pause to model using the strategy. Prompt children to visualize
details and information from the selection. Guide them to tell how
they used the words and illustrations to form a picture in their mind.
Make Connections
Guide children to discuss what they learned about pets in the
COLLABORATE selection. What makes these pets special?

WHOLE GROUP
Quick Review

say the sounds. Repeat, and vary
the pace.
5
Mins
Phonemic Awareness
Orally produce
1 Model Place markers on the Response Board to show children how
Digital
single-syllable
words by blending to orally blend phonemes. I am going to put one marker in each box
sounds (phonemes), as I say a sound. Then I will blend the sounds to form a word. Listen and
including consonant
watch. /sss/ (Place marker in the first box.) /lll/ (Place marker in the
blends. RF.1.2b
second box.) /iii/ (Place marker in the third box.) /p/ (Place marker in
Decode regularly
the fourth box.) The word has four sounds: /s/ /l/ /i/ /p/. Listen as I blend
the sounds to form the word: /sliiip/. The word is slip. Phonemic
words. RF.1.3b Awareness
Read words 2 Guided Practice/Practice Have children practice blending. Do the
with inflectional first two words together. Now place a marker for each sound you hear.
endings. RF.1.3f
I will say one sound at a time. Then we will blend the sounds to say the
c a t
word.
/l/ /i/ /p/ /f/ /l/ /i/ /p/ /k/ /l/ /i/ /p/ Phonics
/l/ /a/ /p/ /s/ /l/ /a/ /p/ /k/ /l/ /a/ /p/
/p/ /a/ /n/ /p/ /l/ /a/ /n/ /g/ /l/ /a/ /d/
I the jar.
fill fills filling
5
Mins
Phonics Structural
Analysis
Review l-blends
1 Model Display Word-Building Cards s, l, i, m. Review the sounds /sl/
spelled sl using the word slim. Repeat with these l-blends: bl (black),
cl (clap), fl (flag), pl (plan), and gl (glad). Handwriting

letters and sounds. Point to the Word-Building Cards for l-blends.
What are these letters? What sounds do they stand for?
T178 UNIT 1 WEEK 3

DAY 2 • WEEK 3
Blend Words with l-blends

ENGLISH LANGUAGE
1 Model Display Word-Building Cards c, l, a, p to form the word LEARNERS
clap. Model how to generate and blend the sounds to say the
word. These are the letters c and l. They stand for the sounds /kl/.
This is the letter a. It stands for /a/. This is the letter p. It stands for /p/. can be explained or demonstrated
Listen as I blend these sounds together: /klaaap/. Say it with me: clap. in a concrete way. For example,
ask children to point to the flag
Continue by modeling the words blip, flip, glass, plan, and slit.
and to something black. Model
2 Guided Practice/Practice Repeat the routine with children with the action for clap and slam. Say
“I clap my hands.” “I slam the door.”
slip, glad, plop, black, clam, flat, slick, class, flag. Provide sentence starters such as,
I am glad when for children
to complete. Correct grammar and
Build Words with l-blends pronunciation as needed.
1 Model Display the Word-Building Cards c, l, i, p. Blend:
/k/ /l/ /i/ /p/, /kliiip/, clip.
Replace c with f and repeat with flip.
Replace f with s and repeat with slip.
2 Guided Practice/Practice Continue with lip, lap, clap, flap, slap,
slam, clam.
5
Mins
Structural Analysis
Plural Nouns (-s)
1 Model Write and read aloud flag and flags. Underline the -s. Tell
children that we add -s to many naming words to say more than
one. The letter -s at the end of flags means there is more than
one flag.
Say flag and flags again and have children listen for the /z/ sound
at the end of flags. Then write and say cap, caps, pin, and pins. Point
out that the letter s can stand for /s/ as in caps, or /z/ as in pins.
board: cat, dad, can, wig, lip, pin. Have children add -s to each word
and then use each word in a sentence.
WORD WORK T179

WHOLE GROUP
Quick Review

high-frequency words: be, come,
good, pull.
5
Mins
Spelling
OBJECTIVES Word Sort with l-Blends Go
Recognize and read
1 Model Display the Spelling Word Cards from the Teacher’s
Digital
grade-appropriate
words. RF.1.3g listening for the beginning l-blend.
er ir or ur
Use conventional Use cards for bl, cl, fl, pl, and sl to create a five-column chart. Say the her
spelling for words
letters and blend the sounds for each l-blend: /bl/, /kl/, /fl/, /pl/, /sl/.
spelling patterns Ask children to chorally spell each l-blend.

Spelling Word
and for frequently Sort
occurring irregular 2 Guided Practice/Practice Have children place each Spelling Word
words. L.1.2d Card in the column with the same l-blend.
When completed, have children chorally read the word or words in they together
• Spell words with
l-blends
each column. Then call out a word. Have a child find the word card how eat
• Recognize and read

and point to it as the class chorally spells the word.
high-frequency High-
words Frequency
Word Routine
leave out the letter l in the blend.
Work with children to recognize the difference in sound and
spelling in minimal contrast pairs with l-blends, such as
cap/clap, sip/slip, fat/flat, and back/black.
ENGLISH LANGUAGE
LEARNERS Say each word. Have children repeat. Isolate the l consonant
sound and focus on how the mouth forms that sound. Then
Provide Clues
have children write the word. Emphasize that when they hear an
helping children l-blend at the beginning of a word, they use an l-blend spelling.
generate more words
with l-blends. Provide
clues: This starts with gl
and rhymes with class.
Write the word and
reading it. Correct
their pronunciation, if
needed.
T180 UNIT 1 WEEK 3

DAY 2 • WEEK 3

5
Mins
High-Frequency Words A. Complete each sentence. Use one of the words
in the box.
be come good pull
be, come, good, pull 1. Tam is a good cat.

Write it. Ask children to close their eyes, picture the word in their 2. Max can pull the big pig.
minds, and write it the way they see it. Display the high-frequency
3. I can be a big help.
.
Point out irregularities in sound-spellings, such as the /u/ 4. Tip can come to me.

sound in the word pull. B. Write your own sentence using a
word from the box.
2 Practice Add the high-frequency words be, come, good, and pull to
5. Responses will vary.
the cumulative word bank.
p. 22 p. 22 p. 22
Have children look at the words and compare their sounds and 022-022_CR14_NA_YT_1_HF_U1W3_119532.indd 22 13/01/12 7:44 PM

Suggest that they write about a pet they have or want.
Write routine.
Monitor and
Differentiate
Quick Check
Q
words with l-blends?

WORD WORK T181

WHOLE GROUP
DAY 2 OS
E REA
Comprehension
CL
DIN
G
10
Mins
Reread A Pig for Cliff
Genre: Fantasy Go
1 Model Tell children they will now reread the fantasy story A Pig for
Digital
Cliff. Explain that as they read they will look for information in the
text to help them understand the story. Genre Fantasy
Essential Question
Go Digital!
Review the characteristics of a fantasy story:

Reading/Writing
Workshop Big Book
has made-up characters, often talking animals 54 5
054-063_CR14_SI1_U1W3_MR_119763.indd 54 12/27/11 6:23 PM 054-063_CR14_SI1_U1W3_MR_119763.indd 55 12/27/11 6:24 PM
and Reading/Writing could not happen in real life A Pig for Cliff
Workshop
has a clear beginning, middle, and end
Genre Fantasy
Essential Question
OBJECTIVES
Tell children that like most stories, fantasy stories have a clear Go Digital!
Ask and answer

beginning, middle, and end. The beginning of the story includes
questions about
key details in a details about who is in the story and where the story happens. The 54
054-063_CR14_SI1_U1W3_MR_119763.indd 54
Spread Redux.indd 1
12/27/11 6:23 PM 054-063_CR14_SI1_U1W3_MR_119763.indd 55
5
12/27/11 6:24 PM
2/10/12 2:58 PM
text. RL.1.1 middle of the story and the end of the story have details about what Genre
happens.
Understand fantasy Genre Fantasy
genre
Display pages 56 and 57 of A Pig for Cliff. Say: This is the beginning of Essential Question
Go Digital!
the story. I see a cat and a pig. They are standing outside near a house.
The words tell me that the cat’s name is Cliff and the pig’s name is Slim. 54 5
ACADEMIC 054-063_CR14_SI1_U1W3_MR_119763.indd 54 12/27/11 6:23 PM 054-063_CR14_SI1_U1W3_MR_119763.indd 55 12/27/11 6:24 PM
Now I know where the story takes place and who the characters are.
LANGUAGE Key Details

fantasy, problem, 2 Guided Practice/Practice Display pages 58 and 59 of A Pig for Cliff.
details, illustrations
Remind children that the middle of the story gives details about
what happens to the characters. Say: This is the middle of the story.
The words and illustrations will tell details about what happens to Cliff
and Slim. What is happening to them on these pages?
SKILLS TRACE
KEY DETAILS

4, 5; Unit 2 Weeks 1, 2, 3, 4, 5
3, 4, 5
T182 UNIT 1 WEEK 3

DAY 2 • WEEK 3

A. Reread “Kim and Flick.” Write a key detail to
complete each sentence. Use a word from the box.
Comprehension Read
To g eth e r
tree Flick come Kim
Key Details
1. Flick is a cat.
Key details happen in order, or in
sequence.
Cliff has a Slim breaks Slim pulls
big, black tthe swing, CCliff up out
Find Text Evidence pet pig so Cliff and of the mud. 2. Flick hid in the tree .
Find a key detail in the story. named Slim. Slim fall in Slim is a
the mud . good pet.
page 57
3. Kim looks for Flick.
It is Slim.
It is a big black pig. 4. Kim wants Flick to come out.
CO L
L ABOR ATE
B. Draw a picture to show how Kim feels when she
Your Turn finds Flick.
Talk about your favorite details in
“A Pig for Cliff.” Tell about them
in order.
Responses will vary but should show Kim looking
happy or glad.
Constanza Basaluzzo
64 65
064-065_CR14_SI1_U1W3_COM_119763.indd 64
p. 27 p. 27 p. 27
1 Model Tell children that when they read fantasy stories they can
use the text to find the key details. Have children look at pages
64–65 in their Reading/Writing Workshop. Read together the
definition of key details. Key details help you understand a story. Key
details happen in order, or in sequence.
section and model finding a key detail in A Pig for Cliff. On page 57
we can find a key detail in the
text about Cliff’s pet. The text
says that Cliff’s pet is Slim, and Monitor and
the picture shows that Slim is Detail Detail Detail Differentiate
a big, black pig. This is a key
detail. Can you find a key detail
about what happens to Cliff Quick Check
Q
and Slim next?
Can children identify key details?
Teaching Poster

COMPREHENSION T183
WHOLE GROUP
DAY 2
Language Arts
5
Mins
Interactive Writing
With guidance and
Review Tell children that when writers describe something, they tell
Digital
focus on a topic, more about it. Writers use describing details to help readers make
respond to questions pictures in their minds of what the writer is telling about.
as needed. W.1.5
Use end punctuation
Discuss Guide children to think of different pets they could describe. Graphic
Record their ideas. Prompt children to brainstorm one of the topics. Organizer
for sentences. L.1.2b
Record details on a Word Web using Teaching Poster 40.
ACADEMIC Model/Apply Grammar Tell children that they will work together to
LANGUAGE write sentences about a pet. Remind them to use describing words to
sentence, idea
give their sentences details and help readers picture the animal.
Writing
A is .A has .
A can .
I see a fish.
Point out that each statement begins with a capital letter and ends
with a period. Using an animal from the web, model completing the
Grammar
statements using descriptive words.
Write Collaborate with children to write descriptive sentences about
the animal they chose. Work together to write sentences that include
describing words. Remind children to listen for the sounds in each word
you write together. As children create sentences, share the pen.
Apply Writing Trait Review with children the sentences you wrote
together on Day 1. Remind them that using describing words makes
their writing more interesting. Discuss with children how the sentences
they wrote today tell interesting things about a pet animal.
T184 UNIT 1 WEEK 3

DAY 2 • WEEK 3
5
Mins
LEARNERS
Statements Explain Ask children to circle the
first letter in the sentence and
1 Review Remind children that a statement is a sentence that tells underline the ending punctuation.
something. Have children complete the
sentence frame A statement begins
Write the following sentences: with and ends with .
It has a big fin and gills. Punctuate It Display the
I pat the cat as it naps. sentences from the Mechanics
Practice activity. Using self-stick
Read the sentences aloud and have children chorally repeat. Guide notes, have children correct the
children to see that each statement tells something. Have children capitalization and punctuation.
identify what each sentence is about.
2 Guided Practice Write phrases and complete sentences. Read
each sentence or phrase and ask: Is this a statement? How do
you know?
My school is big. (statement)
The kids (not a statement)
a big flip (not a statement)
Will bit his lip. (statement)
3 Practice Once children identify the statements, have them work
with a partner to write a statement about Slim from A Pig for Cliff.
COLLABORATE more statements about the story A Pig for Cliff. Challenge them to
talk about what they liked and didn’t like in the story.
and Punctuation
1 Review Remind children that a statement begins with a
capital letter and ends with a period.
2 Practice Display statements without capitalization
and punctuation. Read each aloud. Have children work
together to fix the sentences.
Daily Wrap Up
a van has a flat (A van has a flat.)
the man can fix it (The man can fix it.) vocabulary words.
Prompt children to review and discuss
these skills help you?
LANGUAGE ARTS T185

DAY 3 behavior
behavior
a b c
Word-Building
Visual Vocabulary
Cards
Cards Response Board
be Teaching Poster
care
Reading/Writing Literature Big Book come
What
Children
In many
teachers.
is it like
But school
the world.
go to
ways,
They
to go
school
schools
learn
to school
to learn
everywhe
how to
is different
Kids may
in another
. That
re are
read and
in some
countryl?
is true
alike.
write.
all around
Children
They
the world.
learn
ld.
from
m
Interac
In
Oral
Define:
D
tive Read
Vocabu
learn
st
un
Exa
Example:
something
understand
it.
at sschool. We learn
so you
many
to
lary
will
Aloud
Workshop
ways learn things
did
companion
and riding school t yo
tie your shoes?you learn
in a different in other
Cool Dog, School Dog behavior

in the how to
United a bus parts
Def
to get
behavior
children Lake places, to school commonSomething
com
Titicaca children happens that is
Unit 1 in this picture in Peru take a seen
se n in m
many often
Week
Ex
1
of the of those to mple:
islands
clip
eye co
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one island islands in the places. color. is a common
have lake. The As
Ask:
sk: W
ts in you are some
to get your neighborhoocommon
take the to school.
boat take a
back At the end boat d?
home from
again. of the
Inc.
day, the
VOLUME 1
Companies,
good

ENGLISH
ENGLIS
ENG
GLISH
TK
H LAN
LANGUAG
L
Credits
LEARN
LE
LEARNERS
RNERSRS E
Copyright
Ask
Assk Question
Ques
Question:
to scho tion:
ool?? Is Ho
school? How
do you
the children it the get
ildren same
to schoo
school,
chool, in the way
How o is it picture go
ol, or
w is itt di
different?
di
differe
different?
fferent?
1
Intensive
groom
Use the Vocabulary
routine
Interactive Support
in How
i R t
popular Photo Cards Interactive Spelling Word
VOLUME 1
pull Read-Aloud Cards Cards
train

Digital
5
Mins
ESSENTIAL QUESTION
OBJECTIVES
Remind children that this week you are talking and reading about pets
Retell stories,
including key details, and what makes them special. Remind them of the little boy and the Visual Glossary
and demonstrate turtle, Tinka, the dog who went to school, Cliff and his pet pig, and what
understanding of they learned about taking care of different kinds of pets. Guide children
their central message to discuss the question using information from what they have read and
or lesson. RL.1.2
talked about throughout the week.
Read on-level text
orally with accuracy, Cool Dog,
appropriate rate,
Review Oral Vocabulary School Dog
and expression Review the oral vocabulary words care, train, groom, companion, and
on successive popular using the Define/Example/Ask routine. Encourage children to
readings. RF.1.4b
discuss caring for pets when coming up with examples for each word.
Retell
ACADEMIC
LANGUAGE
details, comma, period Pam can not nap.
Pam can jump up.
Can Sam jump up?
Fluency
T186 UNIT 1 WEEK 3

DAY 3 • WEEK 3
Listening OS
E REA
Comprehension
CL
DIN
ENGLISH LANGUAGE
G
LEARNERS
10
Mins
Reread Literature Big Book page. What does Tinka do? Provide
sentence starters for children to
complete orally. Tinka sighs and
when she has to say to
Strategy: Visualize the boy.
Remind children that as they read, they
should pay attention to the words and the
illustrations. They can use them to help create
a picture in their minds of the story events.
This can help them understand what is
happening in the story. As we reread Cool Dog,
School Dog, use text evidence and illustrations
to visualize the events of the story. Literature Big Book
Read aloud Cool Dog, School Dog. Pause to explain what you are
visualizing. Prompt children to identify key details in the text and
illustrations.
Model Retelling
Pause to retell portions of the selection. I can put details from
the story and illustrations in my own words. So far, I have read that
Tinka is a happy dog who plays with a little boy before he goes to A C T
school. I can tell from the pictures that Tinka is the family’s pet dog
and that the boy loves playing with Tinka. Access Complex Text
After reading, retell the entire selection, using your own If the complexity of the text makes it hard for
words to tell the important events in the correct order. children to read, use the Access Complex Text
prompts.
Model Fluency Sentence Structure The untraditional
Phrasing Turn to page 27 of Cool Dog, School Dog. Point to sentences and hyphenated adjectives in the
text may cause some children to have difficulty
the commas and the period on the page. Explain that these understanding story events.
marks represent pauses that you should take when reading. Help children break down the sentences
When you read, you should pause, or stop for a moment and your to understand that each part of a sentence
voice should fall, when you come to a comma or a period. describes what Tinka is like.
Read aloud page 27 with slightly exaggerated phrasing. Connections of Ideas On each page, children
Have children identify the punctuation marks and then must synthesize information from the text and
the illustration in order to fully understand what
reread the passage chorally. Repeat the reading to give is happening in the story.
children more practice with natural phrasing and intonation. Have children study the illustrations
and describe in their own words what is
happening before reading the text.

WHOLE GROUP
Quick Review

say the sounds.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Substitution Go
1 Model Show children how to orally substitute initial phonemes. I
Digital
and final sounds am going to say a word: pig. I will change the /p/ to /f/ and make a new
(phonemes) in spoken word. The new word is fig.
RF.1.2c 2 Guided Practice/Practice Let’s do some together. The new word is
Decode regularly fig. Say it with me: fig. We will change the first sound /f/ to /j/. Let’s say
spelled one-syllable the new word together: jig. Continue by telling children the sound to Phonemic
words. RF.1.3b replace in each word. Awareness
Read words with
jig, pig, dig, fig
inflectional endings.
RF.1.3f flit, slit
slip, flip, clip c a t
Decode words with
l-blends
Phonics
5
Mins
Phonics
I the jar.
fill fills filling
Blend Words with l-blends
1 Model Display Word Building Cards g, l, a, d. Model how to blend Structural
Analysis
the sounds. This is the letter g. This is the letter l. Together they stand for
the sounds /gl/. This is the letter a. It stands for /a/. This is the letter d. It
stands for /d/. Let’s blend all four sounds: /glaaad/. The word is glad.
Continue by modeling the words blip, flag, cliff, plan, and slip.
2 Guided Practice/Practice Review the words and sentences on the Handwriting
first row, blending the sounds; for example: /k/ /l/ /a/ /s/; /klaaasss/.
The word is class.
T188 UNIT 1 WEEK 3

DAY 3 • WEEK 3
class flip plan black glad claps

clip blab clam slim flat flag
vans bags caps cats mats wigs
cliffs lips rags bins figs flags
bad sack pick slick click slip
The class is glad.

Miss Black has a plan. Also online
5
Mins
Structural Analysis
Plural Nouns (-s)
1 Model Say the words clam and clams. Ask children to listen
closely to hear what is different. Point out the /z/ sound at the end
of clams.
Write the word clam and clams. Underline the letter -s at the end
of clams. Tell children that the letter -s at the end of clams means
that there is more than one clam.
2 Practice/Apply Help children blend the words cat, cats, plan,
plans, slip, slips, hat, hats, pig, pigs, fan, and fans. Point out that
the letter -s at the end of a word can stand for /s/ as in slips, or /z/
as in plans.
Corrective
Corrective F
Feedback
eedback
WORD WORK T189

WHOLE GROUP
Quick Review

good, pull.
5
Mins
Spelling
OBJECTIVES Word Sort with l-Blends Go
Recognize and read
1 Model Display Word-Building Cards for bl, cl, fl, pl, and sl to form
Digital
grade-appropriate
irregularly spelled five columns in a pocket chart. Blend the l-blends with children.
words. RF.1.3g
Hold up the flip Spelling Word Card. Say and spell it. Pronounce er ir or ur
Use conventional each sound clearly: /f/ /l/ /i/ /p/. Blend the sounds, emphasizing the her
spelling for words
initial consonant blend. Repeat this step with flag. Place both words
with common spelling girl curb her word
patterns and for in the fl column. Read and spell each spelling word together with
Spelling Word
frequently occurring children. Have children read each word. What do you notice about Sort
regular words. L.1.3d these spelling words? They begin with the /fl/ sounds spelled f-l.
Spell words with 2 Guided Practice/Practice Have children spell each word. Repeat school
l-blends the process with the other l-blends.
Display the words win, sit, be, and pull in a separate column. Read
and spell the words together with children. Point out that these Visual Glossary
spelling words do not begin with l-blends.
that rhyme with each word or start with the same l-blend. Write
the additional words on the board. Underline the common spelling
patterns in the additional words. If necessary, point out the
PHONICS/SPELLING
PRACTICE BOOK p. 13 differences and explain why they are unusual.
Read each word in the box. Say each word.
clip flip slip flag

black plan be pull
Use the clues to write a spelling word on the line.
1. starts like slim + ends like nip slip
2. starts like flat + ends like bag flag
3. starts like cliff + ends like lip clip
4. starts like flick + ends like sip flip
5. starts like blot + ends like sack black
Write the spelling word on the line.
6. be be 7. plan plan
8. pull pull
T190 UNIT 1 WEEK 3

DAY 3 • WEEK 3
5
Mins
Write it. As children spell each word with you, point out the
.
irregularities in sound-spellings, such as /u / sound spelled oo in
good and u in pull.
Display the Visual Vocabulary Cards to review this week’s

Have children read the following sentences together at the same
Differentiate
We will be good at school. Quick Check
Q
Come quick!
I can pull the flag up. words with l-blends?
previous high-frequency word lists. Remind children that the word Small Group Instruction
WORD WORK T191

WHOLE GROUP
DAY 3
Genre Fantasy
Essential Question
Read about a very unusual
p
pet who goes to school.
Go Digital!
48 49
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ESSENTIAL QUESTION
Read Literature Read aloud the Essential Question: What makes
Anthology a pet special? Tell children that as they read they
Literature Anthology Review Genre: Fantasy should think about what it would be like to have a
Review with children the key very big pet.
characteristics of fantasy. It: Story Word Read and spell the word pet. Tell
has made-up characters, settings, or events. children they will read this word in the story.
could not happen in real life.
is a story with a beginning, middle, and end.
Preview and Predict Read the title on page 49.
What might this selection be about? Where do you
think it takes place? Let’s read to find out.
T191A UNIT 1 WEEK 3

DAY 3 • WEEK 3
Flip is my pet. Flip can not g

go in.
Flip is big. Flip is sad. 1 2
50 51
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Teacher Think Aloud As I read, I can use What details have we read? Flip is the girl’s pet.
the words and pictures to visualize what is Flip is big. This is a key detail.
happening. On page 51, the author says that Flip
cannot go in and that Flip is sad. In the picture, I
see the girl patting Flip. I see the teacher waiting Detail Detail Detail
by the door of the school. When I close my eyes, Flip is a big
pet.
I can picture the scene in my mind. I can picture
Flip’s sad face and the girl patting him on the
nose. I can see the grass and bushes and the
school. I can see the teacher waiting by the door.

WHOLE GROUP
DAY 3
Flip pulls me in. Flip and I go to class. 3

52 53
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Think about the words on these pages and look Flip is a big Flip goes to
COLLABORATE at the pictures. What are some key details? Work pet. class.
with a partner to decide what the most important
key detail is. Then we will add it to our chart.
T191C UNIT 1 WEEK 3

DAY 3 • WEEK 3
Flip sits.
Be good, Flip! 4 Flip likes class. 5
54 55
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4 Ask and Answer Questions Student Think Aloud In the picture I see that
Teacher Think Aloud I am not sure I understand Flip and the children are painting. There is paint
what is happening, so it’s helpful to ask a on the wall, the floor, and the table. There is paint
question, look for details, and try to find the on Flip. Flip has made a big mess. This is a key
answer. I ask myself if Flip does what the girl tells detail. We can add it to the chart.
him to. Let’s reread the sentences and look at the
pictures. Now I can use the details to answer the
question. The answer is no, Flip does not do what Detail Detail Detail
Flip is a big Flip goes to Flip makes
the girl tells him to. The girl tells Flip to be good in
pet. class. a big mess.
class, but Flip makes a big mess painting.

Teacher Think Aloud I want to know what key
details are on this page. I will look at the words
and pictures. What is a key detail on page 55?

WHOLE GROUP
DAY 3
6 Miss Black is mad.

The kids like Flip. Sit down, Flip!
56 57
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6 Author’s Craft: Sentence Structure 7 Skill: Key Details

Authors can use sentence structure and Remember, an illustration can help you better
punctuation to tell the reader how a character understand the text on a page. Look at the words
is feeling and what the character is thinking. and illustration on page 57. What key detail do we
The sentence Sit down, Flip! tells us that Miss learn from this page? Let’s add this key detail to
Black wants Flip to sit down. The author used an our chart.
exclamation mark to tell us how Miss Black feels.
How do you think she feels? (She is very upset.) Detail Detail Detail
Flip goes to Flip makes Miss Black
class. a big mess. is mad.
T191E UNIT 1 WEEK 3

DAY 3 • WEEK 3
Look at Miss Black! 8 Flip has a plan. 9

58 59
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8 Strategy: Visualize 9 Retell

Visualizing the story events can help us better Teacher Think Aloud I can make sure I’ve
COLLABORATE understand what is happening. Let’s read the understood the story so far by retelling what has
words and look at the illustration on these happened in my own words. The girl takes her
pages. Then close your eyes and picture what is pet dinosaur, Flip, to school. When she tells him
happening in your mind. Turn to your partner and goodbye, he pulls her inside. He goes to class
take turns telling what you pictured in your mind with her. She tells him to be good, but he makes
when you closed your eyes. a big mess! The teacher gets mad. But when Flip
sees that Miss Black cannot reach the board, he
gets an idea. Now we can continue reading to see
what happens next.

WHOLE GROUP
DAY 3
Can Flip come back?

Flip did it! “Flip can,” said Miss Black.
The class claps. Flip is glad!
60 61
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Skill: Key Details Return to Predictions and Purposes

Discuss key details with children. What does Review children’s predictions. Ask children if their
Flip do on page 60? This is a key detail that we predictions about the selection were correct.
will add to the Key Details chart. Guide children Guide them to use the evidence in the text to
to complete the Key Details chart. Review the confirm whether their predictions were accurate.
information on the chart together. Discuss what children learned about this unusual
pet by reading the selection. Did children learn
what they wanted to by reading the selection?
Flip makes Miss Black Flip helps
a big mess. is mad. Miss Black.
T191G UNIT 1 WEEK 3

DAY 3 • WEEK 3
Read
To g eth e r
When M ichael Garland

was a child, he loved drawing
characters from movies and
books. Some of his favorite
movies and books had funny
creatures in them. So he drew
a lot of dinosaurs just like Flip!
Illustrator’s Purpose
Michael Garland likes to draw dinosaurs.
Draw a dinosaur. Label your drawing.
Michael Garland
62
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LITERATURE ANTHOLOGY, p. 62 11/17/11 10:35 AM

Michael Garland AUTHOR’S CRAFT
Read aloud page 62 with children. Ask them Focus on Details
when Michael Garland first started drawing
pictures and where he got some of his ideas for Point out that in this story the author used
drawing dinosaurs. Why do you think he wanted to words and pictures that work together to tell
write about a dinosaur that goes to school? the story.
Have children tell you what information
Author’s Purpose they get on page 50 from the words and
Have children draw a picture of a dinosaur, name from the pictures. (The words tell us that
it, and write something about their picture in Flip is a pet, and the picture tells us that
their Response Journals. is my pet. Flip is a pet dinosaur.)

WHOLE GROUP
DAY 3
Retell
Use your own words to Detail Detail Detail
retell three important

details in Flip. Tell the
details in order.
Text Evidence
1. What does Flip do when he gets
to school? Key Details
2. What does Flip do to help
Miss Black at the end? Sequence
3. How can you tell that Flip is
a fantasy? Genre
Make Connections
How is Flip like the pets that
you know? Essential Question
63
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Respond to Reading
Guide children in retelling the selection. Remind Guide children to use text evidence to answer the
them that as they read Flip, they paid attention to Text Evidence questions on Student Anthology
key details and visualized what was happening in page 63. Model answering the questions as
the story. Now they will use that information to needed.
retell the selection. 1. Key Details To answer the first question, we
Have children use the information they need to look at key details in the selection. Let’s
recorded on the Key Details chart to help them look back to pages 52–53. The details in the
retell the selection. words and illustrations tell us that Flip pulls the
girl into the building and that she and Flip go
to the girl’s class.
T191I UNIT 1 WEEK 3

DAY 3 • WEEK 3
2. Key Details The question asks how Flip helps Miss Black at the
end of the story. Let’s look at the end of the story to answer this
question. On page 60, the words say that Flip did it and the class ENGLISH LANGUAGE
claps. This does not tell us how Flip helps Miss Black. But the LEARNERS
illustration shows Flip lifting Miss Black up so she can put a card
Retell Help children by looking
on her wall chart. That is how Flip helps Miss Black.
3. Genre This question asks how we know that the selection is asking a prompt, such as: What is
fantasy. Remember, a fantasy is a made-up story that could not Flip doing? What are the children
doing? Point to and identify the
happen in real life. To answer the question, let’s look back at the
characters. How does Miss Black
selection. On each page we see illustrations of Flip and some feel? Provide sentence starters to
children at school. Flip is a dinosaur. There are no dinosaurs in the help children retell the selection,
real world today. A girl cannot bring a dinosaur to school in real life. such as: Miss Black tells Flip to .
These are clues that Flip is fantasy.
Make Connections
Essential Question Have children draw a picture of a pet they know.
COLLABORATE Have them write a caption telling how this pet and Flip are alike.
Guide them to share their work with others. Prompt them to discuss
what makes the pet in their drawing a special pet.
SC
IENCE
CONNECT TO CONTENT
WHAT PETS NEED
Remind children that this week they
have been learning what makes
pets special. In this story, they read a
fantasy story about a pet dinosaur at
school. Point out that pets are living
things that need air, water, food, and
space to survive. Prompt children to
discuss how people can help pets
survive.

WHOLE GROUP
DAY 3
Language Arts
5
Mins
Independent Writing
1 Review Tell children that today they will work on writing a draft.
Digital
Today you will begin writing your own sentences about a pet. Think
about the details we used when we wrote about the hamster.
Reading/Writing
Writing Workshop. Read the student model aloud. Point out how
OBJECTIVES Kim used details to tell about her idea, a silly cat. Guide children to Present the
With guidance and identify the details Kim used. Lesson
focus on a topic,
respond to questions To g eth e r

peers, and add details [redux pp. 66–67Statements
WWR A statement is a sentence
Ideas Kim wrote about a silly cat.
to strengthen writing She used details to describe it. that tells something.
Writing/Grammar, Readers… to
as needed. W.1.5 Kim’s Sentences
A statement ends with a period. Graphic
Writers spread] Organizer
Produce and expand Bill is quick. Bill is quick.
complete simple Bill slips and flips .
and compound
declarative,
interrogative, CO L
L ABOR ATE
imperative, and Your Turn

L ABOR ATE
CO L
• Find another statement that
exclamatory Your Turn Kim wrote. Writing
sentences in response Tell what details Kim used to • Write new statements. Circle
describe her idea. the period at the end.
Constanza Basaluzzo
to prompts. L.1.1j
66 67
ACADEMIC
066-067_CR14_SI1_U1W3_WRT_119763.indd 66
I see a fish.
LANGUAGE
ideas, details
Grammar
Model Have children look again at Kim’s sentences, noting that each
sentence tells a whole idea. Have them complete the Your Turn.
Prewrite
Display the web of ideas from Day 2. Tell children that to begin writing,
they must choose one animal. Preview children’s choices.
Brainstorm Organize children into pairs based on the pet they have
COLLABORATE chosen. Guide partners to use a web to organize details.
T192 UNIT 1 WEEK 3

DAY 3 • WEEK 3
Draft
ENGLISH LANGUAGE
Have children use details from their webs to write sentences. Remind
LEARNERS SCAFFOLD
children that a sentence tells a whole idea.
include describing details in each sentence. Describe Provide sentence
frames for children to complete.
Apply Grammar Remind children that statements should tell one Does your pet have one leg or two?
idea. Remind them that each statement should begin with a capital Can your pet bark? Elaborate on
letter and end with a period. children’s responses. Write the
word(s) and have children copy
As children work, conference with them to provide guidance. and repeat the sentences.
Intermeditate
5
Mins
Grammar Explain Encourage children to
talk about the pet they chose.
Provide sentence frames and
suggest words as needed.
Statements Ask children to repeat their
sentences. Correct grammar and
1 Review Have children look the Readers to Writers page in their pronunciation as needed.
Reading/Writing Workshop. Remind them that a statement tells
Advanced
an idea. Have children point to the punctuation at the end of the
example statement. Ask: What punctuation mark goes at the end of Expand After children complete
their sentences, ask: How does a
a statement? (a period) A statement ends with a period. statement begin? How did you end
each statement? Repeat children’s
2 Guided Practice/Practice Guide children to find another responses, correcting for grammar
statement that Kim wrote. Remind children that every statement and pronunciation.
ends with a period.
Have children write new sentences about a pet. Then have them
circle the period in each statement.
COLLABORATE more statements about Kim’s silly cat. Challenge them
to alternate saying statements.
and Punctuation Daily Wrap Up
1 Review Remind children that a statement begins with
a capital letter and ends with a period.
2 Practice Display the sentences. Read each aloud. Then the oral vocabulary words. Ask: What
have children fix the sentences. did you learn about pets today?
bill will tap and tap (Bill will tap and tap.) Prompt children to review and discuss
the skills they used today. Guide them
he sees the big cat (He sees the big cat.)
to give examples of how they used
each skill.
LANGUAGE ARTS T193

DAY 4 behavior
behavior tall hat
whisk
bowl
cook
coat
builder
hard hat
tool belt
mail carrier
bag
cap
mail
a b c
Word-Building
Visual Vocabulary
(l) George Doyle & Ciaran Griffin/Stockbyte/Getty Images; (m) Jose Luis Pelaez Inc/Blend Images/Getty Images; (r) Tetra Images/Alamy
jeans
Cards
4J.YH^/PSS9LHKPUN
Cards
Text Feature Labels
be groom Teaching Poster

care popular
come pull
companion train behavior
behavior
clip
good Dinah Zike’s Foldable®
VOLUME 1 Spelling Word
Cards
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Know and use
Remind children that this week they have been learning about pets and Digital
what makes them special. Guide children to discuss the question using
(e.g., captions, bold information from what they have read and discussed.
print, subheadings, school
Use the Visual Vocabulary Cards and the Define/Example/Ask routine
glossaries, indexes,
electronic menus,
to review the oral vocabulary words care, train, companion, groom, and
icons) to locate popular.
key facts or Guide children to use each word as they talk about what they have read Visual Glossary
information in a text
efficiently. RI.2.5
and learned about what makes pets special. Prompt children by asking
questions. cook builder mail carrier
tall hat hard hat cap
Research information How might you care for a pet pig? whisk
coat
tool belt
mail
using technology
bag
bowl
jeans
What is a very popular pet?
4J.YH^/PSS9LHKPUN
Text Feature Labels
Which pet would you like as a companion? Teaching Poster

ACADEMIC
LANGUAGE What special tools might you need to care for a pet dinosaur? Genre Nonfiction Read
To g eth e r
nonfiction, illustrations,
Compare Texts
parrot
Read about how to give
pets what they need. iguana
label
What could you train a pet dinosaur to do? W hat hamster
Pets
Need
(t) Mary Kate Denny/PhotoEdit Inc (inset) Juniors Bildarchiv/age fotostock

Review last week’s oral vocabulary words city, country, bored, feast, and Ron Levine/The Image Bank/Getty Images
064-067_CR14_SA1_U1W3_PP_119530.indd 64
64
What do pets need?
12/7/11 4:16 PM
Like all living things, pets need food.
Some pets eat seeds or plants.
064-067_CR14_SA1_U1W3_PP_119530.indd 65
65
12/7/11 4:17 PM
scurried.
“What Pets
Need”
T194 UNIT 1 WEEK 3

DAY 4 • WEEK 3
Develop Comprehension ENGLISH LANGUAGE

LEARNERS SCAFFOLD
Text Feature: Labels Beginning
Use Sentence Frames Use
1 Explain Tell children that sentence frames to help children
they can use informational cook builder mail carrier
discuss the labels on the poster.
selections to find facts and tall hat hard hat cap For example: This label tells
details. Remind them that whisk
coat us . This is a .
mail
they have learned that the tool belt
Intermediate
bag
photographs and illustrations bowl

Discuss Have children suggest
jeans
in informational text include
4J.YH^/PSS9LHKPUN
Text Feature Labels
other labels that could be added
important details. Explain to the illustrations.
Teaching Poster
that these illustrations and
photographs often have labels—words or phrases that name the Advanced
things in them. Describe Prompt children to
use the words in the labels in
2 Model Display Teaching Poster 17. Point to the labels on the cook. complete sentences to describe
the illustrations.
The labels help us understand what the photograph shows. Point
to the cook’s hat and apron while you read the labels tall hat and
apron. These labels tell us what the cook wears when he works. He
wears a hat and an apron. Point to the whisk as you read the label
whisk. This label tells us what this is. It is a whisk.
3 Guided Practice/Practice Read together the labels on the
second photograph. Guide children to tell what the labels identify.
What parts of the picture do the labels name? What information do
you learn from the labels? Repeat for the third photograph. Tell
children to look for labels in the selection.
EXTEND THE CONCEPT T195

WHOLE GROUP
DAY 4
Genre Nonfiction Read
To g eth e r
Compare Texts
parrot
Read about how to give
pets what they need. iguana
1 2
W hat hamster
Pets
Need
(t) Mary Kate Denny/PhotoEdit Inc., (inset) Juniors Bildarchiv/age fotostock

Ron Levine/The Image Bank/Getty Images
Like all living things, pets need food.

What do pets need? Some pets eat seeds or plants.
64 65
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Read Literature 2 Text Features: Labels
Look at the photographs on page 65. What
Anthology do the labels name? (the kind of animals in
Literature Anthology Compare Texts the photographs) How do the labels help you
Review with children that in understand what you read? (The labels identify
Flip, they read about a pet dinosaur. Now they examples of pets that eat seeds or plants.)
will read a selection about caring for pets. Tell Content Words Point out the words need, care,
children that as they read they should think about and living things. Prompt children to use the
how these pets are like the pet in Flip. context sentences to help them understand
the words.
1 Text Features: Labels
Teacher Think Aloud This photograph shows a
lizard. I’m not sure what kind of lizard it is. When I read
the label, it tells me this lizard is called an iguana.
T195A UNIT 1 WEEK 3

DAY 4 • WEEK 3
kittens dog
Pets need a safe home. 4

Pets need our love and care.
(t) Lise Gagne/Vetta/Getty Images, (inset) Fuse/Getty Images
Make Connections
Some pets eat meat or fish. W hat do you think Flip
Frank Siteman/age fotostock

All pets need fresh water. needs? Essential Question
66 67
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3 Text Features: Labels Make Connections Have partners make

COLLABORATE connections between the pets in “What Pets
Look at page 66. What does the label name? (the
animals in the photograph) How does the label Need” and the pet in Flip.
help you understand what you read? (It identifies SC
IENCE
CONNECT TO CONTENT
examples of pets that eat meat or fish.)
WHAT PETS NEED
4 Strategy: Visualize Remind children that all week they have
Teacher Think Aloud When I look at the been learning and talking about what
photograph on page 67, I see a girl holding a fluffy makes pets special and how we can care
puppy. She looks happy. I read: Pets need our love for them. Guide children to use the text
and care. I can use the pictures and the words to and photographs in the selection to discuss
visualize this idea. In my mind, I see the girl holding different pets and their needs. Prompt them
her dog with love and care. I see her snuggling its to name things that all of the pets they have
soft fur and smiling. What do you see in your mind learned about need.
when you think about the words and the picture?

WHOLE GROUP
Quick Review

the pace.
5
Mins
OBJECTIVES Contrast Vowel Sounds Go
Decode regularly
1 Model Listen as I say a word: flap. I hear /a/ in the middle of flap.
Digital
words. RF.1.3.b Listen: /f/ /l/ /aaa/ /p/. Listen as I say another word: flip. I hear /i/ in the
Read words with middle of flip. Listen: /f/ /l/ /iii/ /p/. Now I will say the two words. I’ll raise
inflectional endings. my hand when I hear the /a/ sound in the middle: flap, flip. Flap has the
RF.1.3f /a/ sound, so I’ll raise my hand.
Use conventional
spelling for words 2 Guided Practice/Practice Have children practice contrasting vowel Phonological
with common sounds. Guide practice with the first set. I am going to say some more Awareness
spelling patterns words. Say /a/ if the word has the /a/ sound in the middle.
and for frequently
occurring irregular sat, sit fan, fin him, ham
words. L.1.2d
m a
can, cane beg, bag man, mane
n t p
Phonics
5
Mins
Phonics
I the jar.
Build Words with l-blends fill fills filling
Review The sounds /k/ and /l/ can be represented by the letters c and Structural
l. We’ll use the Word-Building Cards to build words with cl and other Analysis
l-blends.
Place the letters c, l, a, p. Let’s blend the sounds together and read er ir or ur
her
the word: /klaaap/. Now change the c to f. Blend the sounds and read
the word. girl curb her word
Continue with slap, slip, slick, click, clack, clap, flap, flip flick, lick. Spelling Word
Sort
school
Visual Glossary
T196 UNIT 1 WEEK 3

DAY 4 • WEEK 3
5
Mins
Structural Analysis
Plural Nouns (-s)
Review Write the words cat, cats and van, vans on the board and
read them with children. Remind them that the -s ending means
that there is more than one. Point out that when -s is added to
words, the ending sound of the new word can be /s/ or /z/.
Write the following words: bag, flag, clam, pig. Have children work
in pairs to add -s to make the words plural. Then have them write a
sentence with one of the words.
5
Mins
Spelling
Word Sort with l-Blends
Have children correct their own papers. Then have them sort the
words by l-blend: bl, cl, fl, pl, sl, or no l-blend.
Monitor and
Differentiate
5
Mins
Quick Check
Q
be, come, good, pull Can children read and decode
Review Display Visual Vocabulary Cards be, come, good, pull. words with l-blends?
Have children Read/Write/Spell each word. Can children recognize and read
Review last week’s words using the same procedure.

WORD WORK T197

WHOLE GROUP
DAY 4
Language Arts
5
Mins
Independent Writing
focus on a topic,
Tell children that writers revise their writing to correct any mistakes and
and suggestions from make their writing more interesting. Explain that a writer might revise
peers, and add details sentences to add describing words.
as needed. W.1.5 Apply Writing Trait: Ideas Remind children that writers include
describing details in their sentences. After writing, the writer makes sure Writing
Produce and expand
complete simple the sentences include describing details. Display the following sentence:
and compound
My cat likes to play.
declarative,
interrogative, Read the sentence aloud. Tell children that the sentence does not
imperative, and contain any descriptive details. Discuss how they could add details.
exclamatory
Together, revise the sentence. Proofreader’s
sentences in response Marks
to prompts. L.1.1j
Peer Review Have children work in pairs to do a peer review, which
COLLABORATE means they will each read their partner’s draft. They should take notes
ACADEMIC about what they like most, questions they have for the author, and
LANGUAGE I see a fish.
details they think the author could include. Have partners discuss these
mistakes, describe
topics. Provide time for them to make revisions to their sentences.
Grammar
Proofread/Edit
each statement tells a whole idea about something.
all statements begin with a capital letter and end with a period.
T198 UNIT 1 WEEK 3

DAY 4 • WEEK 3
Final Draft
5
5
Mins
Mins
Grammar
Statements
1 Review Review with children that a statement is a sentence that
tells something.
2 Guided Practice Remind children that a sentence tells a whole
idea. A statement is a kind of sentence. Have children complete
the following sentence frame to make a statement.
I like .
After you complete the statement, ask children what goes at the
end of the sentence. (a period)
3 Practice Display the following sentences. Have children identify
the statements.
like to play
I see six big hats. (statement)
Jan ran up and down the hill. (statement)
COLLABORATE complete statements about the pet they are writing
their descriptive sentences about.
Mechanics: Capitalization and

Punctuation
1 Review Remind children that a statement always
Daily Wrap Up
begins with a capital letter and ends with a period. Review the Essential Question and
2 Practice Display the sentences below. Read each aloud. encourage children to discuss using
Have children fix the sentences as a class. the oral vocabulary words.
we will fill the bag (We will fill the bag.)
the cat sat on the mat (The cat sat on the mat.)
each skill.
LANGUAGE ARTS T199

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
IENCE
SC
RESEARCH AND INQUIRY Our Pets
OBJECTIVES
Create a Poster
project (e.g., explore COLLABORATE will create a poster about a pet. The poster will have an illustration. To
a number of “how- accompany their illustration, children will write at least one sentence
to” books on a given telling how this pet is special, and another sentence explaining how to
write a sequence of
take care of this pet.
instructions). W.1.7
STEP 1 Choose Topics
• Build background Guide children to choose a pet to research and describe.
knowledge
• Research
information using
STEP 2 Find Resources
technology Discuss how to use the selections,
reference materials, and online sources.
ACADEMIC
They can use these resources to get
LANGUAGE information about the pet they have
reference, online selected. Have children use Research
Process Checklist 4.

Have children use a Hamburger
Foldable® to take notes on the pet they choose.
Be Open to All Ideas Review with children that as they engage
in partner, small-group, and whole-group discussions, they should
remember:
T200 UNIT 1 WEEK 3

DAY 4 • WEEK 3
STEP 4 Create the Project: Poster

Explain the characteristics of a poster.
Information A poster gives information. In this project,
the poster will have an image and text and will give
information about a pet.
Image An illustration is a picture that gives visual
details about the topic.
Text Posters have words that give information about
the illustration.
Have children create a poster with an illustration and
captions about the pet they have chosen.
Guide them make a drawing of their chosen pet.
Prompt children to write sentences about their pet. Have them write
at least one sentence that tells how the pet is special, and at least one
that tells how to take care of this pet.

SCAFFOLD

sentence frames to help children on researching their chosen pet. elaborate on their pet. Ask them
discuss their pet. For example: My Ask: What do you want to learn to describe their pet and how
pet likes to . My pet is special about your pet? How can you find it behaves, and explain why
because . out? they chose this particular pet to
describe.

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Integrate Ideas
OBJECTIVES
Compare and contrast
Text to Text
the adventures Remind children that all week they have been reading selections about
and experiences pets and what makes them special. Tell them that now they can think
of characters in about how the selections were similar to one another. This is called
stories. RL.1.9 making connections across texts. Model comparing text using Cool Dog,
School Dog and A Pig for Cliff.
• Develop answers
to the Essential
Think Aloud Cool Dog, School Dog and A Pig for Cliff are about pets that
Question
are special. In both selections, we learn about how the pets cause some
• Make text
connections to trouble for their owners. In both selections, the pets end up helping out
the world and everyone is happy at the end of the story.
Complete the Organizer Have
ACADEMIC COLLABORATE children use the chart on Teaching
LANGUAGE Poster 42 to help them organize the
connection, evidence
information from this week’s selections.
Discuss and write about the pets
children read about. Teaching Poster
Discuss what made each pet special and how they made people happy.
Text to Self
Have children discuss pets they know. Ask: How are pets you know
special? Do they ever cause problems?
Text to World
Have children discuss what they have learned about pets this week. Ask:
Why do people enjoy having pets? How do pets help people? How do pets
make people feel?
T202 UNIT 1 WEEK 3

DAY 5 • WEEK 3
OBJECTIVES
Draw evidence
Analyze Key Details
reflection, and
Using the evidence in the text, you will think about how the author used key
research. W.4.9 details to help tell the story.
Review the Key Details chart you completed for A Pig for Cliff. Guide
children to analyze the text evidence by asking “how” and “why”
questions about the key details.
Why might the author have wanted to write about a pet pig?
How did the author use key details to tell what happened when Cliff
and Slim tried to sit on the swing together?
How did the author use key details to tell what makes Slim a good pet?
Write an Analysis
In , the author wrote about .

The author used the key details and to tell what
happened.
The selection made us understand .
Work with children to complete the sentence frames using the

information about A Pig for Cliff.
Select another fantasy selection you have read this week. Work with
children to complete the sentence frames to write about how the
author used key details.
IENCE
SC
RESEARCH AND INQUIRY Our Pets
OBJECTIVES
Wrap Up the Project
research and writing Guide partners to share the information about their pet and to point out
project. W.1.7 COLLABORATE details in their posters using Presentation Checklist 1. What kind of pet
did you write about? How do you take care of this pet?

WHOLE GROUP
Quick Review

the pace.
5
Mins
Phonemic Awareness
Segment spoken
Review Guide children to blend phonemes to form words. Listen as I
Digital
into their complete say a group of sounds. Then blend those sounds to say a word.
sequence of individual
/b/ /l/ /a/ /k/ /k/ /l/ /i/ /p/ /f/ /l/ /i/ /p/
sounds (phonemes).
RF.1.2d /g/ /l/ /a/ /s/ /s/ /l/ /i/ /m/ /p/ l/ /a/ /n/
Decode regularly
words. RF.1.3b Phoneme Segmentation Phonemic
Awareness
Read words with Review Guide children to segment phonemes in words. Now I am
inflectional endings. going to say a word. I want you to say each sound in the word.
RF.1.3f
lap slap clap class cliff m a
Decode and spell lip flip clip black glad n t p
words with l-blends
Phonics
5
Mins
Phonics I the jar.
fill fills filling
Blend and Build Words with l-blends Structural

Review Have children read and say the words black, cliff, flag, glad, Analysis
plan, and slip. Then have children follow the word building routine
with Word-Building Cards to build lip, flip, blip, clip, slip, slap, flap, school
clap, class, glass, glad.
Display decodable words and point to each word as children chorally Visual Glossary
Pam can not nap.
Pam can jump up.
Can Sam jump up?
Fluency: Word
Automaticity
T204 UNIT 1 WEEK 3

DAY 5 • WEEK 3
55
Mins
Mins
Structural Analysis
Plural Nouns (-s)
Review Have children explain when the -s ending is used. Then
have children practice writing plural nouns with -s, such as flags,
cats, clips, pigs, and clams.
5
Mins
Spelling
Word Sort with l-blends
weekly words by beginning consonant blend. Remind children
that four of the words do not begin with an l-blend.
5
Mins
Assess Assess children on their abilities to spell words with
l-blends. Say each word and provide a sentence so that children
can hear the words in a correct context. Then allow them time to
write down the words. In order to challenge children, you may
wish to provide an additional word for each l-blend in order to
Monitor and
Differentiate
5
Mins
Quick Check
Q
Review Display Visual Vocabulary Cards be, come, good, pull. Can children read and decode
words with l-blends?

WORD WORK T205

WHOLE GROUP
DAY 5
Language Arts
5
Mins
Independent Writing
writing, including in Remind them to practice discussing both reading their sentences
collaboration with
peers. W.1.6 and talking about any illustrations they have.
Writing
Use end punctuation
for sentences.
Present
L.1.2b Have children take turns giving presentations of their pet descriptions.
Remind them to speak clearly. When listening to others, they should be
ACADEMIC polite and respectful, asking questions when appropriate and listening
LANGUAGE carefully when it is not appropriate to speak.
presentation, publish Checklists
If possible, record the presentations so that children can self-
evaluate.
Evaluate I see a fish.

performance using the presentation rubric. Grammar

write about how using describing words makes their writing better.
Publish
After children finish presenting their sentences, discuss how the class
will illustrate and then publish a book of pet descriptions. Suggest that
they can use digital tools to publish their writing. Allow children to
make decisions on the title and design of the cover of the book.
T206 UNIT 1 WEEK 3

DAY 5 • WEEK 3
55
Mins
Mins
Grammar
Statements
1 Review Have children define what a statement is. Write the
following sentence and have children tell how they know it is a
statement:
Tim and Lin fix a flag.
2 Practice Ask: Does the sentence tell something? Does it begin with a
capital letter and end with a period?
Write two sentence stems. Have children work with partners to write
each into a statement.
My class likes
a pig can
Allow children to read their statements to the class.
and Punctuation
1 Review Remind children that a statement begins with
a capital letter and ends with a period.
Kat will put jam in the glass (Kat will put jam in
Wrap Up the Week
the glass.) Review the Essential Question and
i can see the kids (I can see the kids.) encourage children to discuss using
the pig digs up a can (The pig digs up a can.) the oral vocabulary words.
Review that picturing story events
and finding key story details can help
children understand a story.
Review blending words with l-blends.
Remind children that -s at the end of
a naming word means there is more
than one.
Review that a fantasy is a made-up
story with characters and elements
that could not exist in real life.
LANGUAGE ARTS T207

Approaching Level
MoonuPser’ts
Fantasy
Mo y Leveled Reader:
Mouse’s Moon Party Go
Digital
Before Reading
by Amy Helfer
illustrated by Akemi Gutierrez Preview and Predict Fantasy
MoonuPser’ts
PAIRED
READ A Mouse in the House
PD y
PD
Mo
Leveled Reader
Mouse’s Moon
children to predict what the selection might be about. Party

Describe characters, Have children recall that a fantasy is a story that has invented Detail Detail Detail
settings, and
characters, settings, or events that could not happen in real life.
major events in a
story, using key ESSENTIAL QUESTION
details. RL.1.3 Graphic
Remind children of the Essential Question: What makes a pet special? Organizer
Set a purpose for reading: Let’s read to find out what will happen at
Mouse’s party.
Remind children that as they read a selection, they can ask questions about
what they do not understand or what they want to know more about.
Retell
During Reading
As children whisper read Mouse’s Moon Party, monitor and provide
guidance, correcting blending and modeling the key strategies and skills.
Strategy: Visualize
Remind children that as they read, they can visualize what is
happening. Model using the strategy on page 3. The words tell me
Mouse invites friends to his party. The picture shows me he is on the phone
and has a list of friends. I close my eyes and visualize Mouse calling friends
and inviting them to his party. Visualizing helps me understand the story.
Skill: Key Details

Remind children that key details are the important information in a
story. While reading, ask: What are the story’s important, or key, details?
Display a Key Details chart for children to copy.
T208 UNIT 1 WEEK 3

WEEK 3

Think Aloud The key details give me important information about Circles
the story. I wonder who will come to the party. On page 4, I see that Cat Lead children in conducting
will come and bring a cake. Let’s add that detail to the Key Details chart. a literature circle using the
Guide children to add additional key details to the chart. Thinkmark questions to guide
After Reading learned about animals from
Respond to Reading Reader.
Retell
Level
Up
Fantasy
What would you like to do at the moon party? What would you bring?
by Amy Helfer
illustrated by Katia Wish
Model Fluency
MoonuPser’ts
Fantasy
Read the sentences one at a time. Have children chorally repeat. Point Mo y
out how you pause when you see a comma. PAIRED

READ
ED
D
Love That Llama!
Llama
Apply Have children practice reading with partners. Provide feedback

as needed. by Amy Helfer
illustrated by Akemi Gutierrez
PAIRED
A Mouse in the House
READ
Fantasy
F
Fa
A M ou se in MoonuPse’s IF children can read Mouse’s Moon

t he H ou se Mo r ty
PA I R E D R E A D … Party Approaching Level with fluency
and correctly answer the Respond to
Reading questions,
“A Mouse in the House” THEN tell children that they will read a
by Am
Amy
my HHelf er
illus trat ed by
Genre Nonfiction yAAke
ke mi Guti
Insert Photo Credits here
erre z
Compare Texts PAIIRE

PAIRE
IRE
REA
EA
EAD
AD
AD
RED
R D
A Mouse in the different story about animals.
Make Connections Read to find out about a pet mouse.
13
House
Before reading, ask children to note that

• Use page 2 of Pet Show On Level to
Leveled Reader
model using Teaching Poster 26 to
the genre of this text is informational
identify the key details.
text. Discuss the Compare Texts direction. After reading, have children
compare what Mouse needed at the moon party and what a real pet • Have children read the selection,
mouse needs. checking their comprehension by
FOCUS ON SCIENCE
F
C
Children can extend their knowledge of what pets need
by completing the science activity on page 16.

Approaching Level
Phonemic Awareness
TIER
CO N T R A S T V O W E L S O U N D S
2
OBJECTIVES
I Do
Explain to children that they will listen and compare vowel sounds. Listen
Isolate and pronounce to these words that begin with the /a/ sound: at, as. Say the words with me: at,
initial, medial vowel, as. Now listen to these words: is, if. Say the words with me. We said words that
and final sounds
(phonemes) in spoken
begin with /a/ and /i/.
Now listen to this word: sit. Sit has the /i/ sound in the middle. Listen as I say
RF.1.2c We Do
another word: sat. Sat has the /a/ sound in the middle. Which word has /i/ in
Contrast vowel the middle? Sit. Have children identify the vowel sounds they hear:
sounds
has/his tap/tip fit/fat
You Do
Now it’s your turn. I’ll say two words. Tell me the sound you hear that is
different in the two words.
sip/sap mat/mitt bin/ban lip/lap
Repeat the routine with similar word pairs.
TIER
PHONEME BLENDING
2
OBJECTIVES
I Do
Explain that children will blend sounds to form words. Listen as I say three
Orally produce sounds: /b/ /aaa/ /t/. Say the sounds with me: /b/ /aaa/ /t/. I'll blend the
single-syllable sounds together: /baaat/, bat. I blended the word bat. Say the word: bat.
words by blending
sounds (phonemes), Listen as I say three sounds: /k/ /iii/ /d/. Repeat the sounds : /k/ /iii/ /d/. Let’s
blend the sounds: /kiiid/, kid. We said one word: kid.
blends. RF.1.2.b
Repeat the routine with these words:
hat cat sit slip
You Do
It’s your turn. Blend the sounds that I say to form a word.
pad fit jam plan flat
Repeat the blending routine with additional short a and short i words.
T210 UNIT 1 WEEK 3

WEEK 3
PHONEME SUBSTITUTION
OBJECTIVES
I Do
Explain that children will change the first sound in a word to make a new
Isolate and pronounce word. Listen as I say this word: mat. Say the word with me: mat. Listen as I
initial, medial vowel, change the first sound from /m/ to /k/: /k/ /a/ /t/, cat. The new word is cat.
and final sounds
(phonemes) in spoken Listen as I say a word: slip. Say the word with me: slip. Change /s/ to /c/:
/k/ /l/ /i/ /p/, clip. The new word is clip.
RF.1.2.c
Repeat the routine with these pairs of words:
Substitute phonemes
pat/mat slip/flip class/glass
You Do
Now it’s your turn. Change the first sound to form a new word.
pad/mad black/clack flick/slick
Repeat the substitution routine with similar word pairs.
OBJECTIVES
I Do
Explain to children that they will be segmenting sounds. Listen to this word:
Segment spoken at. I hear two sounds: /a/ and /t/. There are two sounds in the word at.
single-syllable
words into their
We Do
Let’s try it together. I’ll say a word: ant. How many sounds do you hear? Yes,
complete sequence three sounds. The three sounds in ant are /a/, /n/, /t/.
(phonemes). Repeat the routine with these words:
RF.1.2d
kit at pin flat plan clam blips
You Do
I’ll say a word. Hold up a finger for each sound that you hear. Then say the
sounds.
van sit nap fit pack slip flat black
elements that may not transfer in children’s native languages.
PHONEMIC AWARENESS T211

Approaching Level
Phonics
TIER
CO N N E C T TO l - B L E N D S
2
OBJECTIVES
I Do
Display Word-Building Cards b and l. These are lowercase b and l. When
Know and apply the letters appear together at the beginning of a word, we say the sounds
grade level phonics together: /blll/. I’m going to trace the letters as I say /blll/. Trace the letters
and word analysis
skills in decoding
while saying /blll/. The word black begins with the /blll/ sound. Repeat for
words. RF.1.3 the blends cl, fl, gl, pl, sl.
We Do
Let's do it together. Have children write lowercase bl in the air five times
while saying /blll/. Repeat for the blends cl, fl, gl, pl, sl.
You Do
Have children connect the letters bl to the sound /bl/ by tracing the letters
on paper with their fingers while saying /bl/. Once children have traced on
paper five to ten times, they should then write the letters while saying /bl/
five to ten times. Repeat for cl, fl, gl, pl, sl.
Repeat and connect the letters that stand for the blends to their sounds
throughout the week.
TIER
BLEND WORDS WITH l-BLENDS
2
OBJECTIVES
I Do
Display Word-Building Cards f, l, a, g. These letters are f and l. We say the
Decode regularly sounds together. Let’s blend the two sounds: /ffflll/. This is the letter a. It stands
spelled one-syllable for /a/. This is the letter g. It stands for /g/. Now let’s blend all of the sounds
words. RF.1.3b
together to make a word: /ffflllag/, flag. The word is flag.
We Do
Guide children to blend the sounds and read: clam, flat, glad, slip.
You Do
Have children use Word-Building Cards to blend and read: slap, flip, clip,
black, glass, plan.
Repeat, blending additional words with l-blends.
T212 UNIT 1 WEEK 3

WEEK 3
BUILD WORDS WITH l-BLENDS
OBJECTIVES
I Do
Display Word-Building Cards f, l, a,p. These letters are f and l. Together they
Decode regularly stand for /ffflll/. The letters a and p stand for /a/ and /p/. I will blend these
spelled one-syllable sounds together: /ffflllap/, flap. The word is flap.
words. RF.1.3b
We Do
Now let’s all try it. Make the word flap. Change f to c. Remember, we say c and
Build and decode l together: /klll/ Let’s blend: /klap/, clap. The word is clap.
words with l-blends.
You Do
Have children build the words: clip, flip, lip, lap, slap, slip, slick, flick, click.
Repeat, building additional words with beginning l-blends.
BLEND WORDS WITH l-BLENDS
OBJECTIVES
I Do
Display Word-Building Cards c, l, i, f, f. Point to each letter. The letters stand
Decode regularly for these sounds: /k/, /l/, /i/, /f/. I will blend the four sounds: /klif/, cliff. The
spelled one-syllable word is cliff.
words. RF.1.3b
We Do
Let’s try it together. Blend and read slam blip class flip glad flat
the words clip, clap, flap, glad, black plan slim blab slick flag
plan, and slick with children. slack glass slat click cliff class
tag slit quiz kick quack wag
You Do
Display the words to the right.
This is my class.
Have children blend and read
The grass is here.
the words.
We are glad to be here.

Display the following Word-Building Cards: bl, cl, Have children review A Pig for Cliff in their Reading/
fl, gl, pl, I, a, ck, b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, y. Writing Workshop. Identify words with beginning
Have children chorally say each sound. Repeat and l-blends. Blend words as needed.
vary the pace.
Have children reread the selection on their own or
with a partner.
PHONICS T213
Approaching Level
Structural Analysis
R E V I E W P LU R A L N O U N S ( - s)
OBJECTIVES
I Do
Write hat. Then add an -s. Read the word: hats. I see the word hat in the
Know and apply word hats. The -s ending tells me that there is more than one hat. I’m going to
grade-level phonics say sentences with hat and hats. I have one blue hat. I have three black hats.
and word analysis
skills in decoding
Explain that the -s at the end of a word can be pronounced /s/ as in hats or
words. RF.1.3 /z/ as in flags.
Read words with We Do

Write pan and pans. Let’s read this word: pans. I know that -s tells us that
inflectional ending -s there is more than one pan. Let’s use pan and pans in sentences.
You Do
Give partners three nouns with -s endings. Have children find the root
word and then use a sentence with the plural noun.
Repeat Have children create more sentences using plural nouns with -s.
R E T E AC H P LU R A L N O U N S ( - s )
OBJECTIVES
I Do
Write flag and flags. Read the word: flags. This is the word flags. Circle the
Know and apply letter s. When -s is added to a naming word, it can mean more than one. If
grade-level phonics you see flags, you see more than one flag.
and word analysis
skills in decoding Write plan. Let’s add -s. Say plans. Let’s answer a question using the word:
words. RF.1.3 We Do
What plans do you have after school?
Read words with Repeat this routine with the following examples:
cat pin hat
You Do
Have children add -s to nouns. Help them repeat the words. Are you ready
to add -s? Add -s to each word and use each word in a sentence.
bat kit clap
Repeat Have children add -s to more nouns.
T214 UNIT 1 WEEK 3

WEEK 3
REVIEW
OBJECTIVES
I Do
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g Help them create oral sentences that include the words.
Review be, good,
You Do
Have partners do the Read/Spell/Write routine on their own using the
come, pull words be, come, do, and pull.
R E T E AC H
OBJECTIVES
I Do
Recognize and read Write a sentence for each high-frequency word.
grade-appropriate
irregularly spelled
We Do
Guide students to use the Read/Spell/Write routine. Use sentence starters:
words. RF.1.3g (1) We will be . (2) Can you come to ? (3) Do you know how to .
(4) You can pull the .
You Do
Guide children to close their eyes, picture the word, and then write it. Then
have them self-correct.
OBJECTIVES
I Do
Display the High-Frequency Word Cards from the previous weeks. Review
grade-appropriate
irregularly spelled
We Do
Have children write each word on their Response Boards. Complete
words. RF.1.3g sentences for each word, such as: What do you ? Look up and see .
Review previously
You Do
Show each card and have children read each word together. Mix the cards
taught high- and repeat.
frequency words
random order. Have children chorally read each word. Then repeat at a
faster pace.

Approaching Level
Comprehension
TIER
2
OBJECTIVES
I Do
Read the first sentence of the Practice Book selection. Model pausing at
Read with sufficient commas and using appropriate phrasing.
accuracy and
fluency to support
We Do
Read the next three sentences and have children reread each sentence
comprehension. with you. Discuss how you pause when you see a comma or period, and
RF.1.4
model phrasing as you read repeated words.
You Do
Ask children to read the rest of the selection aloud with a partner. Remind
them to pause when they see commas and periods.
TIER
IDENTIFY DETAILS
2
OBJECTIVES
I Do
Remind children what a detail is. A detail is a small part of something that
Use illustrations in a helps us understand it. Details also help us describe things. The weather today
story to describe its is . The weather is a detail that tells about today.
events. RL.1.7 Display the Practice Book story. Let's look for details in the picture. When I
We Do
look at the pictures, I see a cat and a girl. This story is about a cat and a girl.
These are key details.
You Do
Guide children as they discuss other details in the pictures. Prompt them
to tell what details they learn.
T216 UNIT 1 WEEK 3

WEEK 3
OBJECTIVES
I Do
Remind children that key details give important information about the
Ask and answer story. Children can find key details in the text and pictures.
questions about
We Do
Read the first three sentences of the Practice Book selection together.
RL.1.1 Discuss the details that are important to the story. We read that Flick is a
cat and that Flick hid. We can see in the picture that Flick the cat hid in the tree
Apply skill to identify
trunk. These are key details in the story.
key details
You Do
Guide children to read the rest of the story. What other details are
important to the story? Record the key details on a Key Details chart.

With prompting
Have children choose a fiction selection for sustained silent reading.
and support, read
prose and poetry Remind them that:
of appropriate
key details are important pieces of information.
complexity for
grade 1. RL.1.10
they can find details in the text and illustrations.
Apply the strategy as they read, they can use details to visualize what happens in the story.
Read Purposefully
Guide children to record key details on a Key Details chart. After reading,
have small groups discuss the selection they read. Guide children to:
share what they liked about their story.
talk about what they visualized as they read the story.
COMPREHENSION T217
On Level
Fantasy
by Amy Helfer
Leveled Reader:
Pet Show Go
Digital
Before Reading
PAIRED
READ Love That Llama!
PD
PD by Amy Helfer
Leveled Reader
Pet Show

Describe characters, Have children recall that a fantasy is a story that has invented
settings, and
characters, settings, or events that could not happen in real life.
major events in a
story, using key ESSENTIAL QUESTION Graphic
details. RL.1.3 Organizer
Remind children of the Essential Question: What makes a pet special?
Set a purpose for reading: Let’s read to find out about a pet show.
about what they do not understand or want to know more about.
As children whisper read Pet Show, monitor and provide guidance,
Strategy: Visualize
Remind children that as they read, they can visualize what the
characters say and do. Model using the strategy on page 2: The class
will have a pet show. The picture shows me the children are excited.
When I close my eyes, I can visualize how excited they are. That helps me
understand the characters and what might happen.
Skill: Key Details

Remind children that key details are the important information in a
story. We can find key details in the words and illustrations. They help us
understand the story events. After reading, ask: What are the key details in
this story? Display a Key Detail chart for children to copy.
T218 UNIT 1 WEEK 3

WEEK 3
Model recording answers in the details boxes. Have children record

the answers into their charts. Literature
Think Aloud As I read, I will look for the important, or key, details. Circles
I can find them in the text or in the pictures. Key details help me Lead children in conducting
understand the story events. a literature circle using the
After children finish reading the selection, provide time for them to Thinkmark questions to guide
complete the chart. the discussion. You may wish
learned about animals from
After Reading both selections in the Leveled
Reader.
Respond to Reading
Complete the Respond to Reading on page 12 after reading.
Retell
Cards as a guide. Help children make a connection by asking: What
Level
Up
Fantasy
was your favorite pet in the story? Which pet had the most talent?
Model Fluency Fantasy
Read the sentences one at a time using appropriate phrasing. Have by Amy Helfer
children chorally repeat. Point out how you pause for punctuation.
byy A
b Amyy Hel
Am H
He
Helfer
lffer
illustrate
illu
illustrated
llus teed by
llustrate by Judy
Ju
J dy Stead
St d
PAIRED
IRED
IRE
ED
Birds That Talk
Tal
READ
D
Apply Have children practice reading with partners. Provide

feedback as needed.
PAIRED
Love That Llama!
READ
Fanta
F
Fa
a
antasy
sy
Genre Nonfiction
Compare Texts
Read to find out about a pet llama. IF children can read Pet Show On Level
PA I R E D R E A D … L ove T ha t by Am
Amy Helfer
with fluency and correctly answer the
L lama!
illustrated b
by Katia Wish
Respond to Reading questions,
“Love That Llama!” THEN Tell children that they will read a
longer story about pets.
Make Connections 13
PAIRE
PA
AIRE
AIRE
AIR
AI
REA
R
RE
RED
EAD
D
Love That Llam
a! • Use pages 2–3 of Polly the Circus
Before reading, ask children to note that Star Beyond Level to model using
Leveled Reader Teaching Poster 26 to identify the key
the genre of this text is an informational
text. Then discuss the Compare Texts sentence. After reading, ask children details.
to tell how the llama in Pet Show is different from the pet llamas in Love • Have children read the selection,
That Llama! checking their comprehension by
FOCUS ON SCIENCE
F
C
Children can extend their knowledge of what pets need
ON LEVEL T219
On Level
Phonics
BUILD WORDS WITH l-BLENDS
OBJECTIVES
I Do
Display Word-Building Cards c, l, a, p. Point to the letters c, l. Their sounds
Decode regularly are /k/, /l/, /klll/. Now I will blend all of the sounds together to make a word:
spelled one-syllable /klap/, clap. The word is clap.
words. RF.1.3b
We Do
Let’s try one together. Make the word flat using Word-Building Cards. Let’s
blend: /flat/, flat. The word is flat.
You Do
Have children build and blend the words: glad, flip, plan, slap.
Repeat with other words with beginning l-blends.
REVIEW WORDS
OBJECTIVES
I Do
Use the Read/Spell/Write routine to review each new word. Use each
Recognize and read word in a sentence.
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g Boards. Work together to generate sentences using the words.
Review high- You Do

Have children work with a partner to use the words be, come, good, and
frequency words be, pull in sentences. Have partners write sentences about this week’s stories.
come, good, pull Each sentence must contain at least one high-frequency word.
T220 UNIT 1 WEEK 3

WEEK 3
Comprehension
OBJECTIVES
I Do
Remind children that as they read fiction selections, they can look for key
Ask and answer details to help them understand and remember what they read. When we
questions about read, we look for important details in the words, photographs, and pictures.
key details in a
text. RL.1.1
These details help us understand and remember what we read. They also help
us visualize what is happening in the story.
We Do
Read the first three sentences of the Practice Book selection aloud. Stop
and point out the key details in each sentence. Ask children to explain why
these details are important. Guide them to find details in the pictures.
You Do
Guide children to read the remainder of the Practice Book selection.
Remind them to think about the key details as they read. Then have
partners find these details in the words.

With prompting
Have students choose a fiction selection for silent reading. Remind
and support, read
prose and poetry them to:
of appropriate
look for key details to help them understand the what they are reading.
complexity for
grade 1. RL.1.10
use details to help them visualize what is happening in the story.
Apply the strategy
and skill to read a text Read Purposefully
Have children record the important details on a Key Details chart. Then
help partners to:
share the information they recorded on the Key Details chart.
tell what they visualized and which parts they liked the best.

Beyond Level
Fantasy
Leveled Reader:
Polly the Circus Star Go
Digital
Before Reading
by Amy Helfer
illustrated by Judy Stead
PAIRED
READ Birds That Talk
PD
PD
Leveled Reader
and the illustrations. Ask: What do you think this story will be about?
Polly the Circus
Star
Review Genre: Fantasy
OBJECTIVES Have children recall that a fantasy is a story that has invented
Describe characters, characters and settings that could not happen in real life. Detail Detail Detail
settings, and
major events in a ESSENTIAL QUESTION
story, using key Remind children of the Essential Question: What makes a pet special?
details. RL.1.3 Graphic
Have children set a purpose for reading by saying: What do you want to Organizer
find out about Polly?
During Reading
Have children whisper read Polly the Circus Star. Have them place self-
stick notes next to difficult words. Remind children that when they
come to an unfamiliar word, they can look for familiar spellings. They
will need to break longer words into smaller chunks and sound out
each part.
questions to facilitate rich discussion, such as: How do you think the
characters are feeling? How do you know?
Strategy: Visualize
Remind children that visualizing as they read can help them
understand and remember a story. Making a picture in your mind will
help you understand what is happening in the story. Visualizing can also
help you remember the sequence of events in a story.
T222 UNIT 1 WEEK 3

WEEK 3
Skill: Key Details

Remind children that as they read a selection, they can use words and Literature
pictures to find key details. Model how to record information. Have Circles
children fill in their chart. Lead children in conducting
Think Aloud As I read the story, I will look for key details. These are a literature circle using the
the important pieces of information about what happens in a story. Thinkmark questions to guide
After children finish the story, ask: What are the key details in this story? to discuss what children have
Have children add the details to their chart. learned about animals from
Reader.
After Reading
Respond to Reading
Have children complete the Respond to Reading on page 12 after
reading.
Retell
Have children take turns retelling their favorite part of the story. Have
children make a personal connection by writing about other pets. Say:
Write about a pet that you take care of or would like to take care of. What
do you do to take care of it?
Fanta
F asy
sy
Gifted and Talented
Birds
PA I R E D R E A D … That Talk SYNTHESIZE Challenge
children to think about the kinds
of words that birds might learn
“Birds That Talk” to say. Ask children to make a
Genre Nonfiction by A
b Amy
Am
illustrated
m
myy H
ated by
Helfer
by Judy
Ju Stead
Ju
prediction and explain their
Compare Texts
Make Connections Read about pet birds that can be

trained to speak.
13
PAIRE
P AIRE
A
REA
R
IRED
EAD Birds That Talk thinking.
Before reading “Birds That Talk” have EXTEND Have children do
Leveled Reader
children preview the title page and additional research about training
help them to identify the genre. Then discuss the Compare Texts a bird to speak. Then have children
direction. After reading, have partners discuss what they read in Polly compare and share information.
the Circus Star and “Birds That Talk.” Ask children to make connections
by comparing and contrasting the birds in each selection.
FOCUS ON SCIENCE
F
C
Children can extend their knowledge about pets by
completing the science activity on page 16.
BEYOND LEVEL T223

Beyond Level
Vocabulary
O R A L V O C A B U L A R Y: M U LT I P L E - M E A N I N G W O R D S
OBJECTIVES
I Do
Explain to children that many words have more than one meaning.
Use sentence-level The specific meaning we need depends on how the word is used in a
context as a clue sentence.
to the meaning
of a word or The word train can mean "a line of railroad cars." The train moved quickly
phrase. L.1.4a
down the track. The word train can also mean "to teach." I will train my dog
to sit.
Here's another example. The word care can mean "to feel love or interest
about someone." I care about my sick aunt.
The word care can also mean "to keep something in good condition." I take
care of myself by eating healthy food.
We Do
Have partners use the word train in two sentences. Ask them to choose
a different meaning for the word in each sentence. Then have them take
turns asking each other questions using the word care.
You Do
Have partners share their sentences and questions with the group. Ask
them to explain the meaning of the target word in each sentence.
Gifted and Extend Have partners perform a short skit using the words train and care
Talented
as many times as they can. Challenge them to present both meanings of
the words in the skit.
T224 UNIT 1 WEEK 3

WEEK 3
Comprehension
OBJECTIVES
I Do
Remind children that they can find key details in words, photographs,
Ask and answer and pictures. Discuss how they can use key details to understand and
questions about remember what they read.
RL.1.1 Guide children in reading the first three sentences of the Practice Book
We Do
selection. Ask you read, stop to identify key details and discuss why they
are important. What key detail did we read? Why is it important? What did
you find out from this detail?
You Do
Have children read the rest of the Practice Book selection independently.
Encourage them to pause and look for important details in the words and
pictures as they read. Then talk about the key details they identified and
how the details helped them understand and remember what they read.

With prompting
Have children choose a fiction selection for sustained silent reading. Tell
and support, read
prose and poetry them that they should use a Key Details chart to record the key details in
of appropriate the words and pictures. Encourage them to visualize what is happening in
complexity for the story as they read.
grade 1. RL.1.10
Apply the strategy Read Purposefully

and skill to read a text Have children record the key details on a Key Details chart. After reading,
guide children to:
share the information they recorded on the chart with a partner.
record information about the selection in a reading response journal.
Gifted and Independent Study Have children write an alternate ending for the
Talented
story they read. Have partners share their stories with each other and
explain what they changed and why.
Shared Read:
A Pig for Cliff Go
Digital
Before Reading
Build Background
Read the Essential Question: What makes a pet special?
PD
PD
Explain the meaning of the Essential Question: A pet is an animal that
A Pig for Cliff
Reading/Writing lives with us. We take care of our pets and have fun with our pets. One
054-063_CR14_SI1_U1W3_MR_119763.indd 55
Workshop 12/27/11 6:24 PM 054-063_CR14_SI1_U1W3_MR_119763.indd 55 12/27/11 6:24 PM
reason a pet is special is that it is part of our lives. We love our pets.
Model an answer: My dog is special, or important, to me because we Detail Detail Detail
OBJECTIVES walk and play together. We have fun together.

Describe characters,
Ask children a question that ties the Essential Question to their own
settings, and
Graphic
major events in a background knowledge: Turn to a partner and tell each other about Organizer
story, using key a pet that you have or you would like to have. Why is the pet special to
details. RL.1.3 you? Call on several pairs.
During Reading
modeling.
T226 UNIT 1 WEEK 3

WEEK 3
A Pig for Cliff Explain and Model the Strategy Now let’s look
at the next picture. The details in the picture help us
Pages 54–55 understand what is happening. I see that Cliff and
Slim slipped in the mud. I can picture in my mind
Point to the title. Listen as I read the title of the what this is like. The mud is wet and mushy. It is
selection. Point to each word as you read it. What is slippery.
the title? (A Pig for Cliff) A pig is an animal with a flat
nose. Some pigs are big! How do you think Cliff feels? (upset, scared)
How can you tell? (I can tell by the look on his face.)
Point to the pig in the illustration. A pig would
not really ride behind a motorcycle. This story is a
fantasy. The characters are animals, not people. The Page 62
animals could not really do these things. Point to
Explain and Model the Skill Let’s look for key
the cat. This character must be Cliff. Say the name
details in the picture and words to understand what
with me: Cliff. Let’s read the story to find out what
is happening next. What is Slim doing? (He is pulling
Cliff and his pig do together.
Cliff up the hill.) Listen while I read page 62: “Slim
can go up. Cliff can not.”
Pages 56–57
Why do you think Slim can get up the
Point to the pig on this page. This pig is big! His
muddy hill? (He is big and strong.)
name is Slim. Slim means “small.” Slim is a funny
name for a big pig! What color is Slim? (black)
Page 63
Listen as I read the page: “It is Slim. It is a big, black
pig.” What does the pig look like? (He is big and Let’s read this page. Let’s think about why Slim is a
black.) good pet.
Explain and Model the Phonics Reread the first Explain and Model High-Frequency Words
sentence on page 57. Listen carefully as I read. Raise Point to the word pull. Pull means “to move
your hand when you hear a word with the /sl/ sound. something toward you.”
(Slim) Let’s say the name together: Slim.
Let’s pretend we are pulling a rope. Let’s hold the
rope in our fingers and pull it to our chests.
Look at Cliff. Tell your partner why you think
he looks happy. (He has a new pet.)
Do you think Slim is a good pet for Cliff? Why
or why not?
Pages 58–59
Look at the pictures. What happened? Do you think After Reading

Slim is too big for the door? Make Connections
Review the Essential Question.
Pages 60–61
What did Cliff and Slim try to do together? (swing)

Show me what happened? (Use a gesture to show
falling down.)


Fantasy
Leveled Reader
Go
by Amy Helfer
Pet Show Digital

Before Reading
Preview Fantasy
PAIRED
READ Love That Llama!
PD
PD by Amy Helfer
Leveled Reader
author’s name. Preview the story’s illustrations. Have children describe
Pet Show
the pictures. Use simple language to tell about each page. Follow with
questions, such as: Is this a bicycle? Who is riding it?
Describe characters, Remind children of the Essential Question: What makes a pet special?
settings, and
major events in a Say: Let’s read to find out about a pet show. Encourage children to seek
story, using key clarification when they encounter a confusing word or phrase. Graphic
details. RL.1.3 Organizer
During Reading
Pages 2–3 Where are the children? Yes, they are in school. Let’s read
ACADEMIC
LANGUAGE the label on page 2 together: teacher. The teacher is telling the children
Retell
reread, retell something. She is telling them about a pet talent show. Are the children
excited?
Retell to your partner what has happened so far. (A class is having a pet
talent show. The children think of what their pets can do.)
Pages 4–5 Point to the thought bubbles. What are the children
thinking about? (their pet’s talents) What can Jake’s pet do? (ride a
bicycle) What can Val and Min’s pets do? (sing and bake)
Pages 6–7 The pets come to class. What do they do? Let’s look at the
labels: sings, drums, plug. One pet sings. Show me how you can sing. One
pet plays the drums. Show me what drumming looks like.
Pages 8–9 Look at the picture on page 8. What can this pet do? Say it
with me: bake a cake. Look at the picture on page 9. What does this pet
do? (ride a bicycle) Tell your partner.
Pages 10–11 Point to the children on page 10. They look happy. Do the
children like the pet show? Let’s find the sentence that tells us. (The kids
clap!) Point to the label on page 11. What did the pets win? (ribbons)
T228 UNIT 1 WEEK 3

WEEK 3
After Reading
Literature
Respond to Reading Circles
Revisit the Essential Question. Ask children to work with partners to Lead children in conducting
fill in the graphic organizer and answer the questions on page 12. Pair a literature circle using the
children with peers of varying language abilities. Thinkmark questions to guide
learned about animals from
Model retelling using the Retelling Card prompts. Then guide
children to retell the story to a partner. Say: Look at the pictures. Use Reader.
details you see to help you retell the story.
Phrasing Fluency: Reading Patterns and Repeated Phrases
Reread the pages in the book, one at a time. Help children echo read
the pages with proper phrasing. Point out how you read repeated
phrases with similar phrasing. Level
Apply Have children practice reading with partners. Pair children
Up
Fantasy
with peers of varying language abilities. Provide feedback as needed. by Amy Helfer
Fantasy
by Amy Helfer
Fanta
Fantasy
sy
PAIRED
D
Love That Llama
Llama!
Genre Nonfiction READ
Compare Texts
Read about a pet llama.
PA I R E D R E A D … L ove T ha t by A
Amy Helfer
illustrated by
L lama!
Katia Wish
PAIRED
Love That Llama!
READ
llama
“Love That Llama!” IF children can read Pet Show,

leash
PAIRE
PA
AIRED
AIR
AI
REA
R
RED
EAD
EA
D
Love That Llam
a!
Make Connections 13
Leveled Reader questions,
this is an informational text. Then discuss the Text Connections THEN tell children that they will read a
direction. more detailed version of the selection.
After reading, ask children to make connections between the what • Use pages 2-4 of Pet Show
they read in “Love That Llama” and Pet Show. Prompt children by On Level to model using Teaching
providing sentence frames: The pets in Pet Show . The pet llamas Poster 26 to identify key details.
in “Love That Llama!” . • Have children read the selection,
checking their comprehension by
FOCUS ON SCIENCE
F
C
Children can extend their knowledge of where pets live


Vocabulary
OBJECTIVES
I Do
Display the images from the Visual Vocabulary Cards one at a time to
Produce complete preteach the oral vocabulary words care and train.
sentences when
appropriate to task
We Do
Display the images again and talk about how they illustrate or
and situation. SL.1.6 demonstrate the words. Model using sentences to describe the image.
You Do
Display the words again and have partners discuss how the pictures
LANGUAGE demonstrates the words care and train.
OBJECTIVE
Preteach oral Beginning Intermediate Advanced
vocabulary words Say a sentence about each Have children take turns Have children create their
word. Have children repeat asking and answering own oral sentences for the
the sentence and match it questions about the words.
to the picture. pictures, using the words.
Correct as needed.
OBJECTIVES
I Do
Display the images from the Visual Vocabulary Cards one at a time to
Produce complete preteach the ELL Vocabulary words perform and talent and follow the routine.
sentences when Say each word and have children repeat it. Define the words in English.
appropriate to task
and situation. SL.1.6 Display the image again and explain how it illustrates the word. Model
We Do
using sentences to describe the image.
LANGUAGE Display the word again. Have children say and spell the word. Provide
OBJECTIVE You Do
opportunities for children to use the words in speaking and writing.
Preteach ELL
vocabulary words
Provide sentence starters.
Help children find other Have partners take turns Challenge partners
examples of each word. saying and acting out a to write and answer
sentence for the words. questions for the words.
T230 UNIT 1 WEEK 3

WEEK 3
REVIEW WORDS
OBJECTIVES
I Do
Display the High-Frequency Word Cards for be, come, good, and pull.
Recognize and read Read each word. Use the Read/Spell/Write routine to teach each word.
grade-appropriate Help children write each word on their Response Boards.
irregularly spelled
words. RF.1.3g Write sentence frames. Track the print as children read and complete the
We Do
sentences: (1) He will be at . (2) Can you come to ? (3) The cat is a
LANGUAGE good . (4) Kim can pull the .
OBJECTIVE
You Do
Display the High-Frequency Word Cards from the previous two weeks.
Use high-frequency
words be, come, good,
Display one card at a time as children chorally read each word. Then mix
pull the cards and repeat. Note words children need to review.
Give a command using Have children point to a Have children write a
each word. Have children card and say a sentence sentence for each word.
repeat the command and using the word.
act it out.
OBJECTIVES
I Do
Display the Visual Vocabulary Cards and say the words aloud. Define the
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g the word. Ask children to repeat the word. Guide children in structured
OBJECTIVE
YouDo
Use high-frequency identify the word and explain it in their own words.
words
Have children match the Say a sentence using each Have children say a
High-Frequency Word word. Have children point sentence but leave out the
Card with the Visual to the card and use the word. Ask others to tell
Vocabulary Card for each word in a new sentence. what word completes the
word and say the word. sentence.


Writing/Spelling
OBJECTIVES
I Do
Explain that using descriptive details makes writing clearer and more
With guidance and interesting to read. Write and read the sentences: I see a cat. I see a slim,
support from adults, pink cat. Compare the sentences and ask children to identify the two
focus on a topic,
details in the second sentence that make the description clear.
We Do
Read page 57 of A Pig for Cliff. Ask children which words explain what the
to strengthen writing pig looked like. Point out that the words big, black are describing details.
as needed. W.1.5
You Do
Have partners write a sentence that tells what a pig looks like. Tell them
to use at least two describing details to make their description clear and
LANGUAGE
interesting.
OBJECTIVE
Use specific and Beginning Intermediate Advanced
accurate words Show a picture of a Ask questions to help Ask partners to read their
pig. Ask children to use children think of details, sentences aloud. Help
describing details to tell such as: Is a pig big or children compare how the
what it looks like. small? What color is it? descriptions are alike and
different.
WORDS WITH l-BLENDS
OBJECTIVES
I Do
Read aloud the Spelling Words on page T170. Segment the first word, clip,
Use conventional into sounds and attach a spelling to each sound. Point out the l-blend.
spelling for words Read aloud, segment, and spell the other words and have children repeat.
with common
spelling patterns Read the first example sentence on page T170. Read clip slowly and ask
children to repeat and write the word. Repeat for the remaining words.
occurring irregular
words. L.1.2d
You Do
Display the words. Have partners check their spelling lists. Help children
correct any misspelled words.
LANGUAGE Beginning Intermediate Advanced
OBJECTIVE
Guide children to copy Ask partners to take turns Ask partners to think of
Spell words with the words. Have them say saying and spelling the words that rhyme with clip
l-blends each letter as they write, words. and black and share their
and then repeat the word. words with the class.
T232 UNIT 1 WEEK 3

WEEK 3
Grammar
S TAT E M E N T S
OBJECTIVES
I Do
Review that a statement is a sentence that tells about something. Write
Produce and expand these words on the board: The dog sits. Read the words. Say: This sentence
complete simple is a statement. It tells about a dog. It tells what the dog does.
and compound
declarative, Write the sentence starters on the board. Read the words together and ask
interrogative, We Do
children to complete each statement.
imperative, and
exclamatory
The cat .
to prompts. L.1.1j Jan has a .
Max is a good .
LANGUAGE
OBJECTIVE I can pull the .
Recognize that a
statement tells about Write the completed sentences on the board and explain that they are
something statements. Point out that statements begin with a capital letter and end
with a period.
Grades K-6
You Do
Write the following sentence starters on the board:
Language Liz hid the . The class will .

Transfers
Handbook Ask partners to complete each sentence. Listen to their responses, noting
if children can access appropriate vocabulary and recognize sentence
structure.
ELL Language Beginning Intermediate Advanced
Transfers
Help children identify Ask partners to find Ask children to summarize
In Haitian Creole, statements in a selection examples of statements in one of the selections using
Hmong, Spanish, they have read this week. a selection they have read statements.
Vietnamese, and this week.
Khmer, the noun
often precedes the
adjective. Children
speaking these
languages may
reverse the word
order in statements:
Max is dog good.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Key Details RL.1.1 Contrast Vowel Sounds RF.1.2c ANALYSIS/HIGH-
Phoneme Blending RF.1.2b FREQUENCY WORDS:
Beginning Consonant Blends:
Phoneme Substitution (initial
l-Blends RF.1.3b
sound) RF.1.2c
-s (plural nouns) L.1.1c
Phoneme Segmentation RF.1.2d
be, come, good, pull RF.1.3g
Grade 1
Weekly
Assessment

State Standards
PD
Grades 1-6
Assessment
State Standards
T233A UNIT 1
WEEK 3
TESTED SKILLS
T If … Then …

Children answer 0–1 . . . assign Lessons 55–56 on Contrast Short

PHONEMIC
multiple-choice items Vowels, Lessons 62–66 on Phoneme Blending,
AWARENESS
correctly . . . Lessons 84–85 on Phoneme Substitution
(Initial Sound), and Lessons 67–71 on Phoneme
PHONICS/ Children answer 0–5 . . . assign Lesson 50 on Short Vowels: Initial

STRUCTURAL multiple-choice items Blends and Lesson 54 on Plurals from the Tier 2
ANALYSIS/HFW correctly . . . Phonics/Word Study Intervention online PDFs.
TIER TIER
of intervention.

WEEKLY OVERVIEW
TEACH AND MODEL

Comprehension Strategy Ask and Answer Questions T244–T245
Literature Big Book
Close Reading
Shared Reading Toss! Kick! Hop!, 74–83
Genre Nonfiction
fun, make, they, too
Phonics .......................................................... Short o /o/, T250–T251

Writing Traits .............................................. Organization, T270–T271
Go Grammar ...................................................... Questions and Exclamations, T270–T271
Digital
T234 UNIT 1 WEEK 4

LET’S BE FRIENDS
Essential Question
What do friends do together?
WEEK 4
Complex Text
PAIRED
READ
Friends, 68–81 “There Are Days and There Are Days,”
84–85
Genre Nonfiction
Genre Poetry
Differentiated Text

The Busy Body Book: Go, Go, Go!: Kids on
A Kid’s Guide to the Move
Fitness Genre
Genre Nonfiction
Nonfiction
Classroom Library

TEACH AND MANAGE
How You Teach

Let’s Be Friends Comprehension Friends
Friends All Around “ There Are Days
Close Reading and There Are Days”
Toss! Kick! Hop!
Minilessons
Key Details, Nonfiction, Short o,
Big Book
40–51
Go Interactive
Int
ntera
eract
ctttive
ive
ve Int
ttera
eract
ctive
Interactiveve Mob
M obile
le
Mobile
Digital White
W
Wh
Whiteboard
tebo
board
oard
o ard
rd W
Whhite
h ite
tebo
board
Whiteboardard
rd

PDF Online
Name Date
My To-Do List
Reading Phonics ⁄
Word Study
Key Details Short o
Fluency
Writing Social Studies

Compare and Contrast Conflicts
Phonics, pp. 31, 33, 38 Interactive Games/Activities

p. 32
Comprehension
Comprehension,
Phonics/Word Study
pp. 35–37
Grammar
Genre, p. 39
Spelling/Word Sorts
p. 40 Listening Library
Contracts Unit 1 • Week 4 • Let’s Be Friends 5
Go
Go On
Onl
O nl
L
Le
e
ev
vel Activities
Leveled Mobile
Digitall

WEEK 4
Leveled Readers Make a Poster, T278–T279
Text Connections
Let’s Be Friends, T280
Write About Reading
Weekly Assessment
31–40
Mobile
M
Mob
obile

6
( More
4 Activities
on back
1
4

READING
READING
Build Background Let’s Be Friends, T242–T243 Oral Language Let’s Be Friends, T254
Oral Vocabulary Words cooperate, relationship, Oral Vocabulary Words chore, collect, deliver, T254
Teach, T242 Listening Comprehension Strategy: Ask and
Listening Comprehension Answer Questions, T255
Model, Big Book Friends All Around, T244 Interactive Read-Aloud Cards “Games Long Ago,”
and Strategy: Ask and Answer Questions, T245 T255
Whole Group
Apply Word Work T246–T249

Phonemic Awareness: Phoneme Categorization Phonemic Awareness: Phoneme Segmentation
Phonics/Spelling: Introduce Short o Phonics/Spelling: Review Short o
High-Frequency Words: fun, make, they, too Structural Analysis: Alphabetical Order
Shared Reading Toss! Kick! Hop!, T250–T251 High Frequency Words: fun, make, they, too
Practice Your Turn, p. 31 Shared Reading Toss! Kick! Hop!, T260–T261
Comprehension
• Genre: Nonfiction, T260

Leveled Reader Friends Are Fun, T286–T287 Leveled Reader Friends Are Fun, T286–T287
Phonological
cal Awareness
Aw Identify and Generate Phonological Awareness
reness Phoneme
TIER TIER
88 2
Rhyme, T288 88 2
Categorization, T288
Approaching onnect o to /o/, T289
Phonics Connect
TIER
89 2 Phonics Blend Wordsrds with

wit Short o, T290
90 2
TIER
Level High-Frequency Words Review, ew T293

T29 High-Frequency Words Reteach, T293 93
TIER
Comprehension Identify Details, T294 94 2
On Level Phonics Build Words with Short o, T298 High-Frequency Words Review Words, T298
Small Group
Beyond Oral Vocabulary Antonyms, T302 Oral Vocabulary Antonyms, T302
Level
Shared Read Toss! Kick! Hop!, T304–T305 Leveled Reader Friends Are Fun, T306–T307
Phonological Awareness Identify and Generate Phonological Awareness Phoneme
English Rhyme, T288 Categorization, T288
Language Phonics Connect o to /o/, T290 Phonics Blend Words with Short o, T290
Vocabulary Preteach Oral Vocabulary, T308 Vocabulary Preteach ELL Vocabulary, T308
Learners
LANGUAGE ARTS
Whole Group
Shared Writing Writing Trait: Organization, T252 Interactive Writing Writing Trait: Organization, T262
Writing Personal Narrative, T252 Personal Narrative, T262
Grammar Grammar
Grammar • Questions and Exclamations, T253 • Questions and Exclamations, T263
Mechanics: Question and Exclamation Marks, T253 Mechanics: Question and Exclamation Marks, T263
T238 UNIT 1 WEEK 4

WEEK 4
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Oral Language Let’s Be Friends, T264 Oral Language Let’s Be Friends, T272 Integrate Ideas
Review Oral Vocabulary chore, collect, cooperate, Comprehension Literary Element: Rhyme, T272 • Text Connections, T280
deliver, relationship, T264 • Write About Reading, T281
Close Reading “There Are Days and There Are
Listening Comprehension Days,” T273 Word Work T282–T283
Big Book Friends All Around, T265 Fluency: Word Automaticity
• Strategy: Ask and Answer Questions, T265 Phonemic Awareness: Phoneme Blending/
• Retelling, T265 Segmentation
Phonemic Awareness: Rhyme
• Fluency: Phrasing, T265 Phonics/Spelling: Blend and Build Words with
Phonics/Spelling: Build Words with Short o
Short o
Word Work T266–T269 Structural Analysis: Alphabetical Order
Structural Analysis: Alphabetical Order
Fluency: Sound-Spellings High-Frequency Words: fun, make, they, too
High-Frequency Words: fun, make, they, too
Phonemic Awareness: Phoneme Deletion Integrate Ideas Research and Inquiry, T278–T279
Phonics/Spelling: Blend Words with Short o, Practice Your Turn, p. 40
Structural Analysis: Alphabetical Order
High-Frequency Words: fun, make, they, too
Close Reading Friends, T269A–T269J
Literature
Anthology
Leveled Reader Friends Are Fun, T286–T287 Leveled Reader Paired Read: “I Like to Play,” T287 Leveled Reader Literature Circles, T287
Phonological Awareness Phoneme Deletion, T289 Phonological Awareness Phoneme Segmentation, Phonics Build Fluency with Phonics, T289
Phonics Build Words with Short o, T291 T289 High-Frequency Words Cumulative Review, T293
Structural Analysis Review Alphabetical Order, Phonics Blend Words with Short o, T291 Comprehension Self-Selected Reading, T295
T292 al Order,
Structural Analysis Reteach Alphabetical Orde T292
TIER
Comprehension Review Key Details, T295 Comprehension Read for Fluency, T294 94 2
Phonemic Awareness Phoneme Deletion, T289 Phonemic Awareness Phoneme Segmentation, Phonics Blend Words with Short o, T291
Phonics Build Words with Short o, T291 T289 Spelling Words with Short o, T310
Structural Analysis Review Alphabetical Order, Structural Analysis Reteach Alphabetical Order,
T292 T292
High-Frequency Words Review Words, T309 High-Frequency Words Reteach Words, T309
Writing Writing Trait: Organization, T310 Grammar Sentences, T311
LANGUAGE ARTS
Independent Writing Writing Trait: Organization, T270 Independent Writing Writing Trait: Organization, T276 Independent Writing Personal Narrative: Publish
Personal Narrative: Prewrite/Draft, T270–T271 Personal Narrative: Revise/Proofread/Edit, T276–T277 and Present, T284
• Questions and Exclamations, T271 • Questions and Exclamations, T277 • Questions and Exclamations, T285
Mechanics: Question and Exclamation Marks, T271 Mechanics: Question and Exclamation Marks, T277 Mechanics: Question and Exclamation Marks, T285

A C T

instruction.

Organization Different People and
Locations, T265
Connection of Ideas Children Around
the World, T265
Literature Big Book
Friends All Around

SCAFFOLD
Toss! Kick! Hop!, T304–T305 Friends Are Fun, T306–T307
scaffold instruction using the small “I Like to Play,” T307
WEEK 4
appropriate small group instruction THEN assign the next level up to
focus. accelerate children’s reading with
more complex text.
Quick Check
Comprehension Strategy Ask and Answer
Questions, T245
Phonics Short o, T249, T259, T269, T275, T283 Beyond
High-Frequency Words T249, T259, T269, T275, T297

T283

ing
Approach ELL
T287 T307

Identify and Generate Rhyme, T288 Words with fun, make, they, too, Organization, Words with Questions and
Phoneme Categorization, T288 Short o, T293 T310 Short o, T310 Exclamations,
Phoneme Deletion, T289 T290–T291 T311
Phoneme Segmentation, T289 Structural
Analysis, T292

DAY 1 behavior
behavior Oo
Friends Visual Vocabulary Cards
All cooperate relationship
Around o
by Miela Ford
Teaching Poster
Reading/Writing
octopus
Workshop behavior
behavior
fun
VOLUME 1
Literature Big Book a b c Sound-
Friends All Around Spelling
Reading/Writing
High-Frequency Word Cards Think Aloud Cards

Workshop Big Book Word-Building
UNIT 1 fun make they too Clouds Cards

5
Mins
Build Background
ESSENTIAL QUESTION
Go
What do friends do together? Digital
Tell children that this week they will be talking and reading about things
friends do when they are together. Weekly Concept Let’s Be Friends
Essential Question
What do friends do
g
together?
Go Digital!
p
Workshop Big Book
y
y
Tell children that you will share
y
g
OBJECTIVES some words that they can use as Let’s Be Friends
Follow agreed-upon they discuss being with friends. Use

rules for discussions the Define/Example/Ask routine to
(e.g., listening to introduce the oral vocabulary words
others with care, cooperate and relationship.
speaking one at a
time about the topics Video
and texts under
discussion). SL.1.1a Oral Vocabulary Routine Visual Vocabulary Cards
school
Define: When you cooperate with somebody, you work together to get
something done.
knowledge
• Discuss the Essential Example: If the children cooperate by working together, they will be able to
Question clean up the kitchen quickly. Visual Glossary
Ask: Can you think of a time when you and your friends or family cooperated to
ACADEMIC get something done?
LANGUAGE
Define: When you have a relationship with someone, you have a connection
question, vocabulary
with that person.
Example: I have a good relationship with my brother. We get along well.
Graphic
Ask: Can you name some people you have a good relationship with? Organizer
Discuss the theme of “Let’s Be Friends” and discuss what it means to be

a friend. Have children tell why it’s good to have friends. Ask: What do
friends do together? How do friends treat each other?
T242 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Weekly Concept Let’s Be Friends

Essential Question
What do friends do
ENGLISH LANGUAGE
together? LEARNERS SCAFFOLD
Go Digital!
Beginning
Use Visuals Point to the girls. Say:
These girls are friends. They have a
camera. Are they taking a picture?
Are they happy?
Intermediate
Compassionate Eye Foundation/Tanya Constantine/Photodisc/Getty Images
Describe Ask children to describe

Talk About It the friends. Ask: Do they look like
What do you and your
friends do together?
they are having fun? What are they
68 69 doing?
068-069_CR14_SI1_U1W4_WO_119763.indd 68

Advanced
on what friends do together. Ask:
What else do you think these friends
Talk About It: Let’s Be Friends do when they play together? Do you
Guide children to discuss what the children are doing. like to do that, too? Why? Model
correct pronunciation as needed.
COLLABORATE
What are the children doing together?
How do you think they might feel?
The girls
children to complete the Word Web by are friends.
filling in details about the friends in the
photograph.
Talk About It activity with a partner. Teaching Poster
Be Open to All Ideas As children engage in partner, small-group,
and whole-group discussions, remind them:

WHOLE GROUP
DAY 1
Friends
All
10
Mins
Around
by Miela Ford
Connect to Concept: Let’s Be Friends Go

Tell children that they will now read about friends in different parts of
Digital
Literature Big Book
the world and the things they do together. Ask: What do you think friends
in other parts of the world do together?
OBJECTIVES
Ask and answer Concepts of Print Friends
All
questions about Around
by Miela Ford
key details in a Book Handling and Labels Remind children that we hold a book
text. RI.1.1 right-side-up while reading. As you read Friends All Around, point to the Friends All
Around
Demonstrate labels. Explain that the words in the labels are not part of the sentences;
understanding of rather, they give extra information about the photographs. Have
the organization children point to the labels as you read them. See prompts in the Big
and basic features
of print. RF.1.1 Book for modeling concepts of print.
Develop concept Set a Purpose for Reading Ask and Answer

understanding Display the Big Book, Friends All Around. Questions
Read aloud the title and the name of the author.

ACADEMIC
LANGUAGE
Ask children to listen to the Big Book to find out things that friends
label, ask, answer do together.
T244 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Strategy: Ask and Answer Questions

ENGLISH LANGUAGE
1 Explain Tell children that as they read the Big Book they can LEARNERS SCAFFOLD
ask themselves questions about the text. This can help them
understand the information. Beginning
Engage Display page 3 of Friends
Think Aloud One way to better understand a text is to ask All Around. Say: You can look at
questions about what is happening in the text and then look for the illustrations to answer some
the answers as you read. Today, as we read Friends All Around, ask questions. Are the man and the boy
yourself questions about what the friends are doing and where friends? What do they do together?
they are. Then look for answers in the words and photographs. Intermediate
2 Model As you read, use the Think Aloud Cloud to model applying Describe Display page 3 of
the strategy. Friends All Around. Say: I wonder
how people of different ages can
Think Aloud Remember that you can ask questions as you read be friends. I’ll look for the answer in
and then look for the answers in the text and photographs. The the illustrations. What can friends of
text says that some friends help each other. I wonder how they different ages do together?
help each other? When I look at the photographs, I see one friend Advanced
helping another to climb the rocks. I also see two friends with a
Explain Display page 5 of Friends
book. I think the girl is helping the boy to read. As I read the pages, All Around. The text says some
I will look for the answers to more of my questions. friends teach each other. What is the
man teaching the boy? How is the
3 Guided Practice As you continue to read the Big Book, pause girl teaching her friend? Let’s look
to elicit questions from children. Guide them in asking questions for the answer.
about information they want to know more about. Ask: What do
you want to know about what friends in different countries do? Help
them phrase their answers as questions. Pause to ask children if
they have learned the answers to any of their questions.
Monitor and
After reading, prompt children to share what they learned about
friends around the world. Discuss what questions they asked
themselves and how they found their answers. Prompt children to Quick Check
Q
discuss what the kids in the selection do together and how they
might resolve any conflicts that arise. If needed, reread any sections to Can children apply the strategy
ask and answer questions?
help children answer their questions.


WHOLE GROUP
Quick Review

o, bl, cl, fl, gl, pl, i, a, ck, b, c, d, f, g,
h, j, k, l, m, n, r, s, t, v, w, x, y. Have
children say each sound.
5
Mins
Phonemic Awareness
1 Model Model for children how to categorize words by their middle
Digital
and final sounds sound. Say: Listen carefully as I say three words: mop, cob, sit. Two of
(phonemes) in these words have the same middle sound; one does not. That word does
not belong in the group. Which word does not belong? The words mop
words. RF.1.2c
and cob have the /o/ sound in the middle. The word sit does not have
Decode regularly
the /o/ sound in the middle. Sit does not belong.
Phonemic
words. RF.1.3b 2 Guided Practice/Practice Have children practice categorizing Awareness
words by focusing on the middle sounds in the following word sets.
Do the first set together. Say: I am going to say a group of words. Listen
for the middle sound. Tell me which word does not belong and why.
mom, sat, pond sip, not, him Octopus
dot, hop, big sad, doll, bag Phonics
Oo
10
Mins
Phonics o
octopus
Handwriting
Introduce Short o Sound-Spelling Card
1 Model Display the Octopus Sound-Spelling Card. Teach /o/ spelled
o using on and mop. Model writing the letter o. Use the handwriting
models provided. Say: This is the Octopus Sound-Spelling Card. The
SKILLS TRACE sound is /o/. The /o/ sound is spelled with the letter o. Say it with me:
SHORT o /ooo/. This sound is at the beginning of the word octopus. Listen:
.
/oooktōpus/, octopus. I’ll say /o/ as I write the letter several times.
Day 1
letter o to the sound /o/ by writing it. Say: Now do it with me. Say /o/
Days 2, 3, 4, 5
as I write the letter o. Write the letter o five times as you say /o/.
T246 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Blend Words with Short o

ENGLISH LANGUAGE
1 Model Display Word-Building Cards n, o, t. Model how to blend LEARNERS
the sounds. Say: This is the letter n. It stands for /n/. This is the letter
o. It stands for /o/. This is the letter t. It stands for /t/. Listen as I blend Phonemic Awareness: Minimal
these sounds together: /nnnooot/. Say it with me.
Say /o/ and note your mouth
Continue by modeling the words dot, job, and pot. position. Have children repeat. Use
the Sound-Spelling Cards. Repeat
2 Guided Practice/Practice Display the Day 1 Phonics Practice for /a/. Have children say both
Activity. Read each word in the first row, blending the sounds; for sounds, noticing the differences.
example: /mmmooommm/. The word is mom. Have children blend Continue with hot/hat, top/tap,
cot/cat.
each word with you. Prompt children to read the connected text,
sounding out the decodable words. Phonics: Variations in Language
In some languages, including
Spanish, Hmong, Korean,
Vietnamese, and Cantonese, the
mom lot got hop hot box sound for /o/ is approximate.
Emphasize /o/, and show correct
on log dog doll rock sock mouth position. Practice with
Approaching Level phonics
toss floss fox fix lost pond lessons.
flip flop plop block black clap
It is not hot.
Tom can hop a lot.
Bob lost a sock. Also online

The letter o can make the short o sound
Corrective
Corrective F
Feedback
eedback you hear in sock and dot.
Sound Error Model the sound that children missed, then have Read the words in the box. Listen for the short o
sound. Write the word that names each picture.
mop hop clock box
say: Sound? /o/ What’s the sound? Return to the beginning of the
1. clock 2. hop
3. mop 4. box
Circle each word that has the short o sound.

Then write the word.
Daily Handwriting
5. can mom clip mom
letters Oo using the handwriting models. 6. fin mat top top

p. 31 p. 31 p. 31
WORD WORK T247

WHOLE GROUP
Quick Review

good, pull.
5
Mins
Spelling
OBJECTIVES Words with Short o Go
Recognize and read
Dictation Use the Spelling Dictation routine to help children
Digital
grade-appropriate
Use conventional
occurring irregular
words. L.1.2d
they together
hop The frog can hop.

how eat
top The house is on top of a hill.

log What lives in the log? High-
Frequency
hog A hog is a big pig. Word Routine
hot It is hot in the summer.
lot I like school a lot!
flip Can you flip a pancake?
black A skunk is black and white.
they They are too tired to play.
too Do you like apples, too?
ENGLISH LANGUAGE
LEARNERS
Pantomime Review
the meanings of
or gestures when
repeat or act out
the word.
T248 UNIT 1 WEEK 4

DAY 1 • WEEK 4
5
Mins
1 Model Display the High-Frequency Word Cards fun, make, they,
and too. Use the Read/Spell/Write routine to teach each word.
Read Point to and say the word fun. This is the word fun. Say it
with me: fun. It is fun to play.
Spell The word fun is spelled f-u-n. Spell it with me.
Write Let’s write the word in the air as we say each letter: f-u-n.
Follow the same steps to introduce make, they, and too.
As children spell each word with you, point out the
irregularities in sound-spellings, such as the long a sound
spelled ey in the word they.
COLLABORATE
fun make
they too
Monitor and
High-Frequency Word Cards Differentiate
Q
blend the decodable words. Can children read and decode
1. It is fun to play. words with short o?
2. I can make a doll. Can children recognize and read
3. They will win.
4. Do you like dogs, too?

WORD WORK T249

WHOLE GROUP
DAY 1
Shared Read
10
Mins
Read Toss! Kick! Hop!
Tell children that you will now read a selection called Toss! Kick! Hop!
Digital
As we read, look for the words fun, make, they, and too. Look for words in
which the letter o stands for the /o/ sound. Genre Nonfiction
Essential Question
What do friends do
together?
Read about how friends
play together.
Go Digital!
Reading/Writing
Story Words Display the words together and houses. Spell the words
Workshop Big Book and model reading them. Tell children that they will be reading the 74
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75
12/27/11 6:39 PM
2/10/12 5:16 PM
and Reading/Writing words in the selection. Toss! Kick! Hop!

Workshop
Guide children in reading Toss! Kick! Hop! Point out the high-frequency
OBJECTIVES words and words in which o stands for /o/.
Decode regularly
Genre: Informational Text/Nonfiction Tell children that Toss! Kick!
words. RF.1.3b Hop! is nonfiction. Tell children that a nonfiction selection:
Recognize and read tells about real people, places, or things.
grade-appropriate tells about real events.
irregularly spelled
words. RF.1.3g gives information and facts.
Understand
nonfiction genre Connect to Concept
ESSENTIAL QUESTION
ACADEMIC Read together the Essential Question on page 74 of the Reading/Writing
LANGUAGE COLLABORATE Workshop. Discuss what the children do together. Guide children to
information, facts,
nonfiction
connect what they have read to the Essential Question. What do these
friends do together?
T250 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Toss! Kick! Hop!
Genre Nonfiction
Essential Question
What do friends do
together?
Read about how friend s
play toge ther.
Go Digital!
Jon Feingersh/Blend Images/Getty Images
Ty Allison/Photographer’s Choice/
Ariel Skelley/Stone/Getty Images
Blend Images/Alamy
Corbis Bridge/Alamy
Kids play together. Kids zip, zip, zip. Kids toss, toss, toss. Kids kick, kick, kick, too!
Getty Images
74 75 76 77 78 79
altrendo images/Stockbyte/Getty Images

Jose Luis Pelaez/Iconica/Getty Images
Kids hop in sacks. They have fun!

Michael Newman/PhotoEdit
2A Images/Getty Images
Kids make block houses. Kids make dolls. Hop, hop, flop!
80 81 82 83
Partner Reading
Remind children that as they reread Toss! Kick! Hop! they can ask
themselves questions and find the answers in the words and
photographs.
fun, make, they, too.
Have children use pages 72–73 to review that the letter o can
stand for the sound /o/. Guide them to blend the sounds to read
the words.
Have children reread Toss! Kick! Hop! with a partner. Guide them to
selection that tell them it is nonfiction.
SHARED READ T251

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Shared Writing
OBJECTIVES Writing Trait: Organization Go
Write narratives
1 Model Tell children that they will now reread Toss! Kick! Hop! paying
Digital
in which they
recount two or attention to how the author organizes the information. Explain: An
more appropriately author may compare and contrast to organize information in a text. To
sequenced events,
compare and contrast, the author uses pictures and words to tell how
include some details
regarding what two things are alike and different.
happened, use
temporal words to
2 Guided Practice/Practice Reread Toss! Kick! Hop! Point out Graphic
signal event order, examples of comparison and contrast. Reread pages 78–79. Say: Let’s Organizer
and provide some compare. What are the children playing with on both of these pages?
sense of closure. (a ball) Let’s contrast. How is their play different? (One group of kids is
W.1.3
tossing the ball; one group is kicking the ball.)
Use end punctuation
for sentences.
Prompt children to understand that the author shows similar
L.1.2b ways children play while pointing out the differences.
Writing
ACADEMIC Personal Narrative

LANGUAGE
compare, contrast Focus and Plan Tell children that this week they will be writing I see a fish.
sentences for a personal narrative. Explain: When something is personal,
it has to do with yourself. When we write sentences about ourselves, it Grammar
is called a personal narrative. Our sentences will tell things that really
happened.
Brainstorm Display a compare and contrast chart using Teaching
COLLABORATE Poster 42. Brainstorm ideas for a personal narrative about different
ways we play with friends. Write “Rain” at the top of the first column and
“Sun” at the top of the second column. Add pictures of rain and the sun.
Prompt children with questions, such as: What kinds of things do we play
when it rains? What kinds of things do we play when it’s sunny? Record
children’s ideas on the compare and contrast chart.
Write Tell children that you will write a personal narrative about
different ways we play with friends. Model writing sentences based on
the chart. Say: Let’s start by telling how we play when it rains. On our chart,
we said when it rains we decorate a big box and turn it into a house. Let’s
write: When it is wet, we make a box into a house. Work together to write
sentences to compare and contrast ways children play.
T252 UNIT 1 WEEK 4

DAY 1 • WEEK 4
5
Mins
LEARNERS SCAFFOLD
Questions and Exclamations Beginning
Distinguish Sentences Say: A
1 Model Tell children that a question is a sentence that asks question asks for an answer. Read
something and ends with a question mark. Display the sentences the first Practice sentence. Ask:
and read them aloud: Does it ask for an answer? Have
children point to the question
Rob can hop. mark. Repeat with the other
Can Rob hop? sentences. Restate responses
using complete sentences.
Ask children to identify the statement and the question. Point
out the difference in word order. Ask: How is the word order in the Intermediate
statement different from the word order in the question? Explain Read the first Practice
Next, tell children that an exclamation shows strong feeling or sentence and ask if it is a question
or exclamation. Ask: How do you
excitement and ends with an exclamation mark. Add the following know? Repeat with the other
sentence: sentences. Allow children ample
Rob can hop! time to respond.
Read the sentence aloud with enthusiasm. Ask children to tell how Advanced
the exclamation is different from the statement Rob can hop. Expand Have children ask
2 Guided Practice/Practice Display the sentences below and read questions. Write them. Have
children underline the question
them aloud. Have children work together to read the sentences word and circle the question mark.
and identify the questions and exclamations. Help children find a pattern in
Did Cam fix the fan? (question) question word order.
The pan is hot! (exclamation)

The cat is very big! (exclamation)
Will Liz come to school? (question)
Talk About It Have partners work together to orally
COLLABORATE generate sentences that either ask a question or convey
excitement.
Mechanics: Question
and Exclamation Marks Daily Wrap Up
1 Model Remind children that a question always ends
with a question mark. An exclamation always ends with encourage children to discuss using
an exclamation mark. the new oral vocabulary words. Ask:
What did you learn about what friends
2 Guided Practice Prompt children to correct each do when they play together?
sentence. Prompt children to share what skills
The dog did a flip (The dog did a flip!) they learned. How might they use
Can Nat flip (Can nat flip?) those skills?
LANGUAGE ARTS T253

DAY 2 behavior
behavior
Oo
chore deliver Response Board
o
collect relationship Teaching Poster
p
cooperate
Reading/Writing
Workshop
What
Children
In many
teachers.
is it like
go to
ways,
They
to go
school
schools
learn
to school
to learn
everywhe
in another
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re are
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is true
all around
Interac
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Oral
Define:
D
tive Read
Vocabu
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But school how to alike. the world. understand
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Children rld. so you
is different read and Example:
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school.
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Defi
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Something
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Several live on is one boat Examp
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home end of from
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Inc.
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ENGLISH
ENGLIS
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SH LAN
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Credits
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tion:
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1
Intensive
Use the Vocabulary
routine
Interactive Support
in How
i R t
Workshop Big Book Cards

High-Frequency Word Cards Interactive Spelling Word Word-Building
UNIT 1
fun make they too Read-Aloud Cards Cards Cards
Build the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Ask and answer
Remind children that this week you’ve been talking and reading about Digital
COLLABORATE what friends do when they play together. Remind them of the girls taking
questions about key
details in a text read a picture of themselves, the friends all around the world, and the friends
aloud or information kicking and hopping. Guide children to discuss the Essential Question school
presented orally
using information from what they read and talked about on Day 1.
or through other
media. SL.1.2
Visual Glossary
• Develop oral Review the oral vocabulary words cooperate and relationship from Day 1.
language
Use the Define/Example/Ask routine to introduce the oral vocabulary
• Discuss the Essential
words chore, collect, and deliver. Prompt children to use the words as
Question
they discuss what friends do together.
ACADEMIC “Games Long

LANGUAGE Oral Vocabulary Routine Ago”
illustrations, text
Define: A chore is a small job you must do.
Example: Rick’s chore each week is to sweep the
floor.
Ask: What chores do you do at home?
Define: To collect is to gather things together.
Example: Maya collects pretty seashells and
keeps them in a box.
Ask: What do you like to collect?
Define: When you deliver something, you take it to the person it belongs to.
Example: The mail carrier delivers letters and packages to each house.
Ask: What else can people have delivered to their homes?
T254 UNIT 1 WEEK 4

DAY 2 • WEEK 4
ENGLISH LANGUAGE
LEARNERS
Read the Interactive Directionality Ask children to
5
Mins
Read Aloud point to where you start reading
(top left). Ask where you finish
reading on the card (bottom
right).
Strategy: Ask and
Answer Questions What
Child
In ma
tea ch
is it lik
ren go
ny wa
e to go
to sch
ys, sch
to sc
ool to
ools
hool
learn
in an
. That
other
coun
tryl?
Intera
Or al
ct ive
Vo ca
Read
bu la
ry
Aloud
ers. Th every is tru lea rn

ey lea where e all Define
aroun :
study To learn
Remind children that as they read,

But sch rn ho are ali d the means
ool is w to ke. Ch world unders
someth
the wo dif fer rea d and ildren . tand
ing so to
you wil
Unite a bus feren er pa r sho
es?
learn
how
d Sta are co t way. rts of to
and fro tes. Bu mmon
they can ask questions about

ek 1
is
get to e child are som
the text and images. Then they

e the pets
schoo ren tak in you
boat l. At r neighb e commo
ba ck the en e a boat orhood n
home d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
can continue reading to find the LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?
answers. Model using the Think Intens

In
Use theive Vocabu
Us
introductive Rea
in How
ce the d Aloud
por
to Use t
the
underli Cards
ned wo to
Aloud Cloud to apply the strategy.

rds.
When I read, I can ask myself

“Games Long Ago”
questions about the words and
photographs or illustrations. Then I
can read on to find the answers. That helps me better understand what
I am reading. I could ask myself, how do you play this game? I’ll find the
answer by reading the words and looking at the illustrations.
Tell children that you will be reading true facts and information about
games people played long ago. Display the Interactive Read-Aloud
Cards as you read “Games Long Ago.”
Pause to model using the strategy. As you read, prompt children to
ask questions periodically. Guide them to find the answers in the text
and photographs.
Make Connections
Guide children to discuss what they learned about games in the
COLLABORATE selection. What games do the friends in the selection play?

WHOLE GROUP
Quick Review

children say each sound. Repeat,
and vary the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Segmentation Go
Segment spoken
1 Model Use the Response Board and markers to show children how
Digital
into their complete to segment words. Say: I am going to say a word. Then I will say the
sequence of individual sounds in the word. The word is flop. Listen: /f/ /l/ /o/ /p/. The first sound
sounds (phonemes).
is /fff/. The second sound is /l/. The next sound is /ooo/. The last sound is
RF.1.2d
/p/. I’ll place a marker in a box for each sound I hear: /f/ /l/ /ooo/ /p/. This
Decode regularly
word has four sounds. Say the word with me: flop.
Phonemic
words. RF.1.3b 2 Guided Practice/Practice Have children practice segmenting Awareness
words. Do the first two together. Say: I am going to say some more
Alphabetize words
words. Stretch the sounds in the word with me. Place a marker in a box
for each sound you hear.
c a t
on lot slot lock clock block
job pot mom plop dog fox Phonics
5
Mins
Phonics I
fill
the jar.
fills filling
Structural
Review Short o Analysis
1 Model Display the Octopus Sound-Spelling Card. Review the

sound /o/ spelled o using the words on and dog.
letter and sound. Point to the Sound-Spelling Card. Ask: What is this
letter? What sound does it stand for? Handwriting
T256 UNIT 1 WEEK 4

DAY 2 • WEEK 4
Blend Words with Short o

ENGLISH LANGUAGE
1 Model Display Word-Building Cards h, o, p to form the word hop. LEARNERS
Model how to generate and blend the sounds to say the word.
Say: This is the letter h. It stands for /h/. This is the letter o. It stands for Build Vocabulary Review the
/o/. This is the letter p. It stands for /p/. Listen as I blend these sounds can be explained or demonstrated
together: /hooop/. Say it with me: hop. in a concrete way. For example,
Continue by modeling the words pop, box, and toss. ask children to point to their sock
and a clock in the room. Model
2 Guided Practice/Practice Repeat the routine with children with the actions for hop and flop by
hopping on one foot or showing a
lot, mom, pot, rock, dog, doll, sock, block, flop, clock, got, hog, Ron. flopping motion with your hand.
Say: I hop on one foot and My hand
goes flip-flop, and have children
Build Words with Short o repeat. Provide sentence starters
1 Model Display the Word-Building Cards p, o, t. Blend: /p/ /o/ /t/, such as My mom is for
children to complete. Correct
/pooot/, pot. grammar and pronunciation
Replace t with d and repeat with pod. as needed.
Change d to p and repeat with pop.
2 Guided Practice/Practice Continue with plop, slop, slot, lot, got,
hot, hat, hack, sock, rock. Guide children to build and blend each
word.
5
Mins
Structural Analysis
Alphabetical Order
1 Model Tell children that the letters of the alphabet follow a
special order, which doesn’t change.
Write the words cat, box, and dog on the board. Point out that we
can put the words in alphabetical, or ABC, order by looking at the
first letter of each word. Underline the first letter of each word and
then find the corresponding letter in the alphabet. Point out that b
comes before c, and c comes before d. Model putting the words in
ABC order.
board: at, cap, zip; hop, fox, sock. Guide children to put the words in
ABC order.
WORD WORK T257

WHOLE GROUP
Quick Review

high-frequency words: fun, make,
they, too.
5
Mins
Spelling
OBJECTIVES Word Sort with -op, -og, -ot Go
Recognize and read
1 Model Display the Spelling Word Cards from the Teacher’s Resource
Digital
grade-appropriate
irregularly spelled Book, one at a time. Have children read each word, listening for short o
words. RF.1.3g and the ending sound.
er ir or ur
Use conventional Use cards for mop, dog, and got to create a three-column chart. Say her
spelling for words
each word and pronounce the sounds: /m/ /o/ /p/; /d/ /o/ /g/;
spelling patterns /g/ /o/ /t/. Say each word again, emphasizing the short o plus final
Spelling Word
and for frequently consonant sound. Ask children to chorally spell each word. Sort
occurring irregular
words. L.1.2d 2 Guided Practice/Practice Have children place each Spelling Word
Card in the column with the words containing the same final sounds they together
and spellings.
how eat
When completed, have children chorally read the words in each

column. Then call out a word. Have a child find the word card and High-
point to it as the class chorally spells the word. Frequency
Word Routine

provide corrective feedback. For example, some children may
replace the o in log and hog with an a due to the way they
pronounce words ending in -og.
ENGLISH LANGUAGE Have children say /o/, paying attention to how it feels in the
LEARNERS mouth. Then have children make the /a/ sound, noting how the
Provide Clues Practice face position changes. Go back and forth between /o/ and /a/
spelling by helping to help them feel and see the difference. Say log and hog. Help
children generate more
them pronounce a clear /o/ sound in both words.
words with medial short
o patterns. Say: Think of Have children orally segment each word. When they get to the
a word that starts with /o/ sound, ask: What letter do we write for that sound?
m and rhymes with hop.
Write the word and
reading it. Correct
needed.
T258 UNIT 1 WEEK 4

DAY 2 • WEEK 4

5
Mins
High-Frequency Words A. Complete each sentence. Use one of the words
in the box.
fun make they too
fun, make, they, too 1. They like to jump.

Write it. Ask children to close their eyes, picture the word in their 2. It is fun to hop.
minds, and write it the way they see it. Display the high-frequency too
3. Mom can jog, .
make
Point out the a_e spelling for long a in the word make. 4. Dad can a cake.
B. Write your own sentence using a word from

2 Practice Add the high-frequency words fun, make, they, and too the box.
to the cumulative word bank. 5. Responses will vary.

COLLABORATE the words.
Have children look at the words and compare their sounds and APPROACHING
p. 32
BEYOND
p. 32
ELL
p. 32
spellings to words from previous weeks. 032-032_CR14_NA_YT_1_HF_U1W4_119532.indd 32 13/01/12 7:43 PM
Suggest that they write about what they do with friends.

Write routine.
Monitor and
Differentiate
Quick Check
Q
words with short o?

WORD WORK T259

WHOLE GROUP
DAY 2 OS
E REA
Comprehension
CL
DIN
G
10
Mins
Reread Toss! Kick! Hop!
Genre: Informational Text/Nonfiction Go
1 Model Tell children they will now reread the nonfiction selection
Digital
Toss! Kick! Hop! Explain that as they read they will look for
information in the text to help them understand the selection. Genre Nonfiction
Essential Question
What do friends do
together?
play together.
Review the characteristics of informational text:

Go Digital!
Reading/Writing
Workshop Big Book
tells about real people, places, things, and events 4 75
074-083_CR14_SI1_U1W4_MR_119763.indd 74 12/27/11 6:39 PM 074-083_CR14_SI1_U1W4_MR_119763.indd 75 12/27/11 6:39 PM
and Reading/Writing gives information and facts Toss! Kick! Hop!

Workshop
can compare and contrast two or more things
Genre Nonfiction
Essential Question
OBJECTIVES What do friends do

together?
Tell children that when a text compares and contrasts two or more
play together.
Go Digital!
Ask and answer

facts or details, it shows how they are alike and different. Nonfiction
questions about
key details in a text can compare and contrast many things. 4
074-083_CR14_SI1_U1W4_MR_119763.indd 74
Spread Redux.indd 1
12/27/11 6:39 PM 074-083_CR14_SI1_U1W4_MR_119763.indd 75
75
12/27/11 6:39 PM
2/10/12 5:16 PM
text. RL.1.1 Genre

Display pages 80 and 81: These pages show children playing. We can
read the text and look at the photographs to compare and contrast.
Understand Genre Nonfiction
nonfiction genre
How is the children’s play alike? On both pages, the children are playing Essential Question
What do friends do
together?
play toge ther.
Go Digital!
inside at a table. They are making things. The children’s play is different
in some ways, too. On one page, the children are using blocks to make 4 75
ACADEMIC 074-083_CR14_SI1_U1W4_MR_119763.indd 74 12/27/11 6:39 PM 074-083_CR14_SI1_U1W4_MR_119763.indd 75 12/27/11 6:39 PM
houses. On the other page, the children are making dolls with yarn,

nonfiction, compare, pompons, and other craft materials.
contrast, details
2 Guided Practice/Practice Display pages 78 and 79 of Toss! Kick!
Hop! Point to each photo. Say: The games these children are playing
are alike in some ways, and different in some ways. How are they alike?
How are they different?
SKILLS TRACE
KEY DETAILS

4, 5; Unit 2 Weeks 1, 2, 3, 4, 5
3, 4, 5
T260 UNIT 1 WEEK 4

DAY 2 • WEEK 4

Reread “What Can It Do?” Look for key details.
Circle the word that answers each question.
Comprehension Read
To g eth e r
1. What can a cat do?
Key Details
pull hop
Key details tell important information
about the selection. 2. What can a dog do?
You can use photos to learn key details.
Kids toss Kids make Kids hop in
balls. dolls. sacks. jog nap
Find Text Evidence
3. Who can nap?
Find a key detail that tells about one
way that friends play together. Use the a fox an ox
words and pictures.
page 78 4. Who can pull?
Kids toss, toss, toss. an ox a cat
L ABOR ATE
CO L
Your Turn
Talk about other key details in
altrendo images/Getty Images

“Toss! Kick! Hop!”
Corbis Bridge/Alamy
84 85
084-085_CR14_SI1_U1W4_COM_119763.indd 84
p. 37 p. 37 p. 37
1 Model Tell children that when they read informational text they
can use the text to find the key details. Have children look at
pages 84–85 in their Reading/Writing Workshop. Read together
the definition of Key Details. Key details tell important information
about the selection. You can use photos to learn key details.
section and model finding a key detail in the selection Toss! Kick!
Hop! On page 82 we can find
a detail in the text about how
friends play together. The Detail Detail Detail
Monitor and
text says “hop, hop, flop!” The Differentiate
illustration shows the kids
hopping in sacks. This is a key
detail. Can you find another Quick Check
Q
key detail about how friends Teaching Poster
Can children identify key details?
play together?

If Yes On Level Review pp. T299
Beyond Level Extend pp. T303
COMPREHENSION T261
WHOLE GROUP
DAY 2
Language Arts
5
Mins
Interactive Writing
Write narratives
Review Tell children that writers should put their ideas in an order that
Digital
in which they
recount two or makes sense. One order is for writers to tell how things are alike and
more appropriately different.
sequenced events,
regarding what
happened, use
Personal Narrative
temporal words to Discuss Guide children to think of different ways they play with their Graphic
signal event order, friends. For example, they may tell different ways they play with two Organizer
and provide some
different friends. Record their ideas on a two-column chart using
sense of closure.
W.1.3 Teaching Poster 42, comparing how they play with each friend.
Use end punctuation Model/Apply Grammar Tell children that they will work together to
for sentences.
write a personal narrative about playing with friends. Remind them
L.1.2b Writing
that they can use different kinds of sentences. A telling sentence ends
with a period. A question asks for information and ends with a question
ACADEMIC mark. An exclamation expresses strong feeling and ends with an
LANGUAGE
exclamation mark. I see a fish.
question mark,
exclamation mark Write the sentence frames:
My pal and I . Grammar
It fun!
Do you like to ?
Model how to choose different action words (ran, like to kick, make flags)
to complete the first sentence. Read the sentences and point out end
punctuation.
Write Collaborate with children to write sentences for the personal
narrative. Guide them to use the chart to get ideas. Work together to
write sentences that compare and contrast ways to play with friends.
Remind children to listen for the sounds in each word. As children
create sentences, share the pen.
Apply Writing Trait Review with children the personal narrative
you wrote together on Day 1. Remind them how they organized the
sentences so that they told how things were alike and different. Work
with children to place their sentences into an understandable order.
T262 UNIT 1 WEEK 4

DAY 2 • WEEK 4
5
Mins
LEARNERS
Questions and Exclamations Explain Read aloud the first
sentence. This sentence is
1 Review Remind children that questions are sentences that ask a(n) . It ends with a(n) .
something. Exclamations are sentences that show strong feeling. Repeat with other sentences.
How is a question different from an
Write the following sentences: exclamation? Expand on children’s
responses.
What did the kids toss?
Use Non-Verbal Cues Write a
We will win! question mark and an exclamation
Read the sentences aloud. Ask: Which sentence is an exclamation? mark on different index cards.
Which is a question? Guide children to circle the punctuation Distribute a question mark card
and an exclamation mark card
marks. Point out the word order in each sentence. to each child. Write a question,
omitting the question mark. Track
2 Guided Practice Write and read aloud sample sentences. Have
the print as you read it aloud. Have
children work with a partner to identify each as a question or children repeat after you and hold
exclamation. up the correct end punctuation
card. Provide feedback as
Did Sam kick a rock? What did Don plan?
necessary. Repeat with other
The dog yaps a lot! The kids ran up the hill! questions and exclamations.
3 Practice Have children work in small groups to change each

question into a statement or an exclamation and each exclamation
into a question. As groups share their new sentences, record them
on the board. Point out word order and end punctuation.
COLLABORATE questions. Have them change the word order to form a sentence
that is an exclamation.
Mechanics: Question
and Exclamation Marks
1 Review Remind children that a question always begins
with a capital letter and ends with a question mark. An
exclamation begins with a capital letter and ends with
an exclamation mark.
Daily Wrap Up
2 Practice Display sentences without capitalization
or punctuation. Read each aloud. Have children work
together to fix the sentence.
vocabulary words. What do you do
what has a fin (What has a fin?) when you play with your friends?
toss it (Toss it!) Prompt children to review and discuss
those skills help them?
LANGUAGE ARTS T263

DAY 3 behavior
behavior
Detail Detail Detail Oo
Friends Visual Vocabulary
All Cards
Around Response Board
by Miela Ford chore fun o
Teaching Poster
collect make
Reading/Writing cooperate they Interac
Int
octopus
What
to go
to school Aloud
in another
Workshop
Vocabu
deliver too
go to
In many school
to learn
lary
ways, . That learn
Defi
learn the world. to
But school how to alike. orld. unde
understand so you
Example:
write. from at scho We learn
ways learn things
Walking get to for children math. Ask: Ho
How
school t yo
tie did
United a bus parts
rts of
are common
behavior
States. way.
De
places, to get
com
Titicaca
VOLUME 1
happens that is
relationship behavior
in ma
many often
Week
Exam places. or is
1
of the of those to
islands places. ye ccolor. Brown is a
eye
one island islands in the common
a b c
have lake. The
hop
to another schools. Ask:
sk: W
What
ets in ar
are some
to get your n common
Literature Big Book

boat take a
back At the boat d?
home end of from
again. the day,
Inc.
the
Companies,
S
Sound-
d

ENGLISH
EN
ISH LANGUAG
TK
LANG
Credits
LEA
LEARNERS
NERS E
Copyright
Ask Q
Question:
Questio
to
o school? stion:
stio
sch How do
the l? Is you get
ch ren it the sa
e children same
to school,
scho in the way
How or is it pipicture
w is it
differ
different?different? go
diffe
iffer
Friends All Around

1
Intensive
Use the Vocabulary
Spelling
routine
Interactive Support
in How
i R t
VOLUME 1 Interactive Cards

Spelling Word Word-Building
Read-Aloud Cards Cards Cards

Digital
5
Mins
ESSENTIAL QUESTION
OBJECTIVES
Remind children that this week you are talking and reading about
Identify the main
topic and retell friends. Remind them of what they have learned about friends around Visual Glossary
key details of a the world, the children in Toss! Kick! Hop! and what they learned about
text. RI.1.2 games. Guide children to discuss the question using information from
Read on-level text what they have read and talked about throughout the week. Friends
All
orally with accuracy, Around
by Miela Ford
appropriate rate, Review Oral Vocabulary

and expression Friends All
on successive Review the oral vocabulary words cooperate, relationship, deliver, chore, Around
readings. RF.1.4b and collect using the Define/Example/Ask routine. Encourage children
to discuss friendship when coming up with examples for each word.
Ask and answer
questions while
reading a text
Retell
ACADEMIC
LANGUAGE
events, details Pam can not nap.
Pam can jump up.
Can Sam jump up?
Fluency
T264 UNIT 1 WEEK 4

DAY 3 • WEEK 4
Listening OS
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Comprehension
CL
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ENGLISH LANGUAGE
G
LEARNERS
10
Mins
Reread Literature Big Book page, such as What are the friends
doing? Provide sentence starters
for children to complete orally.
The are playing .
Remind children that as they read, they can
ask themselves questions about the text. This
can help them understand the information
presented in the text. Say: As we reread Friends
Friends All Around, ask yourselves questions All
about what the friends are doing and why they Around
by Miela Ford
are doing it. Look for answers in the text and

photographs.
Read aloud Friends All Around. Pause to Literature Big Book
model asking questions. Prompt children to
use text evidence to identify key details in the text and photographs.
Model Retelling
Pause to retell portions of the selection. Say: I can put the
information from the text and the photographs into my own A C T
words. So far, I have read that friends can be the same age or years
apart. I’ve seen in the photographs that friends can help take care
Access Complex Text
of each other and can play music together. If the complexity of the text makes it hard for
After reading, model retelling the entire selection, using your
prompts.
own words to tell the important facts in the correct order.
Organization The text lacks a strong
organizational pattern and is essentially a
Model Fluency list. Children may be confused by the lack of
Phrasing Turn to pages 6 and 7 of Friends All Around. Point out transitions between the details presented in
the text.
that some words on page 6 are repeated on page 7. Say: When
Help children to see how some of the details
you read repeated words, you can read them with rhythm so that
are grouped; for example, pages 2 and 3
they sound like a familiar pattern. highlight age, and pages 4 and 5 highlight
Read aloud pages 6 and 7 with slightly exaggerated rhythm, learning and teaching.
emphasizing the repeated phrases. Have children identify Connections of Ideas Each page shows
the words that are the same and then reread the passage children around the world doing something as
friends.
chorally. Repeat the reading to give children more practice
Point out that children from all over the
with appropriate phrasing.
world do many of the same things. Have
children make the connection between
things depicted on different pages.

WHOLE GROUP
Quick Review

children say each sound.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Deletion Go
Segment spoken
1 Model Show children how to orally delete sounds from words to
Digital
into their complete form new words. Say: Listen carefully as I say a word: flock. The word
sequence of individual flock has four sounds. Say the sounds with me: /f/ /l/ /o/ /k/. I’ll take
sounds (phonemes).
away the first sound /f/ to make a new word: /l/ /o/ /k/, lock. The new
RF.1.2d
word only has three sounds.
Decode regularly
spelled one-syllable 2 Guided Practice/Practice Have children practice deleting Phonemic
words. RF.1.3b phonemes. Do the first two together. Let’s do some together. Listen as I Awareness
say a word. Then say the word without its first sound.
• Delete initial
phonemes in words slid clock slap flop glad
• Alphabetize words block plot flight plate cloud c a t
Phonics
5
Mins
Phonics
I the jar.
Blend Words with Short o fill fills filling
1 Model Display Word-Building Cards l, o, c, k. Model how to blend Structural

the sounds. Say: This is the letter l. It stands for /l/. This is the letter o. It Analysis
stands for /o/. These are the letters c and k. Together they stand for /k/.
Let’s blend all three sounds: /llloook/. The word is lock.
Continue by modeling the words lot, clock, and plot.
Handwriting
first row, blending the sounds; for example: /h/ /o/ /t/; /hooot/. The
word is hot.
T266 UNIT 1 WEEK 4

DAY 3 • WEEK 4
hot not pot job hog fog

dock toss rock on ox box
dogs dolls dots jogs socks hops
lots plops mops logs locks sobs
flip flop slip slop black block
A dog hops on a rock to sit.

My dog flops down and naps if it is hot.
Also online
5
Mins
Structural Analysis
Alphabetical Order
1 Model Remind children that the letters of the alphabet follow a
special order, which doesn’t change.
Write the words fox, sock, can, and hit on the board. Point out
that we can put the words in alphabetical, or ABC, order by
looking at the first letter of each word. Underline the first letter
of each word and then find the corresponding letter in the
alphabet. Model putting the words in ABC order.
2 Practice/Apply Write the following words on the board: top, box,
mop, log, clock. Have children put the words in ABC order.
Corrective
Corrective F
Feedback
eedback
WORD WORK T267

WHOLE GROUP
Quick Review

they, too.
5
Mins
Spelling
OBJECTIVES -op, -og, -ot Word Families Go
Recognize and read
1 Model Make index cards for -op, -og, -ot and form three columns in
Digital
grade-appropriate
words. RF.1.3g
Hold up the hop Spelling Word Card. Say and spell it. Pronounce er ir or ur
Use conventional each sound clearly: /h/ /o/ /p/. Blend the sounds, stretching the her
spelling for words
vowel sound to emphasize it: /hooop/. Repeat this step with top.
spelling patterns Place both words below the -op card. Read and spell each spelling
Spelling Word
and for frequently word together with children. Have children read each word. Ask: Families
occurring irregular What do you notice about these spelling words? They have the /o/ sound
words. L.1.2d
and they rhyme because they both end with /op/ spelled o-p.
school
the process with the -og and -ot words.
Display the words flip, black, they, and too in a separate column. Read Visual Glossary
and spell the words together with children. Point out that these
spelling words do not contain the /o/ sound.
PRACTICE BOOK p. 18
unusual.
Read the spelling words in the box.
hop top log hog

hot lot they too
Find the spelling words in the puzzle. Draw a circle

around each word.
m c v s t f b e x
y a p k q h o t z
l o g a h m c w j
d w h o p r i v b
w e k p a x l o t
b r a m k c i f s
g t h e y q v s y
l t g t o p l h s
e m x v k t o o b
h o g j t k w c h
T268 UNIT 1 WEEK 4

DAY 3 • WEEK 4
5
Mins
Write it. As children spell each word with you, point out the
difference in spellings and meanings for the words to and too.
Display Visual Vocabulary Cards to review this week’s
Build Fluency: Word Automaticity

Monitor and
Have children read the following sentences together at the same
Differentiate
They have a lot of fun!
I can make it. Quick Check
Q
Do you like cats, too?
words with short o?
Word Bank Can children recognize and read
bank should change as the class needs it to. Small Group Instruction
WORD WORK T269

WHOLE GROUP
DAY 3
Genre Nonfiction
Essential Question
What do friends do
together?
Read about how two
friends have fun together.
Go Digital!
by Nina Crews
© Nina Crews
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ESSENTIAL QUESTION
Read Literature Read aloud the Essential Question: What do
Anthology friends do together? Tell children that as they
Literature Anthology Review Genre: Informational read they should think about the kinds of things
Text/Nonfiction Review with friends do together.
children the key characteristics of nonfiction. It: Story Words Read, spell, and define the words
tells about real people, places, things, and friend, game, ball, and day. Tell children they will
events. read the words in the selection.
gives information and facts.
often has photographs to illustrate facts and
details.
Preview and Predict Read the title on page 69.
What do you think this selection will be about? What
might we learn as we read? Let’s find out.
T269A UNIT 1 WEEK 4

DAY 3 • WEEK 4
Pam and Jill are friends. Pam and Jill toss a ball. 2
© Nina Crews
They play a lot. 1

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1 Strategy: Ask and Answer Questions 2 Skill: Key Details

Teacher Think Aloud One way to better Key details tell important information about the
understand what you read is to ask yourself selection. What details have we read? The girls’
questions about what is happening in the text names are Pam and Jill and they are friends. What
and then look for the answers as you read. The other details have we learned?
text says Pam and Jill are friends who play a lot.
I ask myself: What do they play? When I look at Detail Detail Detail
the photographs I see two girls playing outdoors. Pam and Jill
They are playing catch. The text says that Pam and are friends.
Jill toss a ball. I think catch is one game they play.

I will look for other games they play as I turn the
page.

WHOLE GROUP
DAY 3
Pam hops. They play tag. 4

3
© Nina Crews
© Nina Crews
Jill hops, too! Pam is quick.
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3 Strategy: Ask and Answer Questions 4 Reread

Remember, when you ask yourself a question Teacher Think Aloud The words say that
about something you read in the text, you can Pam is quick. In the picture it looks like they’re
usually find the answer on the next page or later running a race. I’ll reread this page to check my
in the selection. As we read these pages, we can understanding. When I reread, I find out they’re
look for the answers to the question we asked playing tag, not running a race.
earlier: What things do the friends play together?
On page 72, I read that Pam and Jill hop. The
picture shows them hopping and smiling.
T269C UNIT 1 WEEK 4

DAY 3 • WEEK 4
(tr) Brand X Pictures/PunchStock; © Nina Crews

Jill is not as quick as Pam. 5 Jill is hot.
6
© Nina Crews
She does not like tag.

74 75
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5 Retelling 6 Skill: Key Details

Teacher Think Aloud You can put information Turn to a partner and discuss what you have read
from the text and photographs into your own COLLABORATE about friends. Let’s add this information to the
words to retell what you’ve read. So far I’ve read next box on our Details chart.
that Jill and Pam are friends who play a lot. I’ve
read that they play catch, they hop, and they play Detail Detail Detail
tag. I’ve seen in the photographs that friends Pam and Jill They toss,
smile and look happy when they play. Now I see are friends. hop, and
play tag.
in the photographs that Jill looks uncomfortable.
I read that she’s hot and does not like tag.

WHOLE GROUP
DAY 3
Pam makes a plan. 7 Jill looks in.

8
© Nina Crews
© Nina Crews
She has a box. It is a doll and a dog!
76 77
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7 Strategy: Ask and Answer Questions 8 Skill: Key Details

Teacher Think Aloud We’ve learned about The photographs in informational texts can show
things Jill and Pam like to do together. What key details that help you better understand the
question could you ask about what friends do text. Let’s look at the photographs on pages 76
when they don’t like to play the same game? and 77. What key details do we learn by looking
Student Think Aloud I read that Jill doesn’t like at these photographs? Let’s add these important
to play tag. I wondered what they will do now. I details to the third box on our Details chart.
also wondered if Pam will be unhappy. Then on
page 76 I read that Pam has a box and a plan. Detail Detail Detail
Pam and Jill They toss, Pam has a
She’s also smiling so I know she isn’t unhappy. are friends. hop, and box with
I wonder what is in the box. Then I read that Jill play tag. toys.
sees a doll and a dog in the box. I still wonder
what the plan is. I will read on to find the answer
to this question.
T269E UNIT 1 WEEK 4

DAY 3 • WEEK 4
(tl) Brand X Pictures/PunchStock; © Nina Crews
Pam and Jill sit on a rock. 9 The dog and doll are friends. 10
They make up a game.
78 79
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9 Genre: Nonfiction 10 Skill: Key Details

What are some details that help us understand Turn to a partner and discuss what you have read
the genre of this selection? The text is about real COLLABORATE on pages 78 and 79. Let’s add these key details to
people. It tells us about two girls and what they the next box on our Details chart.
do together. All of the information is about one
topic, what friends do together. The selection Detail Detail Detail
has photographs that support the topic and They toss, Pam has a They make
provide information. All of these details help us hop, and box with up a game.
play tag. toys.
understand that this selection is nonfiction.

WHOLE GROUP
DAY 3
Pam and Jill play, play, play. It is a fun day!

© Nina Crews
80 81
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Skill: Key Details

Guide children to complete the Key Details chart. They toss, Pam has a They make
Review the information on the chart together. hop, and box with up a game.
play tag. toys.
predictions about the selection were correct.
Guide them to use the evidence in the text to
confirm whether their predictions turned out to
be accurate. Discuss what children learned about
how friends play by reading the selection. Did
children learn what they wanted to by reading
the selection?
T269G UNIT 1 WEEK 4

DAY 3 • WEEK 4
Read
To g eth e r
Meet
Nina
Crews
Nina Crews uses photographs to tell
stories about children. The children
in the photographs are her family or
friends. She says that her readers like
to see pictures of real children.
Author’s Purpose
Nina Crews
Nina Crews wanted to

tell about real things
friends do when they
play together. Draw a
picture of you and a
friend playing.
82
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LITERATURE ANTHOLOGY, p. 82 12/1/11 1:02 PM
Meet the Author

Nina Crews AUTHOR’S CRAFT
Read aloud page 82 with children. Ask them Focus on Text Structure
why they think Nina Crews wrote about two girls
who are friends. Why did she use photographs to Explain that writers of informational
illustrate the story? How did she find children to nonfiction text give information in an order
photograph? that makes sense.
The beginning of the selection introduces
Author’s Purpose the topic, the middle gives details about
Have children write about something they do the topic, and the end is a conclusion.
when they play with a friend in their Response Have children tell what information Nina
Journals. is my friend. When we play together, Crews gives at the beginning, in the
we . middle, and at the end.

WHOLE GROUP
DAY 3
Read
To g eth e r
Respond to
Reading
Retell
Use your own words to retell three important
details in Friends.
Text Evidence
1. What details tell
you what Pam and Jill like to do? Key Details
2. What happens when Pam and Jill
play tag? Key Details
3. How can you tell that Friends is
nonfiction? Genre
Make Connections
What can friends do when they
want to play different games?
Essential Question
83
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Respond to Reading
Guide children in retelling the selection. Remind Guide children to use text evidence to answer the
them that as they read Friends they paid attention Text Evidence questions on Student Anthology
to the important details and asked and answered page 83. Model answering the questions as needed.
questions about the text. Now they will use that 1. Key Details To answer the first question,
information to retell the story. we need to look at key details in the text and
Have children use the information they photos. Let’s look back through the pages. The
recorded on their Details chart to help them details in the text and photographs tell us that
retell the selection. Pam and Jill like to play catch, hop, and play
with stuffed toys.
T269I UNIT 1 WEEK 4

DAY 3 • WEEK 4
2. Key Details This question also asks about key details. To answer
this question, let’s look back through the pages. The details in the
text and photographs tell us that Jill is not as quick as Pam. Jill can’t
run fast enough to catch Pam. Jill gets hot and doesn’t like tag. They ENGLISH LANGUAGE
make up a new game with Pam’s toys. LEARNERS
3. Genre This question asks how we know that the selection is Retell Help children by looking
informational text. To answer this question, let’s look back at the asking a prompt, such as: Who are
selection. On each page we read about real children. The text the children on this page? Why are
gives information about what they like and don’t like. There are they playing together? What are
photographs of real children. They are doing things I might do they playing? Provide sentence
starters to help children retell the
or other real children I know might do. All of these are clues that selection, such as: Pam and Jill
Friends is an informational text. are . They like to .
Make Connections
Essential Question Have children draw a picture to show what they
COLLABORATE do when they are playing with a friend and they each want to play
different games. Prompt them to label their picture. Guide children to

share their work with a partner. Prompt them to discuss how they are
like the children in Friends.
IA
L STU
CONNECT TO CONTENT
DI
SOC
ES
MAKING DECISIONS
Discuss with children that friends
often have to make decisions about
what to do together. Sometimes
they will want to do different things.
They read that Pam is quick, but
Jill is not as quick and does not like
playing tag. They resolved this by
playing something else next. Ask: Do
you think this was fair? Have children
tell about times they had to make
decisions with friends, and how they
decided what to do in a fair and just
way.

WHOLE GROUP
DAY 3
Language Arts
5
Mins
Independent Writing
Writing Trait: Organization Go
1 Review Tell children that they will write a draft. Say: Think about the
Digital
steps we have followed as we have written personal narratives.
Reading/Writing
2 Guided Practice Have children open to page 86 in the Reading/
Workshop Big Book Writing Workshop. Read the student model aloud. Point out how
Roz compared and contrasted how she and her friends like to play.
OBJECTIVES Present the
Write narratives Writing and Grammar Read
To g eth e r Lesson
in which they
recount two or
Readers to...
more appropriately Organization Roz organized her story A question is a sentence asked to find
to compare details. out something. A question ends with a
sequenced events, Roz’s Story
question mark.
An exclamation is a sentence that
include some details expresses strong feelings. An exclamation
regarding what Rob and I like to jog a lot! ends with an exclamation mark.
happened, use Does Jon jog, too? He does not! Graphic

Jon likes to play with blocks. Does Jon jog, too?
temporal words to Organizer
signal event order,
He does not!
and provide some
sense of closure. Your Turn
CO L
L ABOR ATE
W.1.3 C O LL A BOR ATE
• Find another exclamation.

Your Turn
• Write new questions and
Use end punctuation Tell what details Roz compared exclamations.
in her story.
Nathan Jarvis
for sentences. L.1.2b 86 87 Writing

086-087_CR14_SI1_U1W4_WRT_119763.indd 86
ACADEMIC
LANGUAGE
details, period I see a fish.
Personal Narrative
Model Have children look again at Roz’s story, noting her details about Grammar
how she likes to play with different friends. Have children complete the
Your Turn to discuss Roz’s process.
Prewrite
Display the chart from Day 2. Tell children that to begin writing, they
must choose a topic. Review the choices with children.
Brainstorm Place children in pairs based on the topic they have
COLLABORATE chosen. Guide partners to use a two-column chart to help them
brainstorm ways they play with two different friends.
T270 UNIT 1 WEEK 4

DAY 3 • WEEK 4
Draft
ENGLISH LANGUAGE
Have children use their charts to write their personal narratives. They
LEARNERS SCAFFOLD
should write sentences that tell how they play with their friends.
compare and contrast the ways they play. Encourage children to think Demonstrate Comprehension
about the ways they play with different friends.
partners as they write sentences:
Apply Grammar Have children think about the sentences they are and I . Clarify children’s
writing. Remind them to use questions and exclamations. responses as needed by providing
vocabulary.
As children work, conference with them to provide guidance.
Intermediate
Explain Have children talk
5
Mins
Grammar about how they play with two
different friends. Clarify children’s
responses as needed by providing
vocabulary.
Questions and Exclamations Advanced
1 Review Have children look at the Readers to Writers page in the Expand After children complete
Reading/Writing Workshop. Remind them that a question asks their sentences, ask: What did you
for an answer and ends with a question mark. An exclamation compare? How are your two ideas
expresses a strong feeling and ends with an exclamation mark. different? Allow children ample
time to respond.
Have children identify the exclamation and the question in the
model sentences.
2 Guided Practice/Practice Have students point out the sentence
in Roz’s story that is a statement. Ask children to help you turn that
statement into a question and into an exclamation. (Does Jon like to
play with blocks? Jon likes to play with blocks!)
Talk About It Have children work with partners to write one
COLLABORATE question and one exclamation about jogging. Check for
correction punctuation.
Mechanics: Question
1 Review Remind children that a question always ends
Daily Wrap Up
with a question mark and an exclamation always ends Review the Essential Question and
with an exclamation mark. encourage children to discuss using
2 Practice Display the incorrect sentences. Have children the oral vocabulary words. Ask: How
correct the sentences to form the type of sentence in can friends cooperate when they play?
parentheses. Prompt children to review and discuss
Cass is at school (question) (Is Cass at school?) the skills they used today. Guide them
to give examples of how they used
has Liz a good kick (exclamation) (Liz has a good kick!) each skill.
LANGUAGE ARTS T271

DAY 4 behavior
behavior
I Am Min
My little hen
Can count to ten.
My big pig
Can dance a jig.
I am Min.
I like to spin!
Visual Vocabulary
4J.YH^/PSS9LHKPUN
Cards
Chris Lensch
Literary Element Rhyme
chore fun Teaching Poster

collect make Dinah Zike’s Foldables®
cooperate they
deliver too
relationship behavior
behavior
lot a b c
VOLUME 1
Spelling Word Word-Building
Cards Cards
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Describe how
Remind children that this week they have been learning about what Digital
words and phrases
friends do together. Guide children to discuss the question using
(e.g., regular beats, information from what they have read and discussed.
alliteration, rhymes, school
repeated lines) supply
rhythm and meaning
words chore, collect, cooperate, deliver, and relationship. Then review last
in a story, poem, or week’s words care, companion, groom, popular, and train.
song. RL.2.4 Visual Glossary
Review vocabulary Literary Element:

I Am Min I Am Min
Rhyme My little hen

Can count to ten.
My little hen
Can count to ten.
My big pig
Can dance a jig.
I am Min.
I like to spin!
ACADEMIC My big pig
LANGUAGE
1 Explain Tell children that they Can dance a jig.
I am Min.
can read poetry selections for

Lit El t R
I like to spin!
rhyme Teaching
enjoyment. Explain that poems Poster
often have words that rhyme.
4J.YH^/PSS9LHKPUN
Words that rhyme have the same
Chris Lensch
Literary Element Rhyme

Genre Poetry Read
To g eth e r
Compare Texts
Read about a boy and his friends. And there are days
(many more)
I don’t want to be alone
ending sound. Rhyming words Teaching Poster There Are Days any more.
Then
From A WEEK IN THE LIFE OF BEST FRIENDS by Beatrice Schenk de Regniers. Copyright © 1986 Beatrice Schenk de Regniers. Used by Permission of Marian Reiner.
And There Are Days it seems to me
jokes are funnier,
honey’s honey-er
There are days I want to be sun is sunnier
all alone when
with only me I’m with a friend!
make poems fun and interesting

for company—
me and my cat. Make Connections
There are days like that. What does the boy
like about being
with a friend?
Essential Question
Illustration: Courtney A. Martin

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12/1/11 1:03 P
PM
“There Are Days

2 Model Display Teaching Poster 22. Read aloud the poem. Point and There Are
out the first rhyming pair—hen and ten. Explain that hen and ten Days”
rhyme because they have the same ending sounds. Have volunteers
suggest other words that rhyme with hen and ten.
3 Guided Practice/Practice Ask children to point out two other
rhyming word pairs in the poem. Have children suggest other words
that rhyme with these rhyming pairs. Tell children to look for rhyme
as they read the selection.
T272 UNIT 1 WEEK 4

DAY 4 • WEEK 4
Genre Poetry Read

To g eth e r
Compare Texts
Read about a boy and his friends. And there are days
(many more)
I don’t want to be alone 2
There Are Days any more.
Then
From A WEEK IN THE LIFE OF BEST FRIENDS by Beatrice Schenk de Regniers. Copyright © 1986 Beatrice Schenk de Regniers. Used by Permission of Marian Reiner.
And There Are Days it seems to me

jokes are funnier,
honey’s honey-er
There are days I want to be 1 sun is sunnier
all alone when
with only me I’m with a friend!
for company—
me and my cat. Make Connections
There are days like that. What does the boy
like about being
with a friend?
Essential Question
Illustration: Courtney A. Martin

84 85
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Read Literature Anthology 2 Strategy: Ask and

Answer Questions
Compare Texts
Teacher Think Aloud
Tell children that as they read they should think I can understand a selection Literature Anthology
about how the boy and his friend in the poem are by asking and answering
like Pam and Jill in Friends. questions. On the first page I read that the boy
is happy spending time alone with his cat. I ask
1 Literary Element: Rhyme myself: Is he happy being alone all the time? On
Teacher Think Aloud This text is a poem. Words the next page I read that on some days he doesn’t
often rhyme in poems. Words that rhyme can want to be alone anymore. I found the answer to
begin with different sounds and end with the same my question.
sounds. When I read the verse on page 84, I hear two
Make Connections Have partners make
sets of rhyming words: be/me/company and cat/that.
COLLABORATE connections between the characters in “There Are
When I read the verse on page 85, I hear one set of
Days and There Are Days” and Friends.
rhyming words: funnier/honey-er/sunnier.

WHOLE GROUP
Quick Review

children say each sound. Repeat, and
vary the pace.
5
Mins
OBJECTIVES Identify and Generate Rhyme Go
Decode regularly
1 Model Show children how to identify and generate rhyming words.
Digital
words. RF.1.3b Explain: Words that rhyme end in the same sounds. I am going to say
Recognize and read two words. If the two words rhyme, clap. Listen: lot, hot. Do lot and hot
grade-appropriate rhyme? Yes, let’s clap! They rhyme because they both end in /ot/. What
irregularly spelled other words rhyme with lot and hot? To figure that out, I need to think of
words. RF.1.3g
words that end in /ot/. I know one. The word not. The word not ends in
Use conventional /ot/, so it also rhymes with lot and hot. Phonological
spelling for words Awareness
with common 2 Guided Practice/Practice Have children practice identifying and
spelling patterns generating rhyming words. Do the first pair with them. Say: Now let’s
and for frequently
occurring irregular
try it together. I will say two words. If the two words rhyme, clap. Think m a
words. L.1.2d about the sounds the two words have in common at the end, and then n t p
say another word that rhymes with them.
• Identify and Phonics
mop, top pot, pit dog, hog lock, sock plot, plate
generate rhyme
• Alphabetize words
by first letter I the jar.
5
Mins
Structural
Analysis
Build Words with Short o
Review Say: The short o sound /o/ can be represented by the letter o.
er ir or ur
We’ll use Word-Building Cards to build words with short o. her
Place the letters f, l, o, p. Say: Let’s blend the sounds together and read girl curb her word
the word: /ffflllooop/. Now let’s change the f to s. Blend the sounds and
Spelling Word
read the word. Sort
Continue with slot, lot, not, hot, tot, top, mop, map, rap, rack, rock, sock,
sick, lick, lock, block, clock. school
Visual Glossary
T274 UNIT 1 WEEK 4

DAY 4 • WEEK 4
5
Mins
Structural Analysis
Alphabetical Order
Review Write the words pop, doll, fox, and top on the board and
read them with children. Remind children that when we put words
in alphabetical, or ABC, order we look at the first letter in the word.
Model putting the words in ABC order.
Write the following words: hot, not, ox, dog, lock, clock. Have
children work in pairs to put them in ABC order.
5
Mins
Spelling
Word Sort with -op, -og, -ot
Have children correct their own papers. Then have them sort
the words by ending spelling pattern: -op, -og, -ot, or no short o
spelling pattern.
Monitor and
Differentiate
5
Mins
Quick Check
Q
fun, make, they, too Can children read and decode
Review Display Visual Vocabulary Cards for high-frequency words with short o?
words fun, make, they, too. Have children Read/Spell/Write each Can children recognize and read
word.
Review last week’s words using the same procedure.
WORD WORK T275

WHOLE GROUP
DAY 4
Language Arts
5
Mins
Independent Writing
focus on a topic,
Explain to children that revising helps make their ideas clearer. When a
and suggestions from writer revises, he or she might change the order of sentences or add a
peers, and add details detail to compare or contrast.
as needed. W.1.5 Apply Writing Trait: Organization Explain that as writers revise,
they may move sentences to make their ideas easy for the reader to Writing
Use end punctuation
for sentences. understand. Display these sentences for a personal narrative:
L.1.2b
1. I make flags with Dan. 2. I jog and hop with Min.
3. Do I make flags with Min? 4. I have fun with Dan.
ACADEMIC
LANGUAGE 5. I have fun with Min.
rearranged, improve, Proofreader’s
Read the story aloud. Guide children to understand that the sentences Marks
period
should be rearranged to improve the organization. Guide children to
reorder the sentences (4, 1, 3, 2, 5) Prompt them to check that the order
makes sense.
I see a fish.
Peer Review Have children work in pairs to do a peer review in which
COLLABORATE they will each read their partner’s draft. They should take notes about
Grammar
what they like most, questions they have for the author, and ideas they
think the author could include. Have partners discuss these topics.
Provide time for them to make revisions to their personal narratives.
Proofread/Edit
sentences end with the correct punctuation mark.
all sentences are complete.
T276 UNIT 1 WEEK 4

DAY 4 • WEEK 4
Final Draft
5
5
Mins
Mins
Grammar
Questions and Exclamations
1 Review Review with children that a question asks something and
an exclamation shows excitement or strong feeling.
2 Guided Practice Write and read aloud sentences. Ask children
to identify which are exclamations and which are questions. Have
them explain why.
Lock it! What can Sal fix?
Nick jogs a lot! Can Max pull?
3 Practice Using the sentences in the Guided Practice above,
have partners change the sentences to either questions or
exclamations.
Talk About It Have partners work together to generate one
COLLABORATE question and one exclamation. Then have partners trade
sentences with another group and identify the question and the
exclamation.
Mechanics: Question and

Exclamation Marks
1 Review Remind children that a question ends with
a question mark and an exclamation ends with an
exclamation mark.
Daily Wrap Up
2 Practice Display the sentences below. Read each aloud. encourage children to discuss using
Have children fix the sentences as a class. the oral vocabulary words. Ask: What
did the cat hiss (Did the cat hiss?) games would you like to play with your
the cat did not hiss (The cat did not hiss!) friends?
each skill.
LANGUAGE ARTS T277

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
L STU
IA
DI
SOC
ES
Let’s Be Friends
OBJECTIVES
Make a Poster
research and writing Review the steps in the research process. Tell children that today they will
projects (e.g., explore COLLABORATE do a research project with a partner to learn more about a favorite sport
a number of “how- or game they can play with friends.

topic and use them to STEP 1 Choose a Topic
write a sequence of
instructions). W.1.7 Guide partners to choose a favorite game or sport to research.
• Build background STEP 2 Find Resources

knowledge
Discuss how to use the selections to find information on their chosen game
• Research
information using or sport. Guide children to find additional information in reference materials
technology and online. Have children use Research Process Checklist 1.
ACADEMIC
LANGUAGE Have children make an Accordion
sport, poster, research Foldable® to record the details
they come up with about their
sport or game. Model recording
details.
Ask and Answer Questions As children engage in partner, small
group, and whole group discussions, remind them to:
ask questions about ideas they do not understand.
give others a chance to think after asking a question.
write down questions they want to ask the teacher or the class.
T278 UNIT 1 WEEK 4

DAY 4 • WEEK 4
STEP 4 Create the Project: Poster

Explain the characteristics of a poster.
Information A poster can give information. In this
project, the poster will give information about a favorite
sport or game.
Image A poster can have images that illustrate the
information.
Text A poster can have text. This poster will have text
that tells about the sport or game.
Have children create a poster about their chosen sport or
game.
Guide them to make a drawing or use photographs.
Prompt children to write two or three details about the game or
sport. Encourage them to write in complete sentences.

SCAFFOLD

sentence frames to help children on the most important details elaborate on their sport or game.
discuss their sport or game. For about their sport or game. Ask: Ask them to tell how many people
example: You need to play this How many people can play this can play at the same time and
game. game? What equipment do you how the winner is decided.
need?

DAY 5 behavior
behavior a b c
Word-Building
Friends Visual Vocabulary Cards
Cards
All
Around fun Teaching Poster
by Miela Ford
make
Reading/Writing they What
is it like
Interac
In
tive Read
Workshop
to go
to school Aloud
in another
too
go to Vocabu
In many school
to learn
lary
ways, . That learn
D
They re are
st
something
learn the world. to
un
understand so you
Example:
ways learn things
school tie yo did
United a bus parts
behavior
common
VOLUME 1
and from But in ways
De efine:
children Lake places, to school comm
common Something
Titicaca children mmon
behavior
happens that is
Unit 1 in this picture in Peru take a seen n in m
many often
Week
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of 1 of those to mple:
the islands islands places. ey color.
eye Brown
one island in the colo is a common
hop
to another schools. Wh
children The children pets iin a
are some
to get n you
yo
your neighborhoocommon
take the to school.
boat take a
back At the boat d?
home end of from
again. the day,
Inc.
the
Companies,
ENGLISH
ENGLI
E LISH
TK
H LA
LANGUAG
LEARNERSLANG
Credits
LE
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Ask Questio
Question:
estion:
on: Ho
to school
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school? How
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children
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school,
chool, t pictureway
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How o is it p
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ow is different? go
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Literature Big Book

it differen
diffe
different?
rent?
1
Intensive
Use the Vocabulary
routine
Interactive Support
in
int Read How to U
VOLUME 1 Friends All Around

Interactive Spelling Word
Integrate Ideas
OBJECTIVES
Identify basic
Text to Text
differences between friends. Tell them that now they can think about how the selections
two texts on the were similar to one another. This is called making connections across
same topic (e.g., texts. Model comparing text using Toss! Kick! Hop! and Friends All Around.
in illustrations,
descriptions, or Think Aloud Toss! Kick! Hop and Friends All Around are about different
procedures). RI.1.9
kinds of friends, and what friends do when they play together. In both
• Develop answers selections I learned that friends have fun when they play together. For
to the Essential example, friends have fun with balls. Friends also have fun playing music.
Question
• Make text
Complete the Organizer Have children
connections to COLLABORATE use the graphic organizer on Teaching
Friends
the world Poster 40 to help them organize Have Fun
information from this week’s selections.
ACADEMIC Discuss and write about how friends
LANGUAGE can have fun together.
similar, compare,
activities Discuss the different things friends do
when they play together. Teaching Poster
Text to Self
Have children discuss how they play with friends. Ask: How do you and friends
have fun together? What are some things you do when you play together?
Text to World
Have children discuss what they have learned this week about different
ways friends play together. Ask: How can friends play together? What are
some different games they play? How are the different games alike?
T280 UNIT 1 WEEK 4

DAY 5 • WEEK 4
OBJECTIVES
Draw evidence
Analyze Key Details
informational texts selections they read this week.
reflection, and
Tell children that using the evidence in the text they will think about
research. W.4.9 how the author used details to write about the topic.
Review the Key Details chart you completed for Toss! Kick! Hop! Guide
children to analyze the text evidence by asking “what” and “how”
questions.
What did the author write about?
How did the author give information about things friends do when
they play together?
How do the key details help you understand how friends play together?
Write an Analysis
In Toss! Kick! Hop! the author wrote about .

The author used key details and to give
information about what friends do when they play together.
The selection helped us understand .
Work together to complete the sentence frames using Toss! Kick! Hop!
Select another informational text selection you have read this week.
Work with children to complete similar sentence frames to write about
how the author used key details.
L STU
IA

DI
SOC
ES
OBJECTIVES
Wrap Up the Project
research and writing Guide partners to share information about their game or sport and to
projects. W.1.7 COLLABORATE point out details in their posters or photographs. What do you like best
about the game or sport? What did you learn that you didn’t know before?
Have children use Presentation Checklist 1.

WHOLE GROUP
Quick Review

vary the pace.
5
Mins
Phonemic Awareness
Orally produce
Review Guide children to blend phonemes to form words. Say:
Digital
single-syllable
words by blending Listen as I say a group of sounds. Then blend those sounds to form a
sounds (phonemes), word.
including consonant
blends. RF.1.2b /m/ /o/ /p/ /t/ /o/ /p/ /h/ /o/ /t/ /s/ /o/ /k/ /l/ /o/ /k/
Segment spoken
into their complete
Phoneme Segmentation Phonemic
Awareness
sequence of individual Review Guide children to segment phonemes in words. Say: Now I
sounds (phonemes). am going to say a word. I want you to say each sound in the word.
RF.1.2d
Recognize and read
hot lock flock block plop m a
grade-appropriate n t p
irregularly spelled
Phonics
words. RF.1.3g Phonics
5
Mins
I the jar.
Blend and Build Words with Short o fill fills filling
Review Have children read and say the words lot, not, box, and
Structural
block. Then have children follow the word-building routine with
Analysis
Word-Building Cards to build mop, map, tap, tip, top, tot, hot, hit, lit,
lot, lock, flock, clock, clack, black, block.
school
Display decodable words and point to each word as children chorally
blending words children miss. Visual Glossary
Pam can not nap.

Pam can jump up.
Can Sam jump up?
Fluency: Word
Automaticity
T282 UNIT 1 WEEK 4

DAY 5 • WEEK 4
55
Mins
Mins
Structural Analysis
Alphabetical Order
Review Have children explain how to put words in ABC order.
Then have children practice alphabetizing these spelling words:
hop, top, log, flip, and black.
5
Mins
Spelling
Word Sort with -op, -og, -ot
four of the words do not have the short o sound.
5
Mins
Assess Assess children on their abilities to spell words in the -op,
-og, and -ot word families. Say each word and provide a sentence
Monitor and
Differentiate
5
Mins
Quick Check
Q
Review Display Visual Vocabulary Cards fun, make, they, too. Can children read and decode
words with short o?

WORD WORK T283

WHOLE GROUP
DAY 5
Language Arts
5
Mins
Independent Writing
writing, including in Remind them to practice using a drawing or props and any other
collaboration with
peers. W.1.6 visuals they are using.
Writing
Use end punctuation
for sentences.
Present
L.1.2b Have children take turns giving presentations of their personal
narratives. Remind them to speak clearly. When listening to other
ACADEMIC personal narratives, they should be polite and respectful, asking
LANGUAGE questions when appropriate and listening carefully when it is not
evaluate appropriate to speak. Checklists
If possible, record the presentations so that children can

self-evaluate.
I see a fish.
Evaluate
Have children discuss their own presentations and evaluate their Grammar
performance using the presentation rubric.
write about how they have become better writers.
Publish
After children finish presenting their personal narratives, discuss how
the class will make a bulletin board of all the personal narratives. Have
children suggest how to prepare the bulletin board. Have them make
decisions about the placement and assembly. Guide them to use digital
tools in creating the bulletin board.
T284 UNIT 1 WEEK 4

DAY 5 • WEEK 4
55
Mins
Mins
Grammar
Questions and Exclamations
1 Review Ask children to tell the difference between a question
and an exclamation. Write the following sentences and have
children identify the question and the exclamation:
Lil quit!
Did Lil quit?
2 Practice Ask: How do I know when a sentence is a question? How
do I know when a sentence is an exclamation? Write words on the
board. Have partners arrange the words to make a question. Then
have them rearrange the words to make an exclamation.
Rob win can
Ask partners to read their two sentences aloud. Have the class
identify the question and the exclamation.
Mechanics: Question
1 Review Remind children that a question ends with
a question mark and an exclamation ends with an
exclamation mark.
aloud. Have children fix the sentences. Wrap Up the Week
did Tim play (Did Tim play?)
the kids hop and jog up the hill (The kids hop and
jog up the hill!) encourage children to discuss using
Review asking and answering
questions about text and identifying
key details.
Review blending words with short o.
Remind children that the letters of the
alphabet follow a certain order.
Remind children that nonfiction tells
facts about a topic.
LANGUAGE ARTS T285

Approaching Level
Nonfiction
Friends Leveled Reader:

Are
Friends Are Fun Go

Digital
Before Reading
by Liza Kendall
Preview and Predict Nonfiction
Friends
PAIRED
READ Poetry
PD
PD
Are
Leveled Reader
and have children repeat. Preview the selection’s photos. Prompt
Friends Are Fun
children to predict what the selection will be about.
OBJECTIVES Review Genre: Informational Text/Nonfiction

Ask and answer Have children recall that informational text gives facts and details
questions about
about the real world.
RI.1.1 ESSENTIAL QUESTION Graphic
Organizer
Use the illustrations Remind children of the Essential Question. Set a purpose for reading:
and details in a text Let’s read to find out what friends do together.
to describe its key
ideas. RI.1.7
Remind children that as they read, they can ask questions about
information they do not understand or want to know more about.
MATERIALS Retell
Leveled Reader
During Reading
Friends Are Fun Guided Comprehension
As children whisper read Friends Are Fun, monitor and provide guidance,

Remind children that as they read, they can ask themselves questions
and then find answers in the text. Say: Asking questions helps us
understand what we are reading. Model using the strategy on page 2.
How do friends play? I look for the answer in the text. On page 2, I read
that friends can run. In the photo, I see friends running together. I find one
answer to my question. Friends can run.
Skill: Key Details

Remind children that key details give the most important information.
Children can look for key details in words and photos. After reading, ask:
What key details did you learn from the words? What key details did you
learn from the photos? Display a Key Details chart for children to copy.
T286 UNIT 1 WEEK 4

WEEK 4

Think Aloud The words on page 2 tell us that the friends can run, and Circles
the photo shows us friends running. That is a key detail. I wonder what else Lead children in conducting
friends can do when they play? I read page 3 and see in the photo that they a literature circle using the
like to hop in sacks. Let’s add these details to the Key Details chart. Thinkmark questions to guide
Guide children to use the key details to tell what friends can do. the discussion. You may wish
learned about what friends
After Reading can do together from both
selections in the Leveled
Respond to Reading Reader.
Retell
Level
Up
Nonfiction
Cards as a guide. Help children make a personal connection by asking: Friends

Are
What can you do with your friends? Where do you play together?
Nonfiction
Model Fluency Friends

Are
Read the sentences one at a time. Have children chorally repeat. Point out
by
y Liza
Liz Ke
Kendall
ndall
PAIRED
PAIRE
IRED
Poetry
READ
R
RE
REA D
to children how you phrase the repeated sentence patterns as you read.
Apply Have children practice reading with partners. by Liza Kendall
PAIRED
Poetry
READ
Nonfic
N onfict
nfictio
tion
ion
n
Genre Poetry
Compare Texts Fr iie

Read about what these friends like ends IF children can read Friends Are Fun
to play.
Are
I Like to Play Approaching Level with fluency and
correctly answer the Respond to
Reading questions,
“I Like to Play” THEN tell children that they will read a
With my friend Sam
I like to race. by Liza
more detailed version of the selection.

aKKend
en all
We shoot our rockets PPAIRE

Make Connections into space.
AIR
AI D
REA
READ Poetry

13
• Use pages 2–3 of Friends Are Fun

Leveled Reader On Level to model using Teaching
the genre of this text is poetry. Then
Poster 26 to identify the key details.
discuss the Compare Texts direction. After
reading, ask children to make connections between the friends in • Have children read the selection,
“I Like to Play” and the friends in Friends Are Fun. checking their comprehension by

F
C
Children can extend their knowledge of what friends do

Approaching Level
TIER
I D E N T I F Y A N D G E N E R AT E R H YM E
2
OBJECTIVES
I Do
Explain to children that they will be identifying rhyming words. Listen as I
Isolate and pronounce say two words: hop, top. The words rhyme. They both end in /op/. Now listen
initial, medial vowel, to this word: mop. Mop ends in /op/. Mop rhymes with hop and top.
and final sounds
(phonemes) in spoken Listen to these words: hot, not. Listen for the ending sounds: /h/ /ot/, /n/ /ot/.
Do hot and not have the same ending sounds? Yes! That means they rhyme.
RF.1.2c
What other words rhyme with hot and not?
Identify and generate Repeat the routine for the following pairs:
rhyme
log/jog fox/box nod/bag job/sob
You Do
Which words rhyme in each group? Say other words that rhyme with them.
stop/pop/bag sock/quit/lock win/dot/got
Repeat the rhyming routine with additional rhyming words.
TIER
P H O N E M E C AT E G O R I Z AT I O N
2
OBJECTIVES
I Do
Explain to children that they will be grouping words by sounds. Listen as I
Isolate and pronounce say three words: /mooop/, /hooot/, /baaag/. When I say mop and hot, I can
initial, medial vowel, hear the /o/ sound. Bag has the /a/ sound. Bag does not belong.
and final sounds
(phonemes) in spoken Listen as I say three words: mom, sad, rock. Which two have the /o/ sound?
Yes, mom and rock. Sad does not have /o/. It does not belong.
RF.1.2c
Categorize words by
phoneme hill, sock, lot pop, mad, fox box, dot, cap
You Do
It’s your turn. Which word does not belong?
rock, stop, flag wig, pot, job spot, van, not
Repeat the categorization routine with additional short o words.
T288 UNIT 1 WEEK 4

WEEK 4
PHONEME DELETION
OBJECTIVES
I Do
Explain to children that they will be deleting sounds. When you delete, you
Orally produce subtract or take away. When you delete a sound, you take a sound away.
single-syllable
words by blending Listen as I say a word: box, /boooks/. I will take away /b/ from box. That leaves
sounds (phonemes), /ooo/ /ks/. Box without /b/ is ox.
including consonant
blends. RF.1.2b Listen as I say a word: block. Say the word with me, /blllloook/. Let’s take away
We Do
/b/ from block. That leaves /lll/ /ooo/ /k/. Let’s blend the sounds: /llloook/,
Delete initial lock. Block without /b/ is lock.
phonemes in words to
form new words Repeat this routine with the following pairs of words:
fox, ox clock, lock floss, loss
You Do
It’s your turn. Take away the sounds from one word to form a new word.
clock, lock blog, log slot, lot
OBJECTIVES
I Do
Explain to children that they will be segmenting words into sounds. Listen
Segment spoken as I say a word: on. I hear two sounds: /ooo/ and /nnn/. There are two sounds
single-syllable in the word on: /ooo/ and /nnn/.
words into their
complete sequence Let’s do some together. I am going to say a word: top. How many sounds do
of individual sounds We Do
you hear? There are three sounds. The sounds in top are /t/ /ooo/ and /p/.
(phonemes).
RF.1.2d
not hop log rock job pop
You Do
I’ll say a word. Tell me how many sounds you hear. Then tell me the sounds.
moss dot lock mop fog got block
elements that may not transfer in childrens' native languages.

Approaching Level
Phonics
TIER
CO N N E C T o TO / o/
2
OBJECTIVES
I Do
Display the Word-Building Card o. This is lowercase o. I am going to trace
Know and apply the letter o while I say /ooo/, the sound that the letter o stands for. Trace the
grade- level phonics letter o while saying /ooo/ five times.
and word analysis
skills in decoding Now do it with me. Have children trace the lowercase o with their fingers
words. RF.1.3 We Do
on the Word-Building Card while saying /ooo/ with you. Repeat five times.
You Do
Have children connect the letter o to the sound /o/ by saying /ooo/ as they
trace a lowercase o on paper five to ten times. Then ask them to write the
letter o while saying /ooo/ five to ten times.
Repeat, connecting the letter o to the sound /o/ through tracing and
writing the letters Oo throughout the week.
TIER
BLEND WORDS WITH SHORT o
2
OBJECTIVES
I Do
Display Word-Building Cards t, o, p. This is the letter t. It stands for /t/. Say it
Decode regularly with me: /t/. This is the letter o. It stands for /o/. Let’s say it together: /o/. This is
spelled one-syllable the letter p. It stands for /p/. I’ll blend sounds together: /tooop/, top.
words. RF.1.3b
We Do
Guide children to blend the sounds and read: on, ox, hot, rock, block, plop.
You Do
Have children use the Word-Building Cards to blend and read: hop, pot,
sock, log, box, clock, plot.
Repeat, blending additional short o words.
T290 UNIT 1 WEEK 4

WEEK 4
BUILD WORDS WITH SHORT o
OBJECTIVES
I Do
Display Word-Building Cards o, x. These are the letters o and x. They
Decode regularly stand for /ooo/ and /ks/. I will blend /ooo/ and /ks/ together: /oooks/, ox.
spelled one-syllable The word is ox.
words. RF.1.3b
We Do
Now let’s do one together. Make the word ox using Word-Building Cards.
Place the letter b in front of it. Let’s blend: /b/ /oooks/, /boooks/, box.
I am going to change the letter b in box to the letter f. Change b to f. Let’s
blend and read the new word: /fff/ /ooo/ /ks/, /fffoooks/, fox.
You Do
Have children build the words: fog, log, lot, hot, hop, pop, plop.
Repeat, building additional words with short o.
BLEND WORDS WITH SHORT o
OBJECTIVES
I Do
Display Word-Building Cards m, o, p. This is the letter m. It stands for /m/. This
Decode regularly is the letter o. It stands for /o/. This is the letter p. It stands for /p/. Listen as I
spelled one-syllable blend all three sounds: /mmmooop/,
words. RF.1.3b top mom log pot rod not
mop. The word is mop.
lock pop jog Bob sock flock
We Do
Let’s do some together. Blend and block toss hog glob floss lock
read the words on, rock, top, dot, man quack slip fix clap click
and clock with children. Tom and Bob will sit on the rock.
The black block is on top.
You Do
Display the words to the right. Have
Mom got me six socks.
children blend and read the words.

Display the following Word-Building Cards: o, bl, cl, Have children review Toss! Kick! Hop! in their
fl, gl, pl, i, a, ck, b, c, d, f, g, h, j, k, l, m, n, r, s, t, v, w, x, y. Reading/Writing Workshop. Identify short o words.
Have children chorally say each sound. Repeat and Blend words as needed.
vary the pace.
with a partner.
PHONICS T291
Approaching Level
Structural Analysis
REVIEW ALPHABETICAL ORDER
OBJECTIVES
I Do
Remind children that the letters of the alphabet are in a special order. Say
Know and apply the letters with children. Write and read the words jet, black, pop. Look at the
grade-level phonics first letters. B is first in the alphabet. J is next, then p. Write black, jet, pop.
and word analysis
skills in decoding Write and read these words: sock, log, cop. Let’s put these words in ABC order.
words. RF.1.3 We Do
Which word comes first? Yes, cop comes first. C comes first in the alphabet.
Which word comes next? Which comes last? Write the words in ABC order.
Arrange words in
alphabetical order Repeat this routine with the following examples:
ox, fog, top boss, odd, got rod, cod, pot
You Do
Give partners three or four words that begin with different letters. Have
them work together to put the words in ABC order.
Repeat Have children write words that begin with different letters. Ask
them to put one another’s words in ABC order.
R E T E AC H A L P H A B E T I C A L O R D E R
OBJECTIVES
I Do
Write and read these words: cot, mop, sock. These words are in ABC order.
Know and apply Circle each first letter. Look at the first letters. C is before m in the alphabet, so
grade-level phonics cot is before mop in ABC order. M is before s, so mop is before sock.
and word analysis
skills in decoding Write and read these words: box, toss, lock. Let’s put these words in ABC order.
words. RF.1.3 We Do
Circle the first letters. Which letter comes first in the alphabet? B does so box
comes first in ABC order. Write box. Which letter comes next, t or l? L does so
Arrange words in
alphabetical order we’ll write lock next. T comes after b and l so we’ll write toss last.
Repeat this routine with these examples:
moss, dot, pop sock, hop, not rock, got, flock
You Do
Now it’s your turn. Put the words in ABC order.
dock, boss, hot jog, clock, toss nod, log, pop
Repeat Have children put groups of two or three words in ABC order.
T292 UNIT 1 WEEK 4

WEEK 4
REVIEW
OBJECTIVES
I Do
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g Help them generate oral sentences for the words.
Review fun, make,
You Do
Have partners work together to Read/Spell/Write the words fun, make,
they, too they, and too. Ask them to say sentences for the words.
R E T E AC H
OBJECTIVES
I Do
Recognize and read Write and read a sentence for each word. Invite children to chime in for the
grade-appropriate high-frequency word.
irregularly spelled
words. RF.1.3g Guide children in using the Read/Spell/Write routine. Ask them to
We Do
complete sentence starters: (1) ) It is fun to ? (2) I like to make .
(3) They are . (4) I can and you can, too!
You Do
Ask children to work with partners to say and write each word. Have children
self-correct.
OBJECTIVES
I Do
Display the High-Frequency Word Cards from the previous weeks. Use the
Recognize and read Read/Spell/Write routine to review each word.
grade-appropriate
irregularly spelled
We Do
Guide children as they Read/Spell/Write the words on their Response
words. RF.1.3g Boards. Have students complete sentence frames for the words. I can
pull . Will you come ?
Review previously
taught high- Show each card and have children chorally read. Mix and repeat.
frequency words You Do
Fluency Display the High-Frequency Word Cards. Point to words in

Approaching Level
Comprehension
TIER
2
OBJECTIVES
I Do
Read the first two sentences of the Practice Book selection. Model using
Read with sufficient appropriate phrasing for the patterns and repeated phrases.
accuracy and
fluency to support
We Do
Reread the first two sentences and have children repeat each sentence
comprehension. after you. Point out the repeated sentences and patterns and how you can
RF.1.4
phrase these appropriately; for example, phrasing what each animal can
do—A cat [very slight pause] can hop.
You Do
Have children read the rest of the selection aloud. Remind them to use
appropriate phrasing when they read patterns or repeated phrases.
TIER
I D E N T I F Y D E TA I L S
2
OBJECTIVES
I Do
Remind children what a detail is. A detail is a piece of information about
Use illustrations something that helps us understand it. The color of my hair, whether or not I
and details in a text wear glasses, and my height are details that tell about me. When we read, we
to describe its key
ideas. RI.1.7
can find details in the words and in the pictures. These details tell about the story.
We Do
Display the Practice Book selection. Let's look for details in the pictures. In
one picture , I see a cat jumping onto a boy's lap. That is a detail. It shows me
that a cat can hop.
You Do
Guide children as they discuss other details in the passage and pictures.
Prompt them to tell what details they learn from the details.
T294 UNIT 1 WEEK 4

WEEK 4
OBJECTIVES
I Do
Remind children that when they read informational selections, they
Ask and answer should look for important, or key, details. The key details give the most
questions about important information about the selection.
RI.1.1 Read the first two sentences in the Practice Book selection together. Pause
We Do
to point out the key details in each group and to discuss why they are
important. From the picture, we learn what a fox looks like. From the words,
we learn one thing that a fox does. It naps.
You Do
Continue reading, then ask: What important details have we read so far?
Record each detail on a Key Details chart. Continue by guiding children as
they continue to read and identify key details in the rest of the story. Add
the key details to the chart.

With prompting
Have children pick an informational text selection for sustained silent
and support, read
informational reading. Remind them that:
texts appropriately
they should look for important details in the words and pictures.
complex for
grade 1. RI.1.10
as they read, they can ask themselves questions and then look for the
answers in the words and pictures.
Apply strategy and
skill to read a text
Read Purposefully
reading, guide children to participate in a group discussion about the
story they read. Guide children to:
tell what interesting details they learned.
share questions they asked themselves while reading and tell how they
found answers.
COMPREHENSION T295
On Level
Nonfiction

Are
Friends Are Fun Go

Digital
Before Reading
by Liza Kendall
Friends
PAIRED
READ Poetry
PD
PD
Are
Leveled Reader
and have children repeat. Preview the selection’s photos. Prompt
Friends Are Fun
children to predict what the selection will be about.
OBJECTIVES Review Genre: Informational Text/Nonfiction

Ask and answer Have children recall that informational text gives facts and details
questions about
about the real world.
RI.1.1 ESSENTIAL QUESTION Graphic
Organizer
Use the illustrations Remind children of the Essential Question. Set a purpose for reading:
and details in a text to Let’s read to find out what friends like to do together.
describe its key ideas.
RI.1.7
is happening in the selection.
Retell
During Reading
As children whisper read Friends Are Fun, monitor and provide guidance,

Remind children that as they read, they can ask themselves questions
and then look for answers in the text. Asking and answering questions
can help you understand the text. Model how to use the strategy. I read
that friends are fun. I ask myself this question: Why are friends fun? Then
I look for the answer. On page 2, I read that you can run with a friend. In
the photo, I see friends running. That is one answer to my question.
Skill: Key Details

Remind children that key details give the most important information
about the selection. They can find key details in words and pictures.
After reading, ask: What key details did you learn from the words? What
key details did you learn from the pictures? Display a Key Details chart for
children to copy.
T296 UNIT 1 WEEK 4
WEEK 4
Model recording answers for children. Have children copy the answers
into their own charts. Literature
Think Aloud As I read, I will look for key, or important, details. I know Circles
that key details can be found in the text or in the pictures. Lead children in conducting
Once the selection is finished, prompt children to complete the chart. a literature circle using the
After Reading to discuss what children have
learned about why friends are
Respond to Reading
fun from both selections in the
Have children complete the Respond to Reading on page 12 after they Leveled Reader.
Retell
What makes your friends fun? What things do you and your friends do that
Level
Up
Nonfiction
are the same as the friends in the selection? Friends

Are
Model Fluency Nonfiction
Friends
Read the sentences one at a time. Have children chorally repeat. Point Are
out to children how you read with appropriate phrasing. by Liza Ke

Kendall
ndall
PAIRED
P IRED
READ
REA
R D Poetry
Poetr
Apply Have children practice repeated reading with partners. Provide

feedback as needed by Liza Kendall
PAIRED
Poetry
READ
Nonfic
N
Noonficttion
o ion
Genre Poetry
Compare Texts Fr iie

ends
Read about what these friends like
to do together.
Are IF children can read Friends Are Fun
PA I R E D R E A D … I Like to Play
On Level with fluency and correctly
“I Like to Play” questions,
With my friend Sam
I like to race.
by Liza
aKKend
en all
Make Connections
We shoot our rockets
into space.
13
PAIRED
READ Poet ry another story about friends.
Before reading, ask children to note that • Use pages 2–3 of Friends Are
Leveled Reader
the genre of this text is poetry. Then Fun Beyond Level to model using
discuss the Compare Texts direction. After reading, ask children to make Teaching Poster 26 to identify the main
connections between the friends in “I Like to Play” and the friends in idea and key details.
Friends Are Fun. • Have children read the selection,

F
C
ON LEVEL T297
On Level
Phonics
BUILD WORDS WITH SHORT o
OBJECTIVES
I Do
Display Word-Building Cards p, o, t. These are the letters p, o, and t. They
Decode regularly stand for /p/ /ooo/ and /t/. I will blend /p/ /ooo/ and /t/ together: /pooot/, pot.
spelled one-syllable The word is pot.
words. RF.1.3b
We Do
Let’s blend the word pot together: /pooot/, pot. Now let’s change the letter p
Build and decode to c. Invite a volunteer to change the letter p to c. Let’s blend and read the
words with short o
new word together: /k/ /ooo/ /t/, /kooot/, cot. The new word is cot.
You Do
Have children build and blend these words: hot, hop, mop, moss, boss, toss,
bog, log, lock, and clock.
Repeat with additional short o words.
REVIEW WORDS
OBJECTIVES
I Do
Use the Read/Spell/Write routine to review fun, make, they, and too. Use
Recognize and read each word orally in a sentence.
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g Boards. Then have partners say sentences for the words. Have one
partner say a sentence and the other repeat the high-frequency word in it.
Review high-
frequency words: fun,
You Do
Have partners use the Read/Spell/Write routine with the words fun, make,
make, they, too they, and too. Ask them to say sentences about this week’s selections.
Explain that each sentence should contain at least one high-frequency
word.
T298 UNIT 1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
I Do
Remind children that when they read informational text, they should
Ask and answer look for important details. When we read informational text, we can learn
questions about important details from the words and the pictures. Important details help us
key details in a
text. RI.1.1
enjoy and understand what we read.
We Do
Read the first two sentences of the Practice Book selection aloud. Pause
to point out key details in the words and pictures. Ask why each detail is
important. We read that a cat can hop. Why is this a key detail?
You Do
Guide children to read the rest of the Practice Book selection. Remind
them to identify the important details as they read. Then invite children to
discuss the details and tell why they are important.

With prompting
and support, read
informational reading. Remind them to:
text appropriately
complex for
grade 1. RI.1.10
ask themselves questions and then look for the answers in the words
Apply the strategy and pictures.
Read Purposefully
reading, guide partners to:
tell what interesting details they learned.
share questions they asked themselves while reading and tell how they
found answers.

Beyond Level
Nonfiction

Are
Friends Are Fun Go

Digital
Before Reading
by Liza Kendall
Friends
PAIRED
READ Poetry
PD
PD
Are
Leveled Reader
and the photographs. Ask: What do you think this book will be about?
Friends Are Fun
Review Genre: Informational Text/Nonfiction
OBJECTIVES Have children recall that informational text gives facts and details Detail Detail Detail
Ask and answer about the real world. Tell them to look for characteristics of
questions about
informational text as they read the leveled reader.
key details in a
text. RI.1.1 ESSENTIAL QUESTION Graphic
Organizer
Use the illustrations Remind children of the Essential Question: What do friends do
and details in a text together? Have children set a purpose for reading by saying: What do
to describe its key you want to find out about what friends do when they play together?
ideas. RI.1.7
With prompting
and support, read During Reading
informational text
appropriately complex
for grade 1. RI.1.10 Have children whisper read Friends Are Fun. Have them place self-stick
notes next to difficult words. Remind children that when they come
to an unfamiliar word, they can look for familiar spellings. Explain that
they will need to break longer words into smaller chunks and sound
out each part.
questions to facilitate rich discussion, such as: What does the author
want us to know about friends? Build on children’s responses to develop
deeper understanding of the text.

Remind children that asking and answering questions about a
selection can help them understand what they read. Say: Ask yourself
questions about what you read. Look for the answers to your questions in
the text and in the photographs.
T300 UNIT 1 WEEK 4

WEEK 4
Skill: Key Details

Remind children that informational texts have key details. After Literature
reading, ask: What are the key details in this book? How did paying Circles
attention to key details help you understand why friends are fun? Display a Lead children in conducting
Key Details chart for children to copy. a literature circle using the
Model how to record the key details. Have children fill in their charts. Thinkmark questions to guide
Think Aloud As I read, I will look for key details in the text and in the to discuss what children have
photographs. I will use the key details to help me understand the selection. learned about friends from
Reader.
After Reading
Respond to Reading
Retell
Have children take turns retelling what they learned from the selection.
Help children make a personal connection by writing about why their
friends are fun. Say: Write about why your friends are fun. What do you do
with your friends? How do you help them? What do you share?
Nonfic
N
Gifted and Talented
nfictio
tion
on
n
Genre Poetry
Compare Texts Fr ie
iends SYNTHESIZE Challenge
Read about what these friends like
to play.
Are children to think of what might
PA I R E D R E A D … I Like to Play
happen if the friends in the
selections did not help each other
“I Like to Play” and did not share. Children should
With my friend Sam
I like to race.
by Liza Kend
Ken all make a prediction and write about
Make Connections
into space.
13
PAIRED
READ Poet ry how this might affect what friends
Before reading “I Like to Play,” have do together.
Leveled Reader
children preview the title page and EXTEND Have children use facts
prompt them to identify the genre. Then discuss the Compare Texts they learned from the week or do
direction. After reading, have children work with partners to discuss additional research about friends.
key details they read in “I Like to Play” and Friends Are Fun. Ask children
to make connections by discussing how the friends in each selection
are alike and different.

F
C
BEYOND LEVEL T301

Beyond Level
Vocabulary
O R A L V O C A B U L A R Y: A N TO N YM S
OBJECTIVES
I Do
Review with children the meaning of the oral vocabulary word collect.
Use sentence-level
context as a clue Explain that an antonym means the opposite of another word. Collect
to the meaning means “gather things together.” Words that mean “not gather things
of a word or together” or “to cause to separate” are disperse or scatter. Those words are
phrase. L.1.4a
antonyms for collect.
We Do
Continue with: Today I will deliver a card to a friend. Antonyms for deliver
include keep, retain, and withhhold.
You Do
Have partners role-play collecting as they come up with sentences for
collect. Then have them role-play separating each other as they come up
with sentences for disperse and scatter.
Gifted and Extend Have children work with partners to tell a story about our week’s
Talented
theme, how friends play together, using the words collect and deliver.
Challenge them to include antonyms in the story.
T302 UNIT 1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
I Do
Discuss with children how they can determine the key, or important,
Ask and answer details in informational text. Prompt them to tell where they can find
questions about important details.
key details in a
text. RI.1.1 Guide children in reading the first two sentences of the Practice Book
We Do
selection aloud. Pause to prompt children to identify important details
and discuss why they are important. What important detail did we read?
Why is this an important detail?
You Do
Remind them to identify the important details in the text and the
illustrations as they read. Then invite children to discuss the details and tell
why they are important.

With prompting
and support, read
informational reading. Tell them that they should use a Key Details chart to record
texts appropriately important details. Remind them to ask themselves questions and then look
complex for grade 1. for answers in the words and the pictures.
RI.1.10
Apply the strategy

Read Purposefully
and skill to read a text Have children record the important details on a Key Details chart. After
reading, guide children to:
share the information they recorded on their Key Details chart with a
partner and discuss their favorite details.
record information about the selection in a reading response journal.
Gifted and Independent Study Have children discuss the similarities and differences
Talented
between their self-selected reading and what they read this week about
how friends play together. Challenge them to write a few sentences in
response to their reading and how it relates to the week's theme.
Shared Read:
Toss! Kick! Hop! Go
Digital
Before Reading
Build Background
Read the Essential Question: What do friends do when they play
PD
PD
75
together?
Toss! Kick! Hop!
074-083_CR14_SI1_U1W4_MR_119763.indd 75
Reading/Writing 12/27/11 6:39 PM Explain the meaning of the Essential Question: Friends are people
Workshop
074-083_CR14_SI1_U1W4_MR_119763.indd 75 12/27/11 6:39 PM
who like each other. Friends do things together, or with each other.
Model an answer: I do many things with my friends. I have lunch with Detail Detail Detail
OBJECTIVES my friends. I play games with my friends. I help my friends. My friends

Ask and answer help me, too.
key details in a Ask children questions that tie the Essential Question to their own Organizer
text. RI.1.1 background knowledge: What do you do with your friends? Tell your
Use the illustrations partner. Ask partners to share their answers.
and details in a text
to describe its key
ideas. RI.1.7 During Reading
With prompting Interactive Question-Response
and support, read
informational text
appropriately complex after each paragraph.
for grade 1. RI.1.10 Reinforce the meanings of key vocabulary by providing meanings
modeling.
T304 UNIT 1 WEEK 4

WEEK 4
Toss! Kick! Hop!

How are the two balls alike? (They both are
Pages 74–75 round. They both have a lot of colors.)
Point to the title. Listen as I read the title. Point to Pages 80–81
each word as you read it. What is the title? (Toss!
Kick! Hop!) Look at the photos. Point to the blocks. These are
blocks. Say it with me: blocks. Point to the dolls.
Point to the girls and the hopscotch. The girls are
These are dolls. Say it with me: dolls. Let’s read these
friends. The girls play hopscotch. Pretend you are
pages together: “Kids make block houses. Kids
playing hopscotch. Let’s hop together.
make dolls.”
Explain and Model Phonics Repeat the title.
Explain and Model the Strategy Point to the
Listen carefully. Raise your hand when you hear a
photos. The photos show kids making things. We
word with the /o/ sound. (toss, hop) Let’s practice
can ask ourselves this question: What do kids make?
saying each word together: toss, hop.
Then we look for answers when we read.
Let’s read the selection to find out what friends do.
What do you build with blocks?
Pages 76–77
Page 82
Point to the tire swing in the photo on page 76.
This is a tire swing. Say it with me: tire swing. Listen Let’s read the page: “Kids hop in sacks. Hop, hop,
as I read page 76: “Kids play together.” Look at the flop!” Which kids hop? Which kid flops? Let’s hop.
photo. How do kids play together? (They play on a Now let’s flop.
tire swing.)
Let’s read page 77 together: “Kids zip, zip, zip.” Look Page 83
at the photo. What do the kids do when they zip?
(run) Let’s read the page together: “They have fun!”
Explain and Model the Skill Remind children Explain and Model the High-Frequency
that they can look for details in the words and Words If you have fun, you have a good time. Point
photos. On page 76, I read and learned that kids to the kids in the photo. Kids smile. They have fun.
play. I see in the photo two kids playing on a tire They stands for kids. Say it with me: Kids smile. They
swing. On page 77, the words tell me what kids do. have fun. Let’s smile.
They zip. The photo shows me what kids do when
they zip. They run. What do you do to have fun?
Page 78–79 After Reading

Let’s read the pages together: “Kids toss, toss, toss. Make Connections
Kids kick, kick, kick too.” Look at the photos. What Review the Essential Question.
do kids toss and kick? (balls) Let’s pretend to toss.
Now let’s pretend to kick.


Nonfiction
Friends Leveled Reader

Are
Friends Are Fun Go

Digital
Before Reading
by Liza Kendall
Preview Nonfiction
Friends
PAIRED
READ Poetry
PD
PD
Are
Leveled Reader
author’s name. Preview the selection’s photos. Have children describe
Friends Are Fun
the photos. Use simple language to tell about each page. Follow with
questions, such as Can these friends run? What can these friends do?
questions about
key details in a what friends do together. Encourage children to ask for help if they do
text. RI.1.1 not understand a word or phrase. Graphic
Organizer
and details in a text During Reading
to describe its key
ideas. RI.1.7 Interactive Question-Response
With prompting Pages 2–3 Let’s read the label on page 2: friends. Now you say it: friends.
and support, read Let’s read page 2 together: “Friends are fun. They can run.” What can
informational text Retell
these friends do?
for grade 1. RI.1.10 Retell to your partner what you have learned so far. (Friends are fun.
Friends can run. Friends can hop. They hop in a sack.)
ACADEMIC Pages 4–5 Let’s read the label on page 4: bike. Now let’s read the
LANGUAGE sentences on page 4: “Friends can help you. They like to help.” What does
reread, retell this girl help her friend do? Now let’s read page 5. “Friends can make a
fort, too.” Point to the photo on page 5. This is a fort. Say it with me: fort.
Pages 6–7 Read pages 6-7. Then say: When you share, you let your
friends use something that you are using. Say it with me: share. Look at the
photo on page 6. Let’s read the label together: book. What do these friends
share? Tell your partner. What else do friends share? Let’s read the sentence
on page 7 that tells us. (They can share an apple, too.)
Pages 8–9 Look at the label on page 8. The friends play a game. Say it
with me: game. Let’s read about the friends on page 8: “Friends are big.
They are little, too.” Which friend is big? Which friend is little? Tell your
partner. Look at the girl in the photo on page 9. Let’s read the label: dog.
Who is the girl’s friend? Tell your partner about her friend.
T306 UNIT 1 WEEK 4

WEEK 4
Pages 10–11 Read pages 10-11. Look at page 10. This is a bowl. Say it
with me: bowl. How many bowls do you see? What are the friends doing? Literature
Circles
After Reading Lead children in conducting
a literature circle using the
Comprehension Check
Revisit the Essential Question. Ask partners to fill in the graphic the discussion. You may wish
organizer and answer the questions on page 12. Pair children with to discuss what children have
peers of varying language abilities. learned about friends from
Retell Reader.
Model retelling using the Retelling Card prompts. Then guide

children to retell the selection to a partner. Say: Look at the photos.
Use details you see to help you retell the selection.
Phrasing Fluency: Read Patterns and Repeated Phrases Level

Up
Nonfiction
Read the sentences in the book, one at a time. Help children echo- Friends
Are
read the pages with proper phrasing. Remind them to read repeated
sentence patterns with proper fluency. Nonfiction
Friends
Apply Have children practice reading with partners. Pair children Are
with peers of varying language abilities. Provide feedback as needed. by Liza

Li Kendall
Kendall
PAIRED
PA RED
Poetry
Poetr
RE
READ
REA
Nonfic
N nfictio
ction
tion
on
n
Genre Poetry
Read a poem about friends.
Fr ie
iends by Liza Kendall
Are
PAIRED
Poetry
READ
I Like to Play
rocket IF children can read Friends Are Fun
“I Like to Play” With my friend Sam by Lizaa Kend
I like to race.
Ken all answer the Respond to Reading
into space.
PAIRED
READ Poet ry questions,
Make Connections 13
THEN tell children that they will read a

Before reading, tell children that this text Leveled Reader
more detailed version of the selection.
is poetry. Then discuss the Compare Texts direction.
• Use pages 2–3 of Friends Are Fun
After reading, ask children to make connections between what On Level to model using Teaching
they read in “I Like to Play” and Friends Are Fun. Prompt children by Poster 26 to identify the key details.
providing sentence frames: Both selections tell about . Friends
• Have children read the selection,
are fun because . Friends like to .

F
C
Children can extend their knowledge what friends do by
completing the social studies activity on page 16.


Vocabulary
OBJECTIVES
I Do
Produce complete the routine to preteach the oral vocabulary words cooperate and deliver.
sentences when
appropriate to task
We Do
Display each image again and explain how it illustrates or demonstrates
and situation. SL.1.6 the word. Model using sentences to describe the image.
You Do
Display the word again and have children create sentences using each
LANGUAGE word.
OBJECTIVE
Use vocabulary words Beginning Intermediate Advanced
Provide sentence frames Have partners use each Have children write
for children to complete: word in a sentence. sentences for each word.
Please cooperate with .
Deliver the .
OBJECTIVES
I Do
Participate in the routine to preteach the ELL Vocabulary words friendship and together.
collaborative Say each word and have children repeat it. Define the word in English.
conversations with
diverse partners Display the image again and explain how it illustrates or demonstrates the
about grade 1 topics We Do
word. Model using sentences to describe the image.
and texts with
peers and adults Display the word again and have children say the word and then spell
in small and larger You Do
groups. SL.1.1 it. Provide opportunities for children to use the words in speaking and
LANGUAGE Beginning Intermediate Advanced

OBJECTIVE Point to a picture and ask Give simple clues about Have children use their
Use vocabulary words Does this show or a word's meaning. Have own words to tell what
? Children respond It children use the word in a each word means.
is , naming the word. sentence to respond.
T308 UNIT 1 WEEK 4

WEEK 4
REVIEW WORDS
OBJECTIVES
I Do
Display the High-Frequency Cards for fun, make, they, and too. Use the
Recognize and read Read/Spell/Write routine to teach each word. Have children write the
grade-appropriate words on their Response Boards.
irregularly spelled
words. RF.1.3g Write sentence frames on separate lines. Track the print as children read
We Do
and complete the sentences: (1) For fun, we . (2) I can make . (3)
LANGUAGE They have . (4) Like my friend, I , too.
OBJECTIVE
You Do
Display the High-Frequency Word Cards from the previous weeks. Display
Review high-
frequency words fun,
one card at a time as children chorally read the word. Mix and repeat. Note
make, they, too words that children need to review.
Have children pick a card Have partners take turns Have partners write
and say the word. Use the asking and answering sentences using the
word in a sentence for questions using the words. words.
them to repeat.
OBJECTIVES
I Do
Display the Visual Vocabulary Card and say the word aloud. Define the
grade-appropriate
irregularly spelled
We Do
words. RF.1.3g the word. Ask children to repeat the word. Engage children in structured
OBJECTIVE
YouDo
Reteach high-
frequency words
identify the word and define it in their own words.
Ask children to copy the Provide sentence frames Display the words. Have
word and draw a picture using the words for partners take turns
to illustrate its definition. children to complete. spelling the words for the
other to name and use in a
sentence.


Writing/Spelling
W R I T I N G T R A I T: O R G A N I Z AT I O N
OBJECTIVES
I Do
Explain that writers often organize their ideas by comparing and
With guidance and contrasting information. Write and read these sentences: This cat is big.
support from adults, This cat is little. Have children tell how the animals are alike. (Both are cats)
focus on a topic,
Then have them tell how the animals are different. (size)
We Do
Display the pictures on pages 76 and 77 of Toss! Kick! Hop! Point out how
to strengthen writing both illustrations show children playing together. Ask children to compare
as needed. W.1.5
and contrast the different activities.
You Do
Have children say sentences to tell how things in the classroom are alike
LANGUAGE
and/or different.
OBJECTIVE
Compare and contrast Beginning Intermediate Advanced
details
Guide children by Ask partners to do two Have children create
providing sentence actions, such as stand and sentences that compare
starters: These objects are wave. Have other children and contrast details in
alike/different because tell what is different in selections they've read
_____. how they waved. this week.
WORDS WITH SHORT o
OBJECTIVES
I Do
Read aloud the first Spelling Word on page T248. Segment the word into
Use conventional sounds and attach a spelling to each sound. Point out the short /o/ sound
spelling for words and spelling. Read aloud, segment, and spell the remaining words and
with common
spelling patterns
have children repeat.
and for frequently
Read aloud the first sentence from the Dictation routine on page T248.
occurring irregular We Do
words. L.1.2d Then read the short o word slowly and ask children to repeat. Have them
write the word. Repeat the process for the remaining sentences.
LANGUAGE You Do
Display the words. Have children work with partners to check their spelling
OBJECTIVE lists. Have children correct misspelled words on their lists.
Spell words with
short o
Help children say the After children have Challenge children to
words and copy them with corrected their words, think of other words that
the correct spelling. have pairs quiz each other. have the short o.
T310 UNIT 1 WEEK 4

WEEK 4
Grammar
Q U E S T I O N S A N D E XC L A M AT I O N S
OBJECTIVES
I Do
Review that a question is a sentence that asks something and ends with a
Demonstrate question mark. Write the following sentences on the board: Bob can clap.
command of the Can Bob clap? Ask children to identify the statement and the question.
conventions of
standard English
Point out the difference in the word order and end punctuation.
grammar and usage
Next tell children that an exclamation shows strong feeling or excitement
when writing or
speaking. L.1.1 and ends with an exclamation mark. Write the following sentences on
the board: The pan is hot! Is the pan hot? Read the first sentence with
enthusiasm. Ask children to tell how the exclamation is different from the
LANGUAGE question.
OBJECTIVE
Use correct
We Do
Write statements, questions, and exclamations, such as those provided
punctuation for below, on the board. Have children read each aloud and identify each as a
questions and
statement, question, or exclamation.
exclamations
The man sees a cap.
Grades K-6
Can I play?
Language Sam did it!
Transfers
Handbook
Is the cat big?
You Do
Pair children and have them write sentences that ask questions and
convey excitement. Circulate, listen in, and take note of each child’s
ELL Language
Transfers language use and proficiency.
TRANSFER SKILLS Beginning Intermediate Advanced

Cantonese, Haitian Help children use Ask children to ask each Have children write
Creole, Hmong, complete sentences to ask other questions about the a paragraph using
Korean, Vietnamese, about a picture they saw selections they've read. statements, questions, and
and Khmer speakers in one of the selections. Then have them come up exclamations.
may omit -s in third- Model a response: Is this with statements that show
person singular a . strong feelings.
present tense verbs
when creating
sentences (The cat
see the mat.). Point
it out and emphasize
the -s when giving
examples.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Key Details RI.1.1 Phoneme Categorization RF.1.2c ANALYSIS/HIGH-
Use Illustrations/ Phoneme Segmentation RF.1.2d FREQUENCY WORDS:
Photos RI.1.7 Short o RF.1.3b
Phoneme Deletion RF.1.2d
Alphabetical Order RF.1.3b
Identify and Generate
Rhyme RF.1.3b fun, make, they, too RF.1.3g
Phoneme Blending (initial
sound) RF.1.2b
Grade 1
Weekly
Assessment

State Standards
PD
Grades 1-6
Assessment
State Standards
T311A UNIT 1
WEEK 4
TESTED SKILLS
T If … Then …

multiple-choice items (Nonfiction) and Lesson 105 on Using
correctly . . . Illustrations, Photographs, and Captions
from the Tier 2 Comprehension Intervention
online PDFs.
PHONEMIC Children answer 0–1 . . . assign Lessons 53–54 on Phoneme

AWARENESS multiple-choice items Categorization: Medial Sounds, Lessons 66–71
correctly . . . on Phoneme Segmenting, Lesson 102 on
Initial Phoneme in a Blend Deletion, Lessons
6–8 on Identify Rhyme, and Lessons 62–66 on
Phoneme Blending from the Tier 2 Phonemic
PHONICS/ Children answer 0–5 . . . assign Lesson 47 on Short o and Lesson 41

STRUCTURAL multiple-choice items on Alphabet Review from the Tier 2 Phonics/
ANALYSIS/HFW correctly . . . Word Study Intervention online PDFs.
TIER TIER
of intervention.

WEEKLY OVERVIEW
TEACH AND MODEL

Comprehension Strategy Ask and Answer Questions T322–T323
Move!
Literature Big Book
in Page
ins & Rob
Steve Jenk
$0

Close Reading
Shared Reading Move and Grin!, 94–103
Genre Nonfiction
jump, move, run, two
Phonics .......................................................... r- and s-Blends, T328–T329

Writing Traits .............................................. Organization, T348–T349
Go Grammar ...................................................... Writing Sentences, T349
Digital
T312 UNIT 1 WEEK 5

LET’S MOVE!
Essential Question
How does your body move?
WEEK 5
Complex Text
PAIRED
READ
Move It!, 86–91 “Using Diagrams,” 94–95
Genre Nonfiction Genre Nonfiction
Differentiated Text

The Busy Body Book: Go, Go, Go!:
A Kid’s Guide to Kids on the Move
Fitness Genre
Genre Nonfiction
Nonfiction
Classroom Library

TEACH AND MANAGE
How You Teach
INTRODUCE TEACH Move!

Steve Jenk
ins & Robi
n Page
APPLY
$0
Let’s Move! Comprehension Move It!

Move! “Using
Close Reading Diagrams”
Move and Grin!
Minilessons
Key Details, Nonfiction, r- and
s- Blends, High-Frequency Words
Big Book
52–63
Go Interactive
Int
ntera
eract
ctttive
ive
ve Int
ttera
eract
ctive
Interactiveve Mob
M obile
le
Mobile
Digital White
W
Wh
Whiteboard
tebo
board
oard
o ard
rd W
Whhite
h ite
tebo
board
Whiteboardard
rd

PDF Online
Name Date
My To-Do List
Reading Phonics ⁄
Word Study
Key Details r-Blends, s-Blends
Fluency
Writing Science
Order of Events Parts of the Body
Phonics, pp. 41, 43 Interactive Games/Activities

p. 42
Comprehension
Comprehension,
Phonics/Word Study
pp. 45–47
Grammar
Structural Analysis,
p. 48 Spelling/Word Sorts
Genre, p. 49 Listening Library
p. 50
6 Unit 1 • Week 5 • Let’s Move Contracts
Go
Go On
O nl
L
Le
e
ev
vel Activities
Leveled Mobile
Digitall

WEEK 5
Leveled Readers Create a Visual Record,
T356–T357
Text Connections
Let’s Move!, T358
Write About Reading
Weekly Assessment
pp. 41–50
Mobile
M
Mob
obile

7
( More
5 Activities
on back
1
5

READING
READING
Build Background Let’s Move!, T320–T321 Oral Language Let’s Move!, T332
Oral Vocabulary Words exercise, physical, T320 Oral Vocabulary Words agree, difficult, exhausted,
Teach, Listening Comprehension
T332
Listening Comprehension Strategy: Ask and
Big Book Move!, T322
Model, Strategy: Ask and Answer Questions, T323 Answer Questions, T333
Interactive Read-Aloud Cards “Rabbit and Coyote
and Word Work T324–T327
Whole Group
Race,” T333
Apply Phonemic Awareness: Phoneme Categorization Word Work T334–T337
Phonics/Spelling: Introduce r-Blends and s-Blends Fluency: Sound-Spellings
High-Frequency Words: jump, move, run, two Phonemic Awareness: Phoneme Segmentation
Phonics/Spelling: Review r-Blends and s-Blends
Shared Reading Move and Grin!, T328–T329
Structural Analysis: Possessives
Practice Your Turn, p. 41 High-Frequency Words: jump, move, run, two
Shared Reading Move and Grin!, T338–T339
Comprehension
• Genre: Informational Text/Nonfiction, T338

Leveled Reader We Can Move!, T364–T365 Leveled Reader We Can Move!, T364–T365
Phonemic
onemic Awareness Phoneme Categorization, Phonemic
onemic Awareness Phoneme Segmentation,
TIER TIER
66 2
T366 66 2
T366
Approaching onics C
Phonics 8 2
Connect to r- and s-Blends, T368
TIER
onics Blend
Phonics B 8 2
Words with r- and s-Blends, T368
TIER
Level High-Frequency Words Review, T371 each, T371

High-Frequency Words Reteach, T3
TIER
Comprehension Details, T372 2 2
Leveled Reader We Can Move!, T374–T375 Leveled Reader We Can Move!, T374–T375
On Level Phonics Build Words with r- and s-Blends, T376 High-Frequency Words Review Words, T376
Small Group
Beyond Leveled Reader We Can Move!, T378–T379 Leveled Reader We Can Move!, T378–T379
Oral Vocabulary Multiple-Meaning Words, T380 Oral Vocabulary Multiple-Meaning Words, T380
Level
Shared Read Move and Grin!, T382–T383 Leveled Reader We Can Move!, T384–T385
Phonemic Awareness Phoneme Categorization, Phonemic Awareness Phoneme Segmentation,
English T366 T366
Language Phonics Connect to r- and s-Blends, T368 Phonics Build Words with r- and s-Blends, T368
Learners Vocabulary
• Preteach Oral Vocabulary, T386
Vocabulary Preteach ELL Vocabulary, T386
LANGUAGE ARTS
Writing Shared Writing Writing Trait: Organization, T330 Interactive Writing Writing Trait: Organization, T340
Whole Group
Personal Narrative, T330 Personal Narrative, T340

Grammar Grammar
Grammar • Writing Sentences, T331 • Writing Sentences, T341
Mechanics: Capitalization and Punctuation, T331 Mechanics: Capitalization and Punctuation, T341
T316 UNIT 1 WEEK 5

WEEK 5
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Oral Language Let’s Move!, T342 Oral Language Let’s Move!, T350 Integrate Ideas
Review Oral Vocabulary agree, difficult, exercise, Comprehension Text Feature: Diagram, T350 • Text Connections, T358
exhausted, physical, T342 • Write About Reading, T359
Close Reading “Use a Diagram,” T351
Big Book Move!, T343 Fluency: Sound-Spellings
• Strategy: Ask and Answer Questions, T343 Phonemic Awareness: Phoneme Blending/
Phonemic Awareness: Phoneme Categorization Segmentation
• Retelling, T343 Phonics/Spelling: Build Words with r-Blends and
• Fluency: Phrasing, T343 Phonics/Spelling: Blend and Build with r-and
s-Blends s-Blends
Word Work T344–T347 Structural Analysis: Possessives Structural Analysis: Possessives
Fluency: Sound-Spellings High-Frequency Words: jump, move, run, two High-Frequency Words: jump, move, run, two
Phonemic Awareness: Phoneme Deletion Integrate Ideas Research and Inquiry, T356–T357
Phonics/Spelling: Word Sort with r-Blends and Practice Your Turn, p. 50
s-Blends Practice Your Turn, pp. 48–49
Structural Analysis: Possessives
High-Frequency Words: jump, move, run, two
Close Reading Move It!, T347A–T347F
Practice Your Turn, pp. 45–47 Literature
Anthology
Leveled Reader We Can Move!, T364–T365 Leveled Reader Paired Read: “What’s Under Your Leveled Reader Literature Circles, T365
Phonemic Awareness Phoneme Deletion, T367 Skin?,” T365 Phonics Build Fluency with Phonics, T369
Phonics Build with r- and s-Blends, T369 Phonemic Awareness Phoneme Blending, T367 High-Frequency Words Cumulative Review, T371
Structural Analysis Review Possessives, T370 Phonics Blend Words with r- and s-Blends, T369 Comprehension Self-Selected Reading, T373
Comprehension Review Key Details, T373 es, T370
Structural Analysis Reteach Possessives, T37
TIER
Comprehension Review Key Details, T377 Skin?,” T375 Comprehension Self-Selected Reading, T377
Comprehension Review Key Details, T381 Skin?,” T379 Comprehension Self-Selected Reading, T381
Phonemic Awareness Phoneme Deletion, T367 Skin?,” T385 Phonics Blend with r- and s-Blends, T369
Phonics Build with r- and s-Blends, T369 Phonemic Awareness Phoneme Blending, T367 Spelling Words with r- and s-Blends, T388
Structural Analysis Review Possessives, T370 Structural Analysis Reteach Possessives, T370
High-Frequency Words Review, T387 High-Frequency Words Reteach, T387
Writing Writing Trait: Organization, T388 Grammar Sentences, T389
LANGUAGE ARTS
Independent Writing Writing Trait: Organization, T348 Independent Writing Writing Trait: Organization, T354 Independent Writing
Personal Narrative: Prewrite/Draft, T348–T349 Personal Narrative: Revise/Proofread/Edit, T354–T355 Personal Narrative: Publish and Present, T362
• Writing Sentences, T349 • Writing Sentences, T355 • Writing Sentences, T363
Mechanics: Capitalization and Punctuation, T349 Mechanics: Capitalization and Punctuation, T355 Mechanics: Capitalization and Punctuation, T363

A C T

instruction.

Purpose Playful Language, T343
Vocabulary Animal Names, T343
Literature Big Book
Move!

SCAFFOLD
Move and Grin!, T382–T383 We Can Move!, T384–T385
scaffold instruction using the small “What’s Under Your Skin?,” T385
WEEK 5
THEN then use the Quick Checks to assess
accelerate children reading with
focus.
more complex text.
Quick Check
Comprehension Strategy Ask and Answer
Questions, T323
Phonics r- and s- Blends, T327, T337, T347, T353, T361 Beyond
High-Frequency Words T327, T337, T347, T353, T361 T375

ing
Approach ELL
T365 T385

Phoneme Categorization, T366 Words with jump, move, run, two, Organization, Words with Writing
Phoneme Segmentation, T366 r- and s- Blends, T371 T388 r- and s- Sentences, T389
Phoneme Deletion, T367 T368–T369 Blends, T388
Phoneme Blending, T367 Structural
Analysis, T370

DAY 1 behavior
behavior behavior
behavior
jump
Move!Steve Jenkins & Robin Page

Visual Vocabulary
Cards
High-Frequency
Word Cards
exercise physical jump run Teaching Poster
Literature Big Book move two
Reading/Writing
Move!
Workshop
VOLUME 1
a b c
Reading/Writing © The McGraw-Hill Companies, Inc.
Workshop Big Book Word-Building Think Aloud

UNIT 1 Cards Photo Cards Clouds

5
Mins
Build Background
ESSENTIAL QUESTION
Go
How does your body move? Digital
Tell children that this week they will be talking and reading about how
their bodies move and what they can do. Weekly Concept Let’s Move!
Essential Question
How does your body Ready, Set,
move?
Go Digital!
Mov
Move!
Move
Mo
Move!
ove
o
ov
ve
v
ve!
e!
e!

Workshop Big Book
OBJECTIVES words that they can use as they discuss Let’s Move!
Build on others’ talk how their bodies move. Use the Define/
in conversations by Example/Ask routine to introduce the
responding to the oral vocabulary words exercise and
comments of others
through multiple physical.
exchanges. SL.1.1b Video
• Build background Oral Vocabulary Routine school

knowledge Visual Vocabulary Cards
Define: Exercise is activities you do with your
• Discuss the Essential body to stay healthy and become stronger.
Question
Example: Running and bicycling are good exercise. Visual Glossary
Ask: Which is good exercise: playing basketball or watching television? Why?
ACADEMIC
LANGUAGE Define: Physical means “about the body.”
healthy, activity Example: Physical activity keeps our bodies healthy.
Ask: What kind of physical activity do you enjoy?
Graphic
Organizer
Discuss the theme of “Let’s Move!” by having children tell what their
bodies can do. We can move our bodies to do different things. How do you
move? What can you do?
T320 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Weekly Concept Let’s Move!

Essential Question ENGLISH LANGUAGE
How does your body
move? LEARNERS SCAFFOLD
Go Digital!
Beginning
Use Visuals Point to the girls.
These girls play soccer. Are they
practicing? Are they on a team?
Repeat correct answers slowly and
LABOR ATE
CO L
Talk About It
How are these Intermediate
kids using their
Robert Houser/UpperCut Images/Getty Images
bodies? Describe Ask children to describe

the people. What are they doing?
88 89 Do they look like they are working
hard? Elicit more details to support
088-089_CR14_SI1_U1W5_WO_119652.indd 88

children’s answers.
Advanced
Talk About It: Let’s Move! on the scene. What are the people
Guide children to discuss how the people move. doing? Why are they doing this?
Correct the meaning of children’s
COLLABORATE 
How are these people using their bodies? responses as needed.
 Do you think soccer is good exercise? Why?
children to complete the Word Web,
adding details about how soccer Soccer
players move their bodies.
Have children look at page 89 of
their Reading/Writing Workshop
and do the Talk About It activity
with a partner. Teaching
T hi Poster
P t
Add New Ideas As children engage in partner, small-group, and
whole-group discussions, encourage them to:
 stay on topic.
 connect their own ideas to the comments of others.
 look for ways to connect their experiences to the conversation.

WHOLE GROUP
DAY 1
10 Read the Literature Big Book

Move!
Steve Jenkins & Robin Page
Mins
Connect to Concept: Let’s Move! Go

Digital
1
Literature Big Book

Tell children that they will now read about how some animals move.
Ask: Do you think animals and people can move in the same ways? Why?
OBJECTIVES
Demonstrate Concepts of Print
understanding of
the organization Special Text Treatments Explain that authors can change the size nt
ways
www.mheonline.com
ISBN-13 978-0-02-119592-3
MHID 0-02-119592-7
99701
Move!
and the direction of print. They can also print some words in boldface,
EAN

9 780021 195923
1
print. RF.1.1 or in heavy, dark type. As you read Move! point out the movement Move!
Ask and answer words in large print. Explain that these words are not part of the
questions about sentences and that the author sets them in large print to show readers
key details in a
the most important idea on the page. Also point out the animal names
text. RI.1.1
in boldface and how the sentences curve up and down to mimic the
Develop concept movement being described. In addition, point out the ellipses and Ask and
understanding explain that these marks indicate that the sentence continues on the Answer
next page. See prompts in the Big Book for modeling concepts of print. Questions
ACADEMIC
LANGUAGE Set a Purpose for Reading
print, boldface,  Display the Big Book.
movement, ellipses
 Read aloud the title and the names of the authors. Point out the
authors also illustrated the book.
 Ask children to listen to the Big Book to find out different ways
animals move.
T322 UNIT 1 WEEK 5

DAY 1 • WEEK 5

ENGLISH LANGUAGE
1 Explain Tell children that as they listen to the Big Book, they can
LEARNERS SCAFFOLD
ask themselves questions about the text. Then they can listen to
find answers to their questions. This can help them understand the Beginning
information. Engage Display pages 14 and
Think Aloud One way to better understand a text is to ask 15 of Move! You can look at the
illustrations to answer some
questions about what is happening in the text and then look for questions. Where does a snake go?
the answers as you read. Today, as we read Move!, ask yourself I read that a snake climbs. Does
questions about what the animals do and why they do it. Then another animal climb?
look for answers in the words and illustrations.
Intermediate
2 Model As you read, use the Think Aloud Cloud to model applying Describe Display pages 22 and
the strategy. 23 of Move! I wonder if spiders and
polar bears float in the same way.
Think Aloud Remember that you can ask questions as you read I’ll look for the answers in the text
and then look for the answers in the text and illustrations. The text and illustrations. How does a spider
says that roadrunners run to catch prey. I ask myself what kind of float? How does a polar bear float?
prey roadrunners catch. When I look at the illustrations, I see a tiny
Advanced
lizard in the roadrunner’s beak. The lizard must be its prey. As I
Describe Display pages 14 and
read the pages, I will look for the answers to more of my questions.
15 of Move! The text says a snake
3 Guided Practice As you continue to read the Big Book, pause to and a praying mantis climb. Let’s ask
ourselves questions and look for the
elicit questions from children. Guide them to look for the answers answers in the illustrations. How does
in the text and illustrations. Say: What question could you ask about a snake climb a tree? How does a
the information on this page? Let’s look for the answers in the text and praying mantis climb a blade of grass?
illustrations as we read on.
Respond to Reading Monitor and

After reading, prompt children to share what they learned about how Differentiate
animals move. Discuss what questions they asked themselves and
how they found their answers. If needed, reread any sections to help
children answer their questions. Quick Check
Q
Can children apply the strategy
ask and answer questions?


WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards sc,

sp, sl, sn, sw, cr, fr, tr, br, dr, o, pl, fl,
bl, i, a, ck, b, c, d, s, r, l, t, n, p. Have
children say the sounds aloud.
5
Mins
Phonemic Awareness
Isolate and
1 Model Show children how to categorize phonemes. Listen to these
Digital
pronounce initial,
medial vowel, three words: bread, brake, drum. Two of the words begin with the same
and final sounds two sounds. One does not. Bread and brake begin with /br/. Drum does
(phonemes)
not begin with /br/. Drum does not belong.
in spoken
single-syllable Repeat with skate, spin, spot and grin, truck, grape.
words. RF.1.2c
2 Guided Practice/Practice Have children practice identifying the Phonemic
Decode regularly Awareness
spelled one-syllable word that does not belong. Do the first one together. I will say three
words. RF.1.3b words. Tell me which word does not belong and why.
crack, crumb, proud snow, snap, stay stop, smile, stick
small, sweet, smoke grow, frog, fruit drop, drink, praise
Phonics
5
Mins
Phonics
Introduce r-Blends and
s-Blends Handwriting
1 Model Display the Bridge Photo Card.

Teach /br/ spelled br. Model writing Photo C
Ph Cards
d
the letters b and r. Use the handwriting
SKILLS TRACE models provided. This is the Bridge Photo Card. The first two sounds
r-BLENDS AND s-BLENDS are /br/. They are spelled with the letters b and r. Say it with me: /br/.
These are the sounds at the beginning of the word bridge. Repeat for
r-blends /cr/, /dr/, /fr/, /gr/, /tr/, and s-blends /sm/, /sn/, /sp/, /st/,
Day 1
/sw/.
Review Unit 1 Week 5 Days
2, 3, 4, 5 2 Guided Practice/Practice Have children practice connecting b and
Assess Unit 1 Week 5 r to /br/ by writing them. Now do it with me. Say /br/ as I write b and r.
Now write b and r five times as you say /br/. Repeat for the additional
r-blends and s-blends.
T324 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Blend with r-Blends and s-Blends

ENGLISH LANGUAGE
1 Model Display the Word-Building Cards s, t, o, p. Model how to LEARNERS
blend the sounds. This is the letter s. It stands for /s/. This is the letter
Phonemic Awareness: Minimal
t. It stands for /t/. Listen as I blend the sounds: /st/. This letter is o. It
stands for /o/. This letter is p. It stands for /p/. Listen as I blend these Say /k/ and note your mouth
sounds together: /stooop/. Say it with me. position. Have children repeat. Use
the Sound-Spelling Cards. Repeat
Continue by modeling the words crack, trip, snap, drop.
for /r/ and /kr/. Have children
2 Guided Practice/Practice Display the Day 1 Phonics Practice say the sounds and notice the
difference. Continue with the
Activity. Read each word in the first row, blending the sounds; for words cab/crab. Repeat for other
example: /frooog/. The word is frog. Have children blend each word r-blends and s-blends, such as: dip/
with you. Prompt children to read the connected text, sounding drip; tap/trap; mall/small; no/snow.
out the decodable words. Phonics: Variations in Language
There is only an approximate
transfer for the /r/ sound in
frog stick swim trap grin snack Spanish and there is no transfer in
Cantonese, Vietnamese, Hmong,
brick grab skin spin brag trot and Korean. Emphasize /r/ in
the r-blends, and show correct
mouth position. Practice with
rag drag sack stack crab crib Approaching Level phonics
lessons.
block slap slip clip flag plop
Fran and Scott see a big frog.
Stan spills his glass in the grass.
I can swim, skip, and spin. Can you? Also online
Also online
Some words have a blend of sounds. Listen to the
beginning sounds in the word crab. You can hear the
sound of each consonant in the consonant blend.
Corrective
Corrective Feedback
Feedback
Read the word. Write the word. Circle the picture
Sound Error Model the sound that children missed, then have that it names.
them repeat the sound. Say: My turn. Tap under the letters and 1. frog
say: Sounds? /kr/ What are the sounds? Return to the beginning of frog
the word. Say: Let’s start over. Blend the word with children again. 2. grass
grass
fpo
3. crib
Daily Handwriting crib
4. snap
Throughout the week review correct writing position,
including pencil grip and paper position. snap

p. 41 p. 41 p. 41
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WORD WORK T325

WHOLE GROUP
Quick Review
DAY 1 High-Frequency Words: Read,
Word Work Spell, and Write to review last week’s

they, too.
5
Mins
Spelling
OBJECTIVES Words with r- and s-Blends Go
Recognize and read
Dictation Use the Spelling Dictation routine to help children
Digital
grade-appropriate
Use conventional
occurring irregular
words. L.1.2d
they together
spill Did you spill the milk? how eat
spin This toy top can spin in circles.

grab Will you grab an apple for me? High-
Frequency
grass We have to mow the grass. Word Routine
drop Don’t drop your pencil.
drip Did the water drip from the faucet?
hop Let’s hop on one foot!
lot We have a lot of fun at recess.
two I have two hands and two feet.
move Will you help me move the desks?
ENGLISH LANGUAGE
LEARNERS
Pantomime Review
the meanings of
or gestures when
word.
T326 UNIT 1 WEEK 5

DAY 1 • WEEK 5
5
Mins
1 Model Display the High-Frequency Word Cards jump, move, run,
and two. Use the Read/Spell/Write routine to teach each word.
 Read Point to and say the word jump. This is the word jump.
Say it with me: jump. I jump into the pool.
 Spell The word jump is spelled j-u-m-p. Spell it with me.
 Write Let’s write the word in the air as we say each letter: j-u-m-p.
 Follow the same steps to introduce move, run, and two.
 As children spell each word with you, point out irregularities in
sound-spellings, such as the /ü/ sound spelled o_e in the word
move.
 Have partners create sentences using each word.
COLLABORATE
jump move
run two
Monitor and
High-Frequency
High Frequency Word
Wo Cards
C d Differentiate
Q
1. I like to jump. words with r-blends and s-blends?
2. Can you move this big box? Can children recognize and read
3. We will run to school. high-frequency words?
4. Brad has two black cats.

WORD WORK T327

WHOLE GROUP
DAY 1
Shared Read
10
Mins
Read Move and Grin!
Tell children that you will now read a selection called Move and Grin!.
Digital
As we read, look for the words jump, move, run, and two. Look for words
with r-blends and s-blends. Genre Nonfiction
Essential Question
Read about how animals
and kids mov e.
Go Digital!
Story Words Display the words long, legs, front, horse, and claw. Spell
(bkgd) Jochen Schlenker/Photographer’s Choice/Getty Images; (l) Rubberball/Mike Kemp/Getty Images;

Reading/Writing each word and model reading it. Tell children that they will be reading
Workshop Big Book 94 95
and Reading/Writing the words in the selection. 094-103_CR14_SI1_U1W5_MR_119652.indd 94
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Workshop Move and Grin!

Guide children in reading Move and Grin! Point out the high-frequency
words and words with r-blends and s-blends.
OBJECTIVES
Decode regularly Genre: Informational Text/Nonfiction Tell children that Move and
spelled one-syllable Grin! is nonfiction. Tell children that nonfiction:
words. RF.1.3b
‡ tells about real people, places, things, or events.
Recognize and read
grade-appropriate ‡ presents facts and information about a topic.
irregularly spelled ‡ uses text, illustrations, and photos to give information.
words. RF.1.3g
Understand
nonfiction genre
Connect to Concept
ESSENTIAL QUESTION
ACADEMIC
Read together the Essential Question on page 94 of the Reading/
LANGUAGE COLLABORATE Writing Workshop. Discuss different ways that children move during
nonfiction, trot, crab the day. Guide children to connect what they have read to the Essential
Question. How do these children and animals move their bodies?
T328 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Move and Grin!
Genre Nonfiction
Essential Question
and kids move.
Go Digital!

(tcl) Juniors Bildarchiv/Alamy; (cl) McGraw-Hill Companies Inc./Ken Karp, photographer; (cr) Rubberball/
Getty Images; (r) RubberBall Productions/Getty Images
Paul van Hoof/ANP Photo/age fotostock
Robert Daly/OJO Images/Getty Images

Scott’s frog can hop and jump. Scott can hop and jump, too. Fran’s dog can swim a lot. Fran can swim a lot, too.
Comstock Images/PictureQuest
First Light/Alamy
It can move its back legs. Hop, hop, jump. It kicks its two front legs. Swim, swim, swim.
94 95 96 97 98 99
hand
head
arm
leg
foot
Skip’s crab can grab. Skip can grab, too.

Antonio Luis Martinez Cano/Flickr/Getty Images
Rubberball/Mark Anderson/Getty Images

David Stoecklein/Lithium/Getty Images
Stan’s horse can trot and run. Stan can trot and run, too. It can grab with its claw. Grab, grab, grab.
Juniors Bildarchiv/Alamy
It jogs on its big long legs. Trot, trot, run. Grab, grab, grab. What can Skip grab with?
100 101 102 103
Partner Reading
‡ Remind children that as they reread Move and Grin! they can ask
questions about what they are reading, and then read to find the
answers to their questions. Encourage children to ask questions
before, during, and after reading.
‡ Have children use pages 90–91 to review high-frequency words
jump, move, run and two.
‡ Have children use pages 92–93 to review words with r-blends and
s-blends. Guide them to blend the sounds to read the words.
‡ Have children reread Move and Grin! with a partner. Guide them to
selection that tell them that it is nonfiction.
SHARED READ T329

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Shared Writing
Write narratives
in which they 1 Model Tell children that you will now read “A Pig for Cliff,” a story
Digital
recount two or they previously read, and they should pay attention to how the
more appropriately author organizes the events. Authors organize their writing so the First
sequenced events,
reader can understand what happens first, next, and last. These are the Next

regarding what order of events in a selection. Then
Last
happened, use 2 Guided Practice/Practice Read “Rabbit and Coyote Race.” Point
temporal words Graphic
out the story’s organization. Ask: What happens first? What happens
to signal event Organizer
order, and provide in the middle? What happens at the end?
some sense of  Prompt children to understand that the author has written a
closure. W.1.3
clear beginning, middle, and end.
Use end
punctuation for
sentences. L.1.2b Personal Narrative Writing
• Identify complete Focus and Plan Tell children that this week they will be writing
sentences sentences for a personal narrative. Explain: When we write personal
• Capitalize first word narratives, we are telling readers about ourselves: who we are and things I see a fish.
in a sentence that have happened to us. This week we will be writing sentences about
playing a sport. Our sentences will tell about the things that happen in
Grammar
ACADEMIC order.
LANGUAGE
order, events, Brainstorm Use the Sequence chart on Teaching Poster 31 with
statement, question, COLLABORATE children to help organize the events of playing a sport, such as soccer.
exclamation Ask: What do you do first? What do you do next? What do you do at the
end of the game? Record children’s ideas on the chart.
Write Tell children that you will work together to write a personal
narrative about playing a sport. Model writing sentences based on the
Sequence chart. Say: Let’s start by telling what we do first: On our chart,
we said we kick the ball to start the game. Let’s write: First, we kick the ball.
Act as the scribe as children tell events. Be sure to write events in
chronological order.
T330 UNIT 1 WEEK 5

DAY 1 • WEEK 5
5
Mins
LEARNERS SCAFFOLD
Writing Sentences Beginning
1 Explain/Model Tell children that a sentence is a group of words Read the first Practice sentence
that tells a whole idea. Display the following sentence: and ask: Is this a sentence? Repeat
Brad can skip up the hill. with each sentence. Allow children
ample time to respond.
Explain that this sentence tells a whole idea. It tells who the
sentence is about (Brad) and what he can do (skip up a hill). Intermediate
Remind children that they have learned that a statement tells Explain Read the first Practice
about something, a question asks about something, and an sentence and ask if it is a sentence.
Ask: How do you know? Continue
exclamation shows strong feelings or excitement. Remind them with each sentence. Restate
that all sentences begin with a capital letter and end with a period, responses using complete
question mark, or exclamation mark. sentences.
2 Guided Practice/Practice Display the sentences below and read Advanced

them aloud. Have children identify which are sentences and which Expand Display the Practice
are not. sentences and ask: Is “I like yams!”
a sentence? How do you know?
I like yams! (sentence) What is wrong with the second
The sits here. (not a sentence) example? How can you make it into
a sentence? What is wrong with the
Is the cat? (not a sentence) last example? How can you make
it into a sentence? Model correct
Talk About It Have partners identify what is missing from the pronunciation as needed.
COLLABORATE incomplete sentences and orally finish the sentences.
and Punctuation
1 Explain Review that all sentences start with a capital
letter and end with a punctuation mark.
2 Guided Practice Have children correct the sentences.
stop that dog (Stop that dog!)
is school fun for you (Is school fun for you?) Daily Wrap Up
 Review the Essential Question and
encourage children to discuss it using
the oral vocabulary words. Ask: How
does your body move when you play
a sport?
 Prompt children to share the skills
they learned today. Ask: How do these
skills help you read and write?
LANGUAGE ARTS T331

DAY 2 behavior
behavior Detail Detail a b c
Word-Building
behavior
behavior
spill
Visual Vocabulary Cards Spelling Word

Cards Cards
agree Teaching Poster
difficult behavior
behavior
jump
Reading/Writing exercise What
In many
teachers.
is it like
Children
go to
ways,
to go
school
schools
to school
to learn
everywhe
in another
. That
countryl?
is true
Interac
Int
Oral
Define:
Defi
tive Read
Vocabu
learn
lary
Aloud
Workshop
They all around study To learn means
learn re are the world. something to
alike. unde
understand
exhausted
But school how to orld. so you
Example:
write. from at scho We learn
ways learn things
school t yo
tie did
United a bus parts
rts of
De
places, to get
com
in ma
many often
Week
Exam places. or is
of 1 of those to
the islands islands places. ye ccolor. Brown is a
eye
have lake. The Ask:
sk: W
ar
are some
VOLUME 1
ets in
physical
to get your n common
boat take a
back At the boat d?
home end of from
again. the day,
Inc.
the
High-Frequency
Companies,
ENGLISH
EN
TK
ISH LANG
LANGUAG
Credits
LEA
LEARNERS
NERS E
Copyright
Ask Q
Question:
Questio
to
o school? stion:
stio
sch How do
the l? Is you get
children it the sa
e ch same
en in
to school,
scho the pictureway
How or is it pi
w is it
i differ
different?different? go
diffe
1
Intensive
Word Cards
Use the Vocabulary
H
Reading/Writing
Workshop Big Book jump run Interactive
UNIT 1 Photo Cards move two Read-Aloud Cards
Build the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Ask and answer
Remind children that this week you’ve been talking and reading about Digital
COLLABORATE how their bodies move. Remind them of how the girls bounced the ball
questions about
key details in a on their knees and of the kids in Move and Grin! Guide children to discuss
text. RL.1.1 the Essential Question using information from what they read on Day 1. school
• Develop oral
language
• Discuss the Review the oral vocabulary words exercise and physical from Day 1. Use Visual Glossary
Essential Question the Define/Example/Ask routine to introduce the oral vocabulary words
agree, difficult, and exhausted. Prompt children to use the words as they
ACADEMIC
discuss how their bodies can move.
LANGUAGE
ask, answer, rabbit,
coyote Oral Vocabulary Routine “Rabbit and
Coyote Race”
Define: When you agree with someone,
you have the same idea about something.
Example: We tried to agree on what movie to see.
Ask: What should friends do when they don’t agree?
Define: Something that is difficult is hard to do
or full of problems.
Example: Soccer can be a difficult sport to learn.
Ask: What are some things that are difficult for you?
What are some things that are easy?
Define: A person who is exhausted is very, very tired.
Example: We felt exhausted after taking a long hike.
Ask: What would make you exhausted: playing a long game of soccer
or watching a movie?
T332 UNIT 1 WEEK 5

DAY 2 • WEEK 5
ENGLISH LANGUAGE
LEARNERS
Read the Interactive Non-verbal Cues Remind
children that they can use non-
5
Mins
Read Aloud verbal cues to share information
when they are not able to do so
verbally. Encourage children to use
Strategy: Ask and pantomime or draw.
Answer Questions What
Child
In ma
tea ch
is it lik
ren go
ny wa
e to go
to sch
ys, sch
to sc
ool to
ools
hool
learn
in an
. That
other
coun
tryl?
Intera
Or al
ct ive
Vo ca
Read
bu la
ry
Aloud
ers. Th every is tru lea rn

ey lea where e all Define
aroun :
study To learn
Remind children that as they read,

But sch rn ho are ali d the means
ool is w to ke. Ch world unders
someth
the wo dif fer rea d and ildren . tand
ing so to
you wil
Unite a bus feren er pa r sho
es?
learn
how
d Sta are co t way. rts of to
and fro tes. Bu mmon
they can ask questions about the

ek 1
is
get to e child are som
text and illustrations. Then they

e the pets
schoo ren tak in you
boat l. At r neighb e commo
ba ck the en e a boat orhood n
home d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
McGraw
TK
tion Credits
ENGL
ht © The
can continue reading to find the
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?
answers. Model using the Think Intens

In
Use theive Vocabu
Us
introductive Rea
in How
ce the d Aloud
por
to Use t
the
underli Cards
ned wo to
Aloud Cloud.
rds.
When I read, I can ask myself

“Rabbit and Coyote Race”
questions about the words and
illustrations. Then I can read on to find the answers. That helps me better
understand what I am reading. I could ask myself, is the coyote a friendly
character? I’ll find the answer by reading the words and looking at the
illustrations.
Tell children that you will be reading a story about a race between
a rabbit and a coyote. Display the Interactive Read-Aloud Cards for
“Rabbit and Coyote Race.”
‡ Pause to model using the strategy. Prompt children to ask
questions. Guide them to find the answers in the text and
illustrations.
Make Connections
Guide children to discuss what they learned about how bodies move
in the selection. How did the coyote and the rabbit move? How did they
use their bodies?

WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards: sc,

children say the sounds. Repeat, and
vary the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Segmentation Go
Segment spoken
1 Model Use the Response Board to show children how to segment
Digital
single-syllable
words into their words into phonemes. I will say the sounds in this word: spot. I will
complete sequence put one marker in each box as I say each sound. Put a marker in a box
as you say each sound: /s/ /p/ /o/ /t/. Spot has four sounds. Say the
(phonemes).
RF.1.2d sounds with me: /s/ /p/ /o/ /t/.
Decode regularly 2 Guided Practice/Practice Have children place markers in boxes as
Phonemic
spelled one-syllable they segment the following words. Do the first one together. Now Awareness
words. RF.1.3b I will say more words. Place markers in the boxes as you say the sounds
in the word. Let’s do the first one together.
snack still drum trip
c a t
skin cross swim grass
Phonics
5
Mins
Phonics I the jar.
fill fills filling
Review r-Blends and s-Blends Structural

1 Model Display the Word-Building Cards s, t. Review the sounds Analysis
/st/ spelled st using the word stop. Repeat for r-blends (br, cr, dr, fr,
gr, pr, tr) and other s-blends (sc, sk, sm, sn, sp, sw).
letters and sounds. Point to the Word-Building Cards. What are these
letters? What sounds do they stand for? Handwriting
T334 UNIT 1 WEEK 5

DAY 2 • WEEK 5
Blend with r-Blends and s-Blends

ENGLISH LANGUAGE
1 Model Display Word-Building Cards s, k, i, p to form the word LEARNERS
skip. Model how to generate and blend the sounds to say the
word. This is the letter s. It stands for /s/. This is the letter k. It stands
for /k/. We blend the sounds together: /sk/. This is the letter i. It stands can be explained or demonstrated
for /i/. This is the letter p. It stands for /p/. Listen as I blend these in a concrete way. For example, ask
sounds together: /skiiip/. Say it with me: skip. children to point to their skin or a
stack of books. Model the actions
Continue by modeling the words spin, swim, crab, and grin. for spin, swim, grin, and sniff as
you say, “I spin in a circle. I swim in
2 Guided Practice/Practice Guide children to blend the words: the water. I grin when I’m happy.
sniff, frog, trip, snack, stack, skin, grip, drill, trick. I sniff with my nose.” Have children
repeat. Provide sentence starters,
such as, My favorite snack is
Build with r-Blends and s-Blends for children to complete. Correct
grammar and pronunciation as
1 Model Display the Word-Building Cards b, r, i, c, k. Blend: needed.
/b/ /r/ /i/ /k/, /briiik/, brick.
 Replace b with t and repeat with trick.
 Change ck to p and repeat with trip.
2 Guided Practice/Practice Continue with trap, track, crack, rack,
tack, stack, snack, snap, snip, skip, skin, grin, grill, drill, drip, drop, crop.
Guide children to build and blend each word.
5
Mins
Structural Analysis
Possessives
1 Model Write and read aloud Stan and Stan’s. Have children listen
for the /z/ sound at the end of Stan’s. Underline the apostrophe s.
Tell children that an apostrophe s at the end of a naming word
means that something belongs to someone or something. Write
Stan’s frog. Explain that the apostrophe s tells us that the frog
belongs to Stan. Repeat with dog’s snack.
board: Fran’s, Brad’s, frog’s, cat’s. Ask children to blend each word
and to use it in a sentence that tells what belongs to whom.
WORD WORK T335

WHOLE GROUP
Quick Review
Word Work and Write to review this week’s high-

frequency words: jump, move, run,
two.
5
Mins
Spelling
OBJECTIVES Word Sort with r-Blends and s-Blends Go
Recognize and read
1 Model Display the Spelling Word Cards from the Teacher’s
Digital
grade-appropriate
words. RF.1.3g listening for the /sp/, /gr/, or /dr/ sounds.
er ir or ur
Use conventional Make cards for spot, grin, and drill to create a three-column chart. her
spelling for words
Say each word and pronounce the sounds: /s/ /p/ /o/ /t/; /g /r/ /i/ /n/;
spelling patterns /d/ /r/ /i/ /l/. Say each word again, emphasizing /sp/, /gr/, or /dr/. Ask
Spelling Word
and for frequently children to chorally spell each word. Sort
occurring irregular
words. L.1.2d 2 Guided Practice/Practice Have children place each Spelling
Word Card in the column with the word containing the same they together
beginning blend.
how eat
When completed, have children read the words in each column.
Then call out a word. Have a child find the word card and point to it High-
as the class spells the word. Frequency
Word Routine

leave off one of the letters in the beginning blend.
ENGLISH LANGUAGE Clearly pronounce one of the spelling words, emphasizing the
LEARNERS
beginning blend. Have children repeat.
Provide Clues Practice
spelling by helping Guide children to segment the word, placing one counter onto
children generate a box on the Response Board for each sound in the word. Then
more words with r- help children replace each counter with a letter. Continue with
and s-blends. Provide the rest of the spelling words.
clues: Think of a word
that begins with gr
and rhymes with will.
Write the word and
reading it. Correct
needed.
T336 UNIT 1 WEEK 5

DAY 2 • WEEK 5

5
Mins
High-Frequency Words Write the word from the box that completes
each sentence.
jump move run two

1. I can jump .
Write it. Ask children to close their eyes, picture the word in their
minds, and write it the way they see it. Display the high-frequency 2. I move a big box.

 Point out the meanings and use of the three words to, too, and 3. I can run .
py g
two to help children distinguish them.
p
2 Practice Add the high-frequency words jump, move, run, and two 4. I have two cats.
to the cumulative word bank.

 Have children work with a partner to create sentences using
p. 42 p. 42 p. 42
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 Suggest that children write about ways they can move their
bodies.
Write routine.
 Repeat the above routine, mixing the words and having children
Monitor and
Differentiate
Quick Check
Q
words with r-blends and s-blends?

WORD WORK T337

WHOLE GROUP
DAY 2 OS
E REA
Comprehension
CL
DIN
G
10
Mins
Reread Move and Grin!
Genre: Informational Text/Nonfiction Go
1 Model Tell children they will now reread the informational
Digital
nonfiction selection Move and Grin! Explain that as they read, they
will look for information in the text to help them understand the Genre Nonfiction
Essential Question
selection.
and kids mov e.
Go Digital!

Reading/Writing Review the characteristics of informational nonfiction. It:

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tells about real people, places, things, or events.

and Reading/Writing ‡
Move and Grin!
Workshop
‡ presents facts and information about a topic.
OBJECTIVES ‡ uses text, illustrations, and photos to give information. Genre Nonfiction
Essential Question
and kids mov e.
Go Digital!
Ask and answer

Explain that informational nonfiction tells about real people, places,

questions about

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text. RI.1.1 Tell children that some informational text selections have diagrams. Genre
Explain that a diagram is photograph or illustration with labels that
Understand genre name the parts of something. Genre Nonfiction
Essential Question
nonfiction
and kids move.
Go Digital!
Display pages 96–97. The text on page 96 explains how a frog can

move. The photograph shows what its legs look like as they move. This

95
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information helps me understand how frogs hop and jump. Display


nonfiction, key details page 103. This is a diagram. The labels tell us the names of the different
parts of the boy’s body.
2 Guided Practice/Practice Continue displaying page 103. We can
use the diagram to learn more about the boy’s body and how he uses it.
The diagram tells us what each body part is called. Read aloud the
text. The text asks what Skip can grab with. Let’s use the diagram to
answer the question. What body part does Skip use to grab? Yes, he
uses his hand.
SKILLS TRACE
KEY DETAILS

Day 1
Review Unit 1 Weeks 2, 3, 4,
5; Unit 2 Weeks 1, 2, 3, 4, 5
Assess Unit 1 Weeks 1, 2, 3,
4, 5
T338 UNIT 1 WEEK 5

DAY 2 • WEEK 5

Reread “Kids Can Move”. Answer the questions.
1. Who can hop? Circle the picture.

Comprehension Read
To g eth e r
Key Details
Key details tell important information
Detail Detail
about the selection.
Fran’s dog can It kicks its two
You can use words and photos to learn swim.
i front legs.
g
key details.
2. Who runs fast? Draw a box around the picture.
Find Text Evidence
Find key details that tell how Fran’s dog
moves. Use the words and pictures.
page 98
Fran’s dog can swim a lot.

It kicks its two front legs.
3. How can kids move? Write two ways.
L ABOR ATE
CO L
Your Turn
Talk about the key details in “Move Possible Response: run fast, jump down, hop up
and Grin!” 4. Write two words that tell what kids can do.
First Light/Alamy
Go Digital!
Kevin Zimmer
Use the interactive graphic organizer
104 105 move have fun
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p. 47 p. 47 p. 47
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1 Model Tell children that key details are pieces of important

information. Readers must be able to find the key details in order
to understand a selection. Have children look at pages 104–105
in their Reading/Writing Workshop. Read together the definition
of key details. Key details tell important information about the
selection.
section and model finding key details in Move and Grin! Point out Monitor and
the information added to the
graphic organizer. On page
Differentiate
98, we read how a dog can
Detail Detail
move. It can swim. It kicks its
front legs. These details are
Quick Check
Q
important. They have been Can children identify key details in a
added to the Details chart. nonfiction selection?
What other key details can we
find in the selection? Teaching Poster

COMPREHENSION T339
WHOLE GROUP
DAY 2
Language Arts
5
Mins
Interactive Writing
Write narratives
Review Tell children that authors write in an organized way so the
Digital
in which they
recount two or reader can understand what happens first, next, and last.
more appropriately
First
sequenced events,
include some details Personal Narrative Next
Then
regarding what Last
happened, use Discuss Guide children to think of sports they can play. Record their
temporal words ideas: for example, basketball. Prompt children to brainstorm the topic. Graphic
to signal event Record details on a Sequence chart. Organizer
order, and provide
some sense of Model/Apply Grammar Tell children that they will be working
closure. W.1.3
together to write a personal narrative about their topic. Remind them
Use end that a sentence is a group of words that tells a whole idea. Remind
punctuation for
them that a sentence begins with a capital letter and ends with a
sentences. L.1.2b Writing
punctuation mark.
• Identify complete  Write sentence frames:
sentences First, I the ball.
• Capitalize first word Next, I it at the basket. I see a fish.
in a sentence
Last, I !
Model how to choose different action words (dribble, bounce, throw) Grammar
ACADEMIC
to complete the first sentence. Read the sentences and point out the
LANGUAGE
first, next, last, capitalization and ending punctuation.
personal narrative
Write Collaborate with children to write sentences for the personal
narrative. Guide them to use the chart to get ideas and put story events
in order. Work together to write sentences. Remind children to listen for
the sounds in each word.
Apply Writing Trait Review with children the personal narrative
you wrote together on Day 1. Remind them how they organized the
sentences to tell the events in order. Work together with children to
place the sentences they just wrote into sequential order.
T340 UNIT 1 WEEK 5

DAY 2 • WEEK 5
5
Mins
LEARNERS
Writing Sentences Explain Display the first Model
sentence. Ask: Who is this sentence
1 Review Remind children that a sentence is a group of words that about? What does she do? Have
tell a whole idea. A sentence begins with a capital letter and ends children complete the sentence
frames: The group of words is a
with a punctuation mark. sentence because . A sentence
 Write the following sentences: begins with . A statement
ends with . A question ends
Fran likes to swim. with . An exclamation ends
Where is my sock? with .
A frog has on a wig! Use Non-Verbal Cues Write the
word capital letter, a period, a
Read the sentences aloud and have children chorally repeat. Guide question mark, and an exclamation
them to circle the capital letter and ending punctuation in each. mark on different index cards.
Point out how each sentence tells a whole idea. Distribute a set of cards to each
child. Display a sentence with an
2 Guided Practice/Practice Display the sentences and read them. error in capitalization or ending
Have children identify which is a statement, which is a question, punctuation and read it aloud.
Have children repeat the sentence
and which is an exclamation.
and hold up the card that shows
Kip said, “Quack, quack!” (exclamation) how to correct the sentence.
Rob is in the crib. (statement) Repeat with different kinds of
sentences.
Can a dog clap? (question)
Talk About It Have partners talk about a sport or activity they
COLLABORATE
like to do. Tell each partner to say one statement, one question,
and one exclamation at they talk.
and Punctuation
1 Review Remind children that all sentences begin with a
capital letter and end with a punctuation mark.
2 Practice Prompt children to correct each sentence.
can you hop on the log (Can you hop on the log?)
Daily Wrap Up
it is fun to go up and down (It is fun to go up and  Discuss the Essential Question and
down.) encourage children to use the oral
vocabulary words. Ask: How did you
move your body when you played
today?
 Prompt children to discuss what they
learned today by asking: What skills
did you use today in your writing? What
skills did you use in your reading?
LANGUAGE ARTS T341

DAY 3 behavior
behavior Detail Detail behavior
behavior
spill
a b c
Move!
Visual Vocabulary
Cards
Spelling Word
Cards
Word-Building
Cards
agree jump
1
Teaching Poster
Literature Big Book difficult move
Reading/Writing Move! exercise run What
Children
In many
is it like
go to
to go
school
to school
in another
countryl?
Interac
In
Oral
tive Read
Vocabu
lary
Aloud
Workshop
to learn
ways, . That learn
schools
exhausted two
teachers. everywhe is true Define:
De
They all around study To learn means
stu
learn re are the world. something to
But school how to alike. rld.
und
understand so you
Example:
write. from at sc We learn
ways learn things
school t yo
tie did
United a bus partss
Defi
places, to get
com
Titicaca that
Unit 1 in this picture in Peru take a seeen in happens often is
seen
Week boat m
many
Several live on is one to Exam
Ex
1
of the islands of those xample:
Brown
eye
physical
one island islands in the places. e color.
co is a common
have lake. The Ask
Ask:
sk: W
VOLUME 1
etss in are some
to get your neighborhoo
common
take the to school.
boat take a
back At the boat d?
home end of from
again. the day,
Inc.
the
Companies,
ENGLISH
ENGLIS
E
TK
ISH
SH LAN
LANGUAG
Credits
LEARNE
LE
LEARNERS
RNERS
ERS E
opyright
Ask Quest
Question:
uestion:
to sschool?tion: Ho How
the cchildren I it the do you get
l? Is
en
n in same
to sc way
school,ol, orr the picture
How iis is it different? go
i dif
itt differen
diff
different?
ferent?
1
Intensive
Use the Vocabulary
routine
Interactive Support
in How
i R t
VOLUME 1 Interactive
Response Board Read-Aloud Cards Photo Cards

Digital
5
Mins
ESSENTIAL QUESTION
OBJECTIVES
Remind children that this week you are talking and reading about ways
Ask and answer
questions about our bodies move. Remind them of the people bouncing soccer balls, Visual Glossary
key details in a the animals in Move!, and the rabbit and the coyote. Guide children to
text. RI.1.1 discuss the question using information from what they have read and
Identify the main talked about throughout the week.
topic and retell
key details of a
tw
ays
www.mheonline.com
Move!
Review Oral Vocabulary
ISBN-13 978-0-02-119592-3
MHID 0-02-119592-7
99701
EAN
9 780021 195923
1
text. RI.1.2 Move!

Review the oral vocabulary words agree, difficult, exercise, exhausted, and
physical using the Define/Example/Ask routine. Encourage children to
ACADEMIC
LANGUAGE
discuss how our bodies move when coming up with examples for each
punctuation, pause, word.
comma
Retell
Pam can not nap.

Pam can jump up.
Can Sam jump up?
Fluency
T342 UNIT 1 WEEK 5

DAY 3 • WEEK 5
Listening OS
E REA
Comprehension
CL
DIN
ENGLISH LANGUAGE
G
LEARNERS
Retell Guide children to retell
by using a question prompt on
Reread the Literature each page. How does the animal

move? Provide sentence starters
10
Mins
Big Book for children to complete orally. The
gibbon .

Remind children that as they read, they can
ask themselves questions about the text. This
can help them understand the information
presented in the text. As we reread Move!,
think about the questions you asked when you
first read the story. Did you find the answers
Move! Steve Jenkins & Robin Page
to your questions as you read the story? What

Literature Big Book
other questions do you have?
Read aloud Move! Pause to model asking and answering questions.
Prompt children to identify key details in the text and illustrations.
Model Retelling
Pause to retell portions of the selection. I can put the
information from the text and the illustrations into my own words.
So far, I have read that gibbons swing through the trees in a
jungle. They can also walk on their back legs.
After reading, retell the selection, using your own words to

A C T
tell the important facts and details in the correct order.
Model Fluency
Access Complex Text
Phrasing Turn to pages 23 and 24 of Move! Point to the comma, If the complexity of the text makes it hard for
the ellipses, and the period on the pages. Explain that these
prompts.
markings represent pauses that you should take when reading
Purpose Children may not grasp the true
the text. When you read, you should pause, or stop for a moment, purpose of the text because it uses playful
when you come to a punctuation mark. Remind children that the language and print to present facts about how
ellipses on page 23 also mean that the sentence continues on the animals move.
next page. Help children to identify the words that tell
how the animals move.
Read aloud pages 17 and 18 with slightly exaggerated
Vocabulary Children may be unfamiliar with
phrasing. Have children identify the punctuation marks and
some of the animal names.
then reread the passage chorally. Repeat the reading to give Point out the animals in the illustrations for
children more practice with natural phrasing. children.

WHOLE GROUP
Quick Review

children say the sounds.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Deletion Go
Decode regularly
spelled one-syllable 1 Model Show children how to delete, or take away, sounds in words.
Digital
words. RF.1.3b Listen carefully as I say this word: /s/ /t/ /o/ /p/, stop. I will take away one
sound to make a new word. I will take away /s/. Listen: /t/ /o/ /p/. Stop
Delete sounds in
without /s/ is top.
words
2 Guided Practice/Practice Have children practice taking away
sounds from words. Let’s do some together. I will say a word. Then I will Phonemic
tell you to take away one sound. Say the new word. Awareness
brat without /b/ trip without /t/ skit without /s/
stick without /t/ snap without /s/ grill without /r/
c a t
5
Mins
Phonics Phonics
Blend with r-Blends and s-Blends I

fill
the jar.
fills filling
1 Model Display Word-Building Cards c, r, o, p. Model how to blend
the sounds. This is the letter c. It stands for /k/. This is the letter r. It Structural
stands for /r/. Let’s blend these sounds together: /cr/. This is the letter o. Analysis
It stands for /o/. This is the letter p. It stands for /p/. Let’s blend all four
sounds: /krooop/. The word is crop.
Continue by modeling the words swim, brick, grip, and stick.
Handwriting
first row, blending the sounds; for example: /t/ /r/ /a/ /p/; /traaap/. The
word is trap.
T344 UNIT 1 WEEK 5

DAY 3 • WEEK 5
trap drip stop swim skill

cross skip snack trip brass
Brad’s frog’s Tim’s cat’s kid’s
man’s Sam’s crab’s dog’s Fran’s
cab crab grab slid skid
Brad’s frog swims and hops.
Gram claps at Fran’s tricks. Also online
5
Mins
Structural Analysis
Possessives
1 Model Say the words Brad and Brad’s. Ask children to listen
closely to hear what is different. Point out the /z/ sound at the
end of Brad’s.
Write the words Brad and Brad’s. Underline the ‘s at the end of
Brad’s. Review with children that ‘s can show that something
belongs to someone. Use Brad’s in a sentence: Brad’s dog runs and
jumps. Ask what belongs to Brad.
2 Practice/Apply Help children blend these words: Skip, Skip’s, Pam,
Pam’s, frog, frog’s, pig, pig’s. Have them use the words in sentence
pairs like this: Skip has a hat. Skip’s hat is red.
Corrective
Corrective F
Feedback
eedback
Corrective Feedback Say: My turn. Model blending using
the appropriate signaling procedures. Then lead children in
blending the sounds. Say: Do it with me. You will respond with
children to offer support. Then say: Your turn. Blend. Have
WORD WORK T345

WHOLE GROUP
Quick Review
Word Work and Write to review this week’s high-

frequency words: jump, move, run,
two.
5
Mins
Spelling
OBJECTIVES Word Sort with r-Blends and s-Blends Go
Recognize and read
grade-appropriate 1 Model Make index cards for sp, gr, and dr and form three columns in
Digital
words. RF.1.3g
Hold up the spill Spelling Word Card. Say and spell spill. Pronounce er ir or ur
Use conventional
each sound clearly: /s/ /p/ /i/ /l/. Blend the sounds: /spiiilll/. Place her
spelling for words
with common the word below the sp card. Repeat with spin. Read and spell each girl curb her word
spelling patterns spelling word together with children. Have children read each word.
and for frequently Spelling Word
What do you notice about these spelling words? They begin with the Sort
occurring irregular
words. L.1.2d
/sp/ sounds spelled sp.
2 Guided Practice/Practice Have children spell each word. Repeat school
the process with the gr and dr words.
Display the words hop, lot, two, and move in a separate column. Read
and spell the words together with children. Point out that these Visual Glossary
words do not begin with the /sp/, /gr/, or /dr/ sounds.
that rhyme with each spelling word or begin with sp, gr, or dr. Write
the additional words on the board. Underline the common spellings
in the additional words. If necessary, point out the differences and
PHONICS/SPELLING explain why they are unusual.
PRACTICE BOOK p. 23
Read the words in the box. Say each word.
spill spin grab grass

drop drip two move
Complete each spelling word with the letter s.
1. s pin 2. s pill
Complete each spelling word with the letter r.
3. d r ip 4. d r op
Complete each spelling word with the letter g.
5. g rass 6. g rab
Complete each spelling word with the letter o.
7. m o ve 8. tw o
T346 UNIT 1 WEEK 5

DAY 3 • WEEK 5
5
Mins
Write it. As children spell each word with you, point out that both
jump and run contain the /u/ sound spelled u.
 Display Visual Vocabulary Cards to review this week’s high-
frequency words.
Build Fluency: Word Automaticity

Have children read the following sentences aloud together at the Monitor and
same pace. Repeat several times. Differentiate
Stan likes to move.
He can run and jump.
Quick Check
Q
He can do two tricks, too!
Word Bank Can children recognize and read
Review the current and previous words in the word bank. Discuss high-frequency words?
WORD WORK T347

WHOLE GROUP
DAY 3
Genre Nonfiction
Read
To g eth e r
Essential Question
How does your body
move?
Read about the fun ways
kids can move.
Go Digital!
I can run.
I have strong legs.
They help me go fast.
legs
(bkgd)Thom Gillis; Blend Images/SuperStock
How can kids move?

We can move in lots of ways.
We use our bodies to help us.
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E REA
OS
CL
DIN
G
Preview and Predict Display pages 86 to 87.
Read Literature Read the title and discuss the photographs. Ask:
Anthology What might this selection be about? What do you
Review Genre: Informational think we will learn as we read? Let’s find out.
Text/Nonfiction Review with
ESSENTIAL QUESTION
children the key characteristics of informational
Read aloud the Essential Question: How does your
nonfiction text. It:
body move? Tell children that as they read they
‡ tells about real people, places, events, or things. should think about the many ways they can move
‡ presents facts and information about a specific their bodies.
topic. Story Words Read, spell, and define the words
‡ uses text, illustrations, and photographs to give legs, feet, hands, and arms. Explain that they will
information. read these words in the selection.
‡ can have labels that provide details about the
photographs.
T347A UNIT 1 WEEK 5

DAY 3 • WEEK 5
I can catch.
I use two hands.
I can grab the ball.
feet
I can jump.
I pick up my feet. 1 hands
Comstock Images/Getty Images
I will land on the grass.
PhotoAlto/SuperStock
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1 Strategy: Ask and Answer Questions The boy is catching a ball. What two key details
does the text tell us about catching? (The boy
Teacher Think Aloud Before I read page 88,
uses two hands to catch. He can grab the ball.)
I look at the photograph and ask: What is that girl
Let’s fill in those details on our Details chart.
doing? And what does it have to do with her feet?
I think she’s using her feet to jump up in the air.
Now I’ll read to see if I’m right.
Detail Detail
The boy uses He can
2 Skill: Key Details two hands to grab the ball.
catch.
Remember, key details tell important information
in the selection. You can use the words and the
photos to learn key details. Let’s look at page 89.

WHOLE GROUP
DAY 3
feet
arms
I can spin this hoop.

I move my hips fast.
This helps it stay up.. 4 5
I can swim. hips
I pull with my arms.

I kick with my feet. 3
RubberBall/SuperStock
Corbis/SuperStock
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E REA
OS
CL
DIN
G
3 Skill: Key Details 4 Maintain Skill: Retell

Teacher Think Aloud Remember, we can use After reading page 91, turn to a partner and retell
the words and the photographs to find the key COLLABORATE what you’ve read about so far. What different ways
details. When I look at the photo on page 90, I see do the kids move their bodies? What body parts
a boy swimming in a pool. When I read the text, do they use?
I find out the text is also about swimming. What
key details do you read about how the boy uses 5 Text Features: Labels
his body to swim?
This selection has labels on the photographs.
Student Think Aloud The boy swims by pulling What do all of the labels tell us? (the names of
with his arms and kicking with his feet. Let’s put different body parts)
that information in our Details chart.
T347C UNIT 1 WEEK 5

DAY 3 • WEEK 5
Respond to Reading
1. What body parts do kids use to
swim? Key Details
2. What do the labels on each page
I can do fun tricks. tell you? Key Details
y to move!
There are lots of ways 3. How can you tell that this is
nonfiction? Genre
What can you do? 7 8
PhotoAlto/SuperStock
4. What else do your arms help you

to do? Essential Question
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6 Skill: Key Details 7 Strategy: Ask and Answer Questions

Look at the photo on pages 92 and 93. Turn to On page 92 the author asks a question—What
COLLABORATE your partner and talk about what the boy is doing. can you do? What do you think the author means?
How is he using his body? (Possible answer: The author is asking readers to
think about what they can do by moving their
bodies.) Let’s answer the author’s question. What
Detail Detail can you do by moving your body?
The boy His feet are
is upside in the air.
down.
8 Word Categories
Teacher Think Aloud I can sort the words I read
into categories. In this selection all of words run,
jump, catch, swim, and spin are movement words.
This helps me understand that each word tells
about a way that a body can move.

WHOLE GROUP
DAY 3
E REA
OS
CL
DIN
G
Skill: Key Details
Review with children the key details they recorded as they read. Talk
about the key details in the selection. This selection is all about how kids
can move their bodies. What ways to move have we read about? (running,
jumping, catching, swimming, spinning a hoop) What body parts allow
us to move in these different ways? (We use different body parts to
move in different ways.) Let’s add these key details to our chart.
Detail Detail
We can use We use legs,
our bodies hands, feet,
to run, jump, arms, and
catch, swim, hips to move
spin a hoop. in different
ways.

Review children’s predictions. Ask children if their predictions about the
selection were correct. Guide them to use the evidence in the text and
the photographs to confirm whether their predictions turned out to
be accurate. Discuss what children learned from the selection. Did they
learn anything new about how they move their bodies?
T347E UNIT 1 WEEK 5

DAY 3 • WEEK 5
Respond to Reading
ENGLISH LANGUAGE
Retelling LEARNERS
Guide children in retelling the selection. Remind them that as Retell Help children by looking
they read Move It! they paid attention to key details and asked asking a question, such as, What
and answered questions about the text. Now they will use that can the boy/girl do? What body part
information to retell the selection. does he/she use to ? Can you
? Provide sentence starters to
‡ Have children use the information they recorded on their Details help children retell the selection,
charts to help them retell the selection. such as, The boy/girl can .
He/she uses his/her .
I can , too!
Text Evidence
Guide children to use text evidence to answer the Text Evidence
questions on Student Anthology page 93. Model answering the
questions as needed.
1. Key Details This question asks about what body parts kids use to
swim. To answer it, we should look back at the selection. On page
90, we read that the boy uses his arms and his feet to swim.
2. Key Details Question 2 asks what the labels on each page tell
the reader. To answer the question, we should look at the labels
on each page: legs, feet, hands, arms, feet, hips. Each of these labels
shows the body parts kids use to move to make the movement
described on that page.
3. Genre To answer the question about how we know the selection
is nonfiction, let’s look back at the selection. On each page we read IA
L STU
CONNECT TO CONTENT
DI
SOC
ES
about how a kid moves his or her body in a certain way. There are BODIES AND HOW THEY MOVE
photographs of real kids moving their bodies in real ways. These
are clues that Move It! is nonfiction. Remind children that this week
they’ve been reading about how they
4. Essential Question This question asks what else your arms help move their bodies. Make a list on
you to do. To answer this question, we can think about the different the board of all the ways children in
ways children in the selection use their arms. The kids stand on the selection move their bodies. For
each movement, list the body parts
their arms, move them as they run, raise them in the air, use them they use. Have children demonstrate
to catch a ball, swim with them, and lean on them. What other ways making each movement. Show me
can we use our arms to help us move? how your strong legs help you go fast.
Show me how you jump with your feet.
Pick them up, then land on the floor.
Pretend to catch. Use two hands and
grab an imaginary ball. Now pretend
to swim. Pull with your arms and kick
with your feet. Finally, pretend to spin
a hoop. Move your hips fast to keep the
hoop up.

WHOLE GROUP
DAY 3
Language Arts
5
Mins
Independent Writing
Writing Trait: Organization Go
1 Review Tell children that today they will write a draft. Say: As you
Digital
write your own personal narrative, think about the steps we followed as
we wrote sentences for a personal narrative together.
Reading/Writing 2 Guided Practice Have children open to the Readers to Writers
Workshop Big Book
page in the Reading/Writing Workshop. Read the student model
OBJECTIVES
aloud. Point out how Brad used the Organization writing trait by
Present the
Write narratives
putting events in order. Guide children to identify and discuss.
Lesson
in which they
recount two or Writing and Grammar Read
To g eth e r
First
more appropriately Readers to... Next
sequenced events,
Organization Brad put the events in Sentences can be statements,
Then
include some details order in his story about soccer. questions, or exclamations. Last
regarding what Brad’s Story

A sentence begins with a capital letter
and ends with a period, a question
happened, use mark, or an exclamation mark.
Graphic
temporal words I move the ball on the grass. Organizer
to signal event Then I kick it into the net. I move the ball on the grass.
order, and provide Did I make a goal?
some sense of I did! CO L
L ABOR ATE
closure. W.1.3 Your Turn

• Find other sentences in Brad’s story.
Name the end mark used.
Use end CO L
L ABOR ATE
• Write new statements, questions,

punctuation for Your Turn
and exclamations. Circle the end Writing
sentences. L.1.2b Tell the order of events in Brad’s story. mark in each sentence.
Kevin Zimmer
106 107
• Identify complete
sentences
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I see a fish.
• Capitalize first word
in a sentence
Personal Narrative Grammar
ACADEMIC Model Have children look again at Brad’s personal narrative, noting what
LANGUAGE
topic, capital letter,
happened first, next, and last. Have children complete the Your Turn.
punctuation
Prewrite
Display the topic ideas from Day 2. Guide children to choose a topic.
Preview the topic choices.
Brainstorm Organize children into pairs based on their chosen topic.
COLLABORATE Guide partners to use a Sequence chart to organize their narrative.
T348 UNIT 1 WEEK 5

DAY 3 • WEEK 5
Draft
ENGLISH LANGUAGE
Have children use their Sequence chart to write their personal
LEARNERS SCAFFOLD
narratives.
Beginning
Apply Writing Trait As children write their drafts, remind them to
put events in order. Suggest they begin sentences with First, Next, Demonstrate Comprehension
and Last. partners as they write their
Apply Grammar Remind children to use complete sentences. personal narratives: First, I
Remind them that a sentence tells a whole idea, begins with a capital when I play . Next, I . Last,
I . Restate children’s responses
letter, and ends with a punctuation mark. in order to develop their oral
As children work, conference with them to provide guidance. language proficiency.
Intermediate
Explain Provide sentence frames
5
Mins
Grammar for partners as they write their
personal narratives: First, .
Next, . Last, . Repeat
Writing Sentences children’s responses, correcting for
grammar and pronunciation.
1 Review Have children look at the Readers to Writers page in the
Reading/Writing Workshop. Remind them that a sentence can be Advanced
a statement, a question, or an exclamation. Have children identify Expand After children complete
their personal narratives, ask:
what kind of sentence the model sentence is.
Did you tell the events in order?
Ask: What kind of sentence is this? “I move the ball on the grass.” How did you show order in your
(a statement) How do you know? (It starts with a capital letter and personal narrative? Model correct
ends with a period.)
2 Guided Practice/Practice Guide children to identify the
sentences in Brad’s personal narrative. Have children work with
partners to write one statement, one question, and one
exclamation.
Talk About It Have partners work together to choose
COLLABORATE
a book from the classroom library and find examples of
statements, questions, and exclamations.
Daily Wrap Up
Mechanics: Capitalization  Review the Essential Question and
and Punctuation encourage children to discuss using
1 Review Remind children that all sentences begin with the oral vocabulary words. Ask: What
a capital letter and end with a punctuation mark. did we read about how people move
their bodies?
2 Practice Display the sentences. Read each aloud. Then
 Prompt children to review and
have children fix each sentence.
discuss the skills they used today.
does Dad have a map. (Does Dad have a map?) Ask: What are some ways you used
that pot is too hot! (That pot is too hot!) each skill?
LANGUAGE ARTS T349

DAY 4 behavior
behavior
Par t s of a Wasp
feeler
wing
black stripes
a b c
Word-Building
Visual Vocabulary big eye
stinger
4J.YH^/PSS9LHKPUN
Cards leg
Cards
Adam Gault/OJO Images/Getty Images

Text Feature Diagram
agree jump Teaching Poster

difficult move
exercise run
exhausted two
physical behavior
behavior
spill
VOLUME 1 Spelling Word Dinah Zike’s Foldables®
Cards
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Know and use
Remind children that this week they have been learning about how Digital
their bodies move. Guide children to discuss the Essential Question
(e.g., headings, using information from what they have read and discussed.
tables of contents, school
glossaries, electonic
menus, icons) to
words agree, difficult, exercise, exhausted, and physical. Then review
locate key facts or last week’s oral vocabulary words deliver, chore, collect, cooperate,
information in a text and relationship. Visual Glossary
efficiently. RI.1.5
Review vocabulary Text Feature: Diagram Par t s of a Wasp

feeler
wing
black stripes
1 Explain Tell children that they

Par t s of a Wasp
big eye
stinger
4J.YH^/PSS9LHKPUN
ACADEMIC
leg
Gault/OJO Images/Getty Images

can use informational selections
wing
LANGUAGE to find facts and details. Explain Teaching Poster
feeler
bodies, diagram,
label, informational that informational text can have black stripes
diagrams—pictures that have Genre Nonfiction

Compare Texts
What body parts help
kids move?
Read
To g eth e r
head
hand
labels that name the parts of

shoulder
big eye A diagram shows the
stinger
different parts of something. arm
It is a picture with labels.
The labels name the parts.
Look at the fish and the girl.
4J.YH^/PSS9LHKPUN
What parts do they both

have that are the same? leg
something and help us locate leg

fins head
Adam Gault/OJO Images/Getty Images
Make Connections
What tricks do you think
a fish could do with its
Text Feature Diagram Don Farrall/Photodisc/Getty Images
body parts? Essential Questions
tail
foot
gills
94 95
information. Teaching Poster

094-095_CR14_SA1_U1W5_LFO_PP_119530.indd 94
Spread Redux.indd 1
094-095_CR14_SA1_U1W5_LFO_PP_119530.indd
12/20/11 5:09 PM 95 12/20/11 5:09 PM
22/02/12 3:51 PM
“Using
2 Model Display Teaching Diagrams”
Poster 16. Point to the stinger and read the label stinger aloud. The
diagram shows us the parts of a wasp. The labels tell us the names of the
parts. This part is called the stinger.
3 Guided Practice/Practice Read together the other labels as you
point to the corresponding parts. Guide children to discuss the
information the diagram gives. What information do we learn from the
illustration? What information do we learn from the labels? Tell children
to look for diagrams and labels as they read informational text.
T350 UNIT 1 WEEK 5

DAY 4 • WEEK 5
Genre Nonfiction
Read
To g eth e r
Compare Texts
What body parts help head
hand
kids move?
shoulder
A diagram shows the
different parts of something. arm
It is a picture with labels.
The labels name the parts.
1
Look at the fish and the girl.
What parts do they both
have that are the same? leg
fins head
Make Connections
What tricks do you think
a fish could do with its
Don Farrall/Photodisc/Getty Images
body parts? Essential Question

1
tail
foot
gills
94 95
2
094-095_CR14_SA1_U1W5_LFO_PP_119530.indd 94 12/20/11 5:09094-095_CR14_SA1_U1W5_LFO_PP_119530.indd
PM 95 2/13/12 7:15 PM

E REA
OS
CL
DIN
G
Read Literature Anthology 2 Strategy: Ask and

Answer Questions
Compare Texts
Teacher Think Aloud
Tell children that as they read they should think The text asks if the fish and Literature Anthology
about how the diagrams are like the ones in the child have any of the
Move It! same body parts. I can use the diagrams to help
me find the answer to my question. I see that in
1 Text Feature: Diagram the diagram that the fish has a head. So does the
Teacher Think Aloud The pictures on pages 94 diagram of the girl. That answers my question.
and 95 are both diagrams. A diagram is a picture
Make Connections Have children think about
with labels that name the parts of something.
COLLABORATE what tricks a fish can do that children can do,
These diagrams show me the body parts of a
too. How are the tricks the same? How are they
fish and a child. The diagrams tell me key details
different?
about a fish’s body and about a child’s body.

WHOLE GROUP
Quick Review

children say the sounds. Repeat, and
vary the pace.
5
Mins
Phonemic Awareness
Decode regularly
1 Model Show children how to categorize phonemes. Listen as I say
Digital
words. RF.1.3b these words: crawl, drop, crib. I hear /kr/ at the beginning of crawl and
Recognize and read crib. I do not hear /kr/ at the beginning of drop. Drop does not belong.
grade-appropriate
irregularly spelled 2 Guided Practice/Practice Have children practice identifying the
words. RF.1.3g word that does not belong. Do the first one together. I will say three
Use conventional words. Tell me which word does not belong and why. Phonemic
spelling for words grin, gross, truth skip, slot, scare black, trip, trot Awareness
with common
spelling patterns spot, spin, swam crop, brag, crash trap, frog, try
and for frequently
occurring irregular
m a
words. L.1.2d n t p
5
Mins
Phonics Phonics
Build with r-Blends and s-Blends

I the jar.
Review The sounds /br/ can be represented by the letters b and r. We’ll fill fills filling
use Word-Building Cards to build words with br and other beginning

blends. Structural
Analysis
Place the letters b, r, i, c, k. Let’s blend the sounds and read the word:
/briiik/, brick. Now let’s change b to t. Blend the sounds and read the
er ir or ur
word: /triiik/, trick. her
Continue with track, trap, tap, tip, trip, rip, grip, grin, grill, drill, drip, girl curb her word
drop, crop.
Spelling Word
Sort
school
Visual Glossary
T352 UNIT 1 WEEK 5

DAY 4 • WEEK 5
5
Mins
Structural Analysis
Possessives
1 Review Write Pam’s cat on the board, and read it aloud. Circle
the ‘s. Remind children that when ‘s is added to the end of a noun,
it means that something belongs to someone or something.
Ask what belongs to Pam. Then have children use the words in a
sentence.
2 Practice Write these words on the board: Max, Fran, frog, Mom,
dog. Have partners add ‘s to the words and read them aloud. Then
have them use the new words in sentences.
5
Mins
Spelling
Word Sort with r-Blends and s-Blends
Have children correct their own papers. Then have them sort the Monitor and
words by beginning consonant blends: sp, gr, dr, or no beginning Differentiate
blend.
Quick Check
Q
5
Mins
High-Frequency Words Can children read and decode
jump, move, run, two high-frequency words?
Review Display Visual Vocabulary Cards for high-frequency
words jump, move, run, two. Have children Read/Spell/Write
each word.
 Point to a word and call on a child to use it in a sentence.
 Review last week’s words using the same procedure. If No Approaching Reteach pp. T368–T371
WORD WORK T353

WHOLE GROUP
DAY 4
Language Arts
5
Mins
Independent Writing
focus on a topic,
Explain to children that revising to show order helps make their
and suggestions sentences easier to understand.
from peers, and
add details to Apply Writing Trait: Organization Explain that as writers revise, they
strengthen writing as move sentences around so they are organized to tell events in order.
needed. W.1.5 Display the following personal narrative: Writing
Use end 1. I like to swim! 2. I move my arms back and forth.
punctuation for
sentences. L.1.2b 3. I kick my legs. 4. I get in the water.
Tell children one sentence is out of order. Guide children to move
• Identify complete
sentence 4 after sentence 1 by discussing the order a person swims. After
sentences Proofreader’s
moving the sentence, reread the sentences to check the organization.
• Capitalize first word Marks
in a sentence Have children suggest words to add that would show order.
Peer Review Have children work in pairs to do a peer review, which
ACADEMIC COLLABORATE means they will each read their partner’s draft. They should take notes
I see a fish.
LANGUAGE about what they like most, questions they have for the author, and ideas
organize
they think the author could include. Have partners discuss these topics.
Grammar
Provide time for them to make revisions to their personal narratives.
Proofread/Edit
 sentences tell a whole idea.
 the first word in each sentence is capitalized and statements end with
periods, questions end with question marks, and exclamations end
with exclamation marks.
 all words are spelled correctly.
 all sentences are complete.
T354 UNIT 1 WEEK 5

DAY 4 • WEEK 5
Final Draft
edits, have them write their final draft. Encourage them to create or find
a photo or other visual that relates to their writing. As children work,
conference with them to provide guidance.
5
5
Mins
Mins
Grammar
Writing Sentences
1 Review Remind children that a sentence is a group of words that
tell a whole idea. A sentence begins with a capital letter and ends
with a period, question mark, or exclamation mark.
2 Practice Display the following scrambled sentences. Have
children unscramble the words to make whole ideas. Then have
them use the correct punctuation mark at the end.
Gran of dolls a box has (Gran has a box of dolls.)
Where my black is sock (Where is my black sock?)
I in a cab see pig a (I see a pig in a cab!)
Talk About It Have partners work together to ask a question,
COLLABORATE
give a statement, and say an exclamation about their favorite
sport.
and Punctuation
1 Review Remind children that all sentences begin with a
capital letter and end with a punctuation mark.
2 Practice Prompt children to write a question, a
statement, and an exclamation about how they used
their bodies to travel to school today. Tell them to
check their sentences for proper capitalization and Daily Wrap Up
punctuation.
 Have children discuss the Essential
Question using the oral vocabulary
words. Ask: How are you using your
body right now?
 Prompt children to discuss the skills
they practiced and learned today by
asking, What skills did you use today?
LANGUAGE ARTS T355

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
IENCE
SC
RESEARCH AND INQUIRY Let’s Move!
OBJECTIVES
Create a Visual Record
projects (e.g., explore COLLABORATE will do an experiment of how the body moves. Explain that they will
a number of “how- draw a picture to record their observations of the investigation.

write a sequence of
STEP 1 Choose a Topic
instructions). W.1.7 Guide children to choose a movement they
can make with their bodies that they can do
in the classroom. Tell them they will explore
knowledge
how their bodies make the movement.
• Research
information using
technology STEP 2 Find Resources
Discuss how to use the selections,
ACADEMIC reference materials, and online sources
LANGUAGE to find information. Have children use
motion, move, activity, Research Process Checklist 1.
sport
Have children record their ideas about
how their bodies move in a Shutter Foldable®.
Add New Ideas Review with children that as they engage in

partner, small-group, and whole-group discussions, they should
remember to:
‡ stay on topic.
‡ connect their own ideas to the comments of others.
‡ look for ways to connect their experiences to the conversation.
T356 UNIT 1 WEEK 5

DAY 4 • WEEK 5
STEP 4 Create the Project: Visual Record

Explain the characteristics of a visual record.
‡ Information A visual record can give information.
In this project, the drawing will have captions and will
give information about the experiment children do to
learn how their bodies move.
‡ Picture A picture is an image that gives visual details.
‡ Caption Captions are words that give information
about a picture.
Have children do the movement they selected. Have
them create a picture of themselves moving with
captions that record their observations about how they
made the movement.
‡ Guide them to make the movement they selected and
to observe how they use their body.
‡ Guide them to draw a picture of themselves making the movement.
‡ Prompt children to write sentences about how their bodies move
while performing the movement in the picture.

SCAFFOLD

sentence frames to help children on the most important details elaborate on their motions. Ask
discuss how their bodies move. of how their bodies move while them to name the body parts that
For example: My hands . doing the activity. Ask: What do are involved in the activity and to
My legs . your feet do when you do this? What name other activities that use the
do your hands do? same motions.

DAY 5 behavior
behavior a b c
Move!Steve Jenkins & Robin Page

Visual Vocabulary
Cards
Word-Building
Cards
agree jump Teaching Poster

Literature Big Book difficult move behavior
Reading/Writing behavior
spill
Move! exercise run What
is it like
to go
to school
in another
Interac
In
tive Read
Aloud
Workshop
Vocabu
exhausted two
go to
In many school
to learn
lary
ways, . That learn
D
They re are
st
something
learn the world. to
und
understand so you
Example:
ways learn things
Walking get to for children math. Ask: H How
school tie you did
United a bus partss
Defin
places, to get efine:
Something
children Lake children to school comm
common
ommon
Titicaca
VOLUME 1 physical
happens that is
see n in m
many often
Week
Exa
1
islands places. eye color.
ey Brown
one island islands in the colo is a common
As
to another schools. Wh
pets are some
to get yo neighborhoo
your common
take the to school.
boat take a
back At the boat d?
home end of from
again. the day,
Inc.
Spelling Word
the
Companies,
Illustrationt © The McGraw-Hill
ENGLISH
EN LISH
TK
H LA
LANGUAG
LAN
Credits
LEARNERS
LE
LEARNER
RNERS
RS E
g
Ask
Assk Question:
Ques estion:
on: How
to sschool
school?
ol? do
he childrenIs it the
the
dren t sameyou get
to
o sch
school, in the
t p way
l, or is picture
How
ow is different? go
it di
it differen
diffe
different?
rent?
1
Cards
Intensive
Use the Vocabulary
routine
Interactive Support
in How
i R t
VOLUME 1 Interactive
Read-Aloud Cards
Integrate Ideas
OBJECTIVES
Identify basic
Text to Text
differences between how bodies move. Tell them that now they can make connections across
two texts on the texts by thinking about how the selections were similar to one another.
same topic (e.g., Model comparing text using Move! and Move and Grin!
in illustrations,
descriptions, or Think Aloud Move! and Move and Grin! are about how different
procedures). RI.1.9
animals and children move. In Move! we read about how some animals
• Develop answers use their bodies to move. We read how a whale and an armadillo swim.
to the Essential Similarly, Move and Grin! tells about how different kids and animals use
Question their bodies to move. We read about how both Fran and her dog swim.
• Make text
connections to the Complete the Organizer Have children
COLLABORATE use the Word Web on Teaching Poster 40
How animals
world and people
move
to help them organize the information
ACADEMIC from this week’s selections.
LANGUAGE ‡ Discuss and write about different how
demonstrate, specific,
different animals and people move. Teaching Poster
similar
‡ Discuss specific movements and talk
about different animals that can make them.
Text to Self
Have children talk about the ways they move each day. What are your
favorite ways to move your body? Why?
Text to World
Have children talk about what they have learned about movement this
week. How would life be different if we couldn’t move in all these ways?
How would we get and do the things we need?
T358 UNIT 1 WEEK 5

DAY 5 • WEEK 5
OBJECTIVES
Draw evidence
Analyze Key Details
reflection, and
Using the evidence in the text, think about how the author used key details
research. W.4.9 to write about the topic.
Identify the reasons Review the Details chart you completed for Move and Grin! Guide
an author gives to children to analyze the text evidence by asking “how” and “what”
support points in a questions about the selection.
text. RI.1.8
‡ How does the author use key details to tell us about each animal?
‡ What key details does the author include about each child?
‡ What did the selection help you understand?
Write an Analysis
The author tells how the animals .

The author tells how the children .
The selection helped us understand that .
Work with children to complete the sentence frames using details from
Move and Grin!
Select another selection you have read this week. Work with children to
complete similar sentence frames to write about key details from the
selection.
IENCE
SC
RESEARCH AND INQUIRY Let’s Move!
OBJECTIVES
Wrap Up the Project
research and writing Guide children to share their picture records of their investigations.
projects. W.1.7 COLLABORATE Have them use Presentation Checklist 1. What motion did you make?
How does your body move that way?

WHOLE GROUP
Quick Review

vary the pace.
5
Mins
Phonemic Awareness
Segment spoken
Review Guide children to blend sounds to form words. Listen as
Digital
single-syllable
words into their I say a group of sounds. Then blend those sounds to form a word.
complete sequence
/s/ /t/ /i/ /k/ /d/ /r/ /o/ /p/ /s/ /k/ /i/ /p/ /f/ /r/ /o/ /g/
(phonemes).
RF.1.2d
Recognize and read
Phonemic
grade-appropriate Review I am going to say a word. I want you to say each sound in the word. Awareness
irregularly spelled
swim grab crib spot brick
words. RF.1.3g
m a
5
Mins
Phonics n t p
Phonics
Blend and Build with r- and s-Blends

Review Have children read and say the words drop, stop, spill, and I the jar.
trick. Then have children follow the word-building routine with fill fills filling
Word-Building Cards to build slam, swam, swim, trim, trick, brick,

Structural
stick, stack, track, trap, trip, skip, skin, skill, drill.
Analysis
Display decodable words and point to each word as children chorally school
Visual Glossary
5
Mins
Structural Analysis Could you make a buzz as long
as a bee’s?
A bee can go “buzz” for one,
two, three!
One, two, three, I buzz and then,
One, two, three, I buzz again!
Possessives I could make a buzz for one,

two, three!
Fluency: Word
Review Have children discuss what an apostrophe s at the end
Automaticity
of a word means. Then have children practice writing and reading
possessive nouns, such as man’s, Tim’s, Fran’s, Brad’s, Mom’s, frog’s,
dog’s, and cat’s. Have them use the words in sentences.
T360 UNIT 1 WEEK 5

DAY 5 • WEEK 5
55
Mins
Mins
Spelling
Word Sort with r-Blends and s-Blends
weekly words by the beginning consonant blend. Remind children
that four of the words do not begin with blend sounds.
Assess Assess children on their abilities to spell words that begin
with r-blends and s-blends. Say each word and provide a sentence
allow them time to write down the words. In order to challenge
children, you may wish to provide an additional word for each
sound-spelling in order to assess whether they understand the
concept.
55
Mins
Mins
Review Display Visual Vocabulary Cards for the high-frequency
words jump, move, run, two. Have children Read/Spell/Write each
word. Have children write a sentence with each word.
Monitor and
Differentiate
Quick Check
Q

WORD WORK T361

WHOLE GROUP
DAY 5
Language Arts
5
Mins
Independent Writing
produce and publish  Provide time for children to finish preparing their presentations.
writing, including in Remind them to practice using visuals if they have created any.
collaboration with
peers. W.1.6
Present Writing
Use end
punctuation for Have children take turns giving presentations of their personal
sentences. L.1.2b narratives. Remind them to speak clearly. When listening to other
speakers, they should be polite and respectful, asking questions when
• Identify complete appropriate and listening carefully when it is not appropriate to speak.
sentences
• Capitalize first word
 If possible, record the presentations so that children can
Checklists
in a sentence self-evaluate.
Evaluate
Have children discuss their own presentations and evaluate their I see a fish.
performance using the presentation rubric.
Grammar
add their writing to their Writer’s Portfolio. Then have them discuss how
they would like to change and grow as writers this year.
Publish
After children finish presenting their personal narratives, discuss how
the class will publish them in a book. Suggest to children that there
are different ways of organizing the personal narratives in a class book.
Allow children to make decisions regarding the organization and title of
the book. Guide them to use digital tools to create the book.
T362 UNIT 1 WEEK 5

DAY 5 • WEEK 5
55
Mins
Mins
Grammar
Writing Sentences
1 Review Ask children to name the three kinds of sentences.
(statement, question, exclamation)
2 Practice Ask: How do I know when a group of words forms a
sentence?
Have children work in pairs to write a statement, a question, and an
exclamation.
and Punctuation
1 Review Remind children that all sentences begin with a capital
letter and end with a punctuation mark.
2 Practice Write the following sentences. Read each aloud. Have
children fix the sentences.
will you fill my glass (Will you fill my glass?)
the class has a big flag (The class has a big flag.)
Wrap Up the Week

 Review the Essential Question and
 Review with children that key details
tell them what a selection is mostly
about and that asking questions can
help them better understand what
they read.
 Review words with beginning
consonant r-blends and s-blends.
 Use the Visual Vocabulary Cards to
 Remind children nonfiction selections
tell facts about real things.
LANGUAGE ARTS T363

Approaching Level
Nonfiction
Leveled Reader:
We Can
Move! We Can Move! Go
by Mateo Garza
Digital
Before Reading
Preview and Predict
PAIRED
READ What’s Under Your Skin?
PD
PD
We Can
Move!
and have children repeat. Preview the selection’s photographs. Prompt
Leveled Reader We Can Move!
OBJECTIVES Review Genre: Informational Text/Nonfiction Detail Detail
Ask and answer Have children recall that informational text gives facts and information
questions about
about a topic. Remind them that informational text tells about real
key details in the
text. RI.1.1 people, places, things, or events. Graphic
Organizer
With prompting ESSENTIAL QUESTION
and support, read Remind children of the Essential Question. Set a purpose for reading:
informational texts
Let’s read to find out how we can move.
for grade 1. RI.1.10 Remind children that as they read a selection, they can ask questions
Know and use various about what they do not understand or want to know more about.
text features (e.g., Retell
headings, tables of
contents, glossaries, During Reading
electronic menus,
icons) to locate key Guided Comprehension
facts or information in
As children whisper read We Can Move!, monitor and provide guidance,
a text. RI.1.5

Remind children that before, during, and after they read they can stop
to ask themselves questions to check their understanding. Model using
the strategy on pages 4 and 5. Ask: What did we learn we can do with a
bat and ball? We learned that we can swing a bat and catch and throw a
ball. We also learned that we can run.
Skill: Key Details

Remind children that the key details are the important facts in the text
and photos. After reading, ask: What are some key details we learned?
Display a Key Details chart for children to copy.
T364 UNIT 1 WEEK 5

WEEK 5
Model recording children’s answers in the boxes. Have children record

the answers in their own charts. Literature
Think Aloud As I read pages 4 and 5 and look at the photos, I learn Circles
that we can swing a bat and catch and throw a ball. Those are some key Lead children in conducting
details about how we can move. I’ll write this on my chart. Then I’ll look a literature circle using the
for more details. Thinkmark questions to guide
Guide children to use the text and photographs to complete the chart. the discussion. You may wish
learned about how their bodies
After Reading move from the two selections in
the Leveled Reader.
Respond to Reading
Have children complete the Respond to Reading on page 12 after reading.
Retell
Cards as a guide. Help children make a personal connection by saying:
Level
Up
Nonfiction
What are some ways you can move?

We Can
Model Fluency Nonfiction

Move!
by Mateo Garza
Read the sentences one at a time. Have children chorally repeat. Point
We Can
out to children the phrasing you use when pausing for punctuation. Move!
by Mateo Garza
PAIRED
READ What’s
at’s Under Your Skin?
Apply Have children practice repeated readings with partners.

Provide feedback as needed.
PAIRED
What’s Under Your Skin?
READ
Nonfiction
N
Genre Nonfiction
Essential Question
What helps you to move? IF children can read We Can Move!
PA I R E D R E A D … We Approaching Level with fluency and
MovCaen! correctly answer the Respond to
by Mate
eo Garza
Reading questions,
“What’s Under Your Skin?” THEN tell children that they will read a
PAIRED
READ What’s Under more detailed version of the selection.
Make Connections 13
Your Skin?
• Use pages 4–5 of We Can Move!

Before reading, ask children to note this Leveled Reader On Level to model using Teaching
text’s genre is nonfiction. Then discuss the
Poster 27 to list key details.
Compare Texts direction. Ask children to make connections between
information they learned from “What’s Under Your Skin?” and We Can Move! • Have children read the selection,
FOCUS ON SCIENCE
F
C
Children can extend knowledge of how their bodies move

Approaching Level
Phonemic Awareness
TIER
P H O N E M E C AT E G O R I Z AT I O N
2
OBJECTIVES Explain to children that they will be listening for ending sounds in words.
I Do
Isolate and pronounce Listen: crib, drab, frog. Crib and drab end with /b/. Frog ends with /g/. Frog
does not belong.
and final sounds
(phonemes) in Let’s do it together. Listen: grass, scat, split. Which word has a different ending
spoken single-syllable We Do
words. RF.1.2.c
sound? Scat and split end with /t/. Grass ends with /s/. Grass does not belong.
Stan, Gran, black sniff, crop, puff trot, sheep, snap
You Do
Now it’s your turn. I’ll say three words. You say the word with a different ending
sound. That word does not belong.
stick, grin, track skid, cram, plum frizz, jazz, skill
TIER
2
OBJECTIVES I Do
Explain to children that they will be segmenting words into phonemes.
Segment spoken Listen: brim. I hear four sounds in brim: /b/ /r/ /i/ /m/.
single-syllable
words into their We Do
Do it with me. Listen as I say a word: stop. How many sounds do you hear in
complete sequence that word? Let’s clap for each sound. Yes, there are four sounds: /s/ /t/ /o/ /p/.
(phonemes). RF.1.2.d Repeat this routine with the following words:
frill drag clam dock snip
You Do
Are you ready? Listen carefully. Clap to show how many sounds you hear. Then
say the sounds.
prop lab skip still top snack
T366 UNIT 1 WEEK 5

WEEK 5
PHONEME DELETION
OBJECTIVES
I Do
Listen carefully as I say a word: spin. I’ll take away the beginning sound: /s/.
Isolate and pronounce The word pin is left when I take away /s/ from spin.
and final sounds
We Do
Let’s do it together. Listen to the word: chin. Take away this sound: /ch/. What
(phonemes) in word is left? The word in is left.
words. RF.1.2.c Repeat this routine with the following words:
Delete phonemes to Delete /f/ from flip. Delete /g/ from grim.
form new words
You Do
Now it’s your turn. Listen as I say a word. Then delete the beginning sound to
make a new word.
Delete /s/ from span. Delete /s/ from stop.
Delete /b/ from brat. Delete /s/ from skit.
PHONEME BLENDING
OBJECTIVES
I Do
Tell children they will be blending sounds to say words. Listen as I blend
Orally produce single- four sounds. Then I’ll say the word: /s/ /n/ /i/ /p/, /sniiip/, snip. The word is snip.
syllable words by
blending sounds
We Do
Let’s do some together. Repeat the sounds: /s/ /n/ /a/ /k/. Let's blend the
(phonemes), sounds: /snaaak/, snack.
including consonant
blends. RF.1.2.b /g/ /r/ /i/ /n/ /k/ /r/ /a/ /m/ /p/ /r/ /o/ /p/ /s/ /k/ /i/ /t/
Blend sounds to form
You Do
Now it’s your turn. I’ll say the sounds. Then you blend the sounds and say
words the word.
/b/ /r/ /a/ /n/ /t/ r/ /i/ /k/ /d/ /r/ /i/ /p/ /f/ /r/ /i/ /z/
For the ELLS who need phonemic awareness, phonics, and fluency practice,
elements that may not transfer in children’s native languages.
PHONEMIC AWARENESS T367

Approaching Level
Phonics
TIER
CO N N E C T TO r - A N D s - B L E N D S
2
OBJECTIVES Display the Word-Building Card cr. These are the letters c and r. I am going
I Do
Know and apply grade- to trace the letters cr while I say /kr/. Trace the letters cr while saying /kr/ five
level phonics and
times. Repeat with gr, br, sk, st.
word analysis
skills in decoding Now do it with me. Have children trace the lowercase cr with their finger
words. RF.1.3 We Do
while saying /kr/. Trace the letters cr five times and say /kr/ with children.
Continue with gr, br, sk, st.
You Do
Have children connect the blend the sound by writing cr while saying
/krrr/. Repeat with gr, br, sk, st.
Repeat, connecting the letters with beginning consonant r-blends and
s-blends throughout the week.
TIER
BLEND WORDS WITH r- AND s-BLENDS
2
OBJECTIVES I Do
Display Word-Building Cards fr, o, g. These are the letters f, r. Together they
Decode regularly stand for the sounds /fr/. This is the letter o. It stands for the /o/ sound. This is
spelled one-syllable the letter g. It stands for /g/. I’ll blend the sounds together: /frooog/, frog.
words. RF.1.3.b
We Do
Let’s do it together. Guide children to blend the sounds and read: drink,
Fran, grill, track, skip, slam, and stop. Provide guidance as needed.
You Do
Have children blend and decode: skid, snack, snap, spot, prop, swim, scan.
T368 UNIT 1 WEEK 5

WEEK 5
B U I L D W I T H r - and s - B L E N D S
OBJECTIVES
I Do
Display Word-Building Cards dr, o, p. These are the letters d, r, o, p. They
Decode regularly stand for /dr/ /o/ /p/. I will blend these sounds together: /drooop/, drop.
words. RF.1.3.b
We Do
Let’s build a different word. Point to drop and change the letter o to i. I am
going to change o in drop to i. Let’s blend and read the new word: /driiip/, drip.
You Do
Have children continue building and blending words:
span, spat, spit, spot, trot
Repeat, building additional words with beginning consonant blends.
BLEND WITH r- AND s-BLENDS
OBJECTIVES
I Do
Display Word-Building Cards sc, a, b. The letters s and c together stand for
Decode regularly the /sk/ sounds. Listen as I blend the sounds: /skaaab/, scab. The word is scab.
words. RF.1.3.b
We Do
Let’s do some words together. Blend
brass brim crab crack drag drip
and read the words tram, trim, trip,
Decode words with frill frog grab grass grip prop
trick.
beginning consonant track smock trim skill skid snag
blends Display the words to the right. Have snap spill spot stock still swim
You Do
children blend and read the words. Trim the grass on the track.
The frog will swim and skip.
Drag the stick to this spot.
Sound-Spellings Fluency Fluency in Connected Text

Display the following Word-Building Cards: sc, sp, sl, Have children review Move and Grin! in their
sn, sw, cr, fr, tr, br, dr, o, pl, fl, bl, i, a, ck, b, c, d, s, r, l, t, Reading/Writing Workshop. Identify words with
n, p. Have children chorally say each sound. Repeat r- and s-blends. Blend words as needed.
and vary the pace.
with a partner.
PHONICS T369
Approaching Level
Structural Analysis
REVIEW POSSESSIVES
OBJECTIVES Write this sentence on the board: This is a bag that belongs to Jack. Read
I Do
Know and apply grade- the sentence and have children repeat it with you. This sentence explains
level phonics and that a bag belongs to Jack. I can add an apostrophe and s to write it another
word analysis
skills in decoding way: This is Jack’s bag. Write the possessive and read the phrase together.
words. RF.1.3
We Do
Let’s do it together. That hat belongs to Kim. We’ll add the apostrophe and s
Understand the and rewrite the sentence to show that the hat belongs to Kim: That is Kim’s
meaning of possessives hat. Help children read the sentence with you.
You Do
Say the possessive for each phrase. Write phrases that show ownership and have
partners take turns saying and writing the possessive.
Repeat Have children create sentences with possessives.
R E T E AC H P O S S E S S I V E S
OBJECTIVES Write Don’s sock and read the phrase together. The possessive word Don’s
I Do
Know and apply grade- shows that something belongs to someone. I add an apostrophe and s to Don
level phonics and to form the possessive: Don’s. The sock belongs to Don.
word analysis
skills in decoding Let’s write a possessive together: This is a map that belongs to Bill. Read the
words. RF.1.3 We Do
sentence together. Let’s add the apostrophe and s to form Bill’s. Write: This is
Read and write Bill’s map. Read the revised sentence together.
possessives
You Do
Now it’s your turn. Write the possessive to show that something belongs
to someone. Give partners several phrases and help them write the
possessives. Then ask children to use the phrases in sentences.
Repeat Have children continue with similar examples.
T370 UNIT 1 WEEK 5

WEEK 5
REVIEW HIGH-FREQUENCY WORDS
OBJECTIVES I Do
Recognize and read
frequency word. Use each word orally in a sentence.
grade-appropriate
We Do
irregularly spelled
words. RF.1.3g Work together to generate oral sentences using the words.
Review jump, move, You Do

Have children work with a partner to do the Read/Spell/Write routine on
run, two their own using the words jump, move, run, two.
R E T E AC H
OBJECTIVES
I Do
Recognize and read Write a sentence on the board for each high-frequency word.
grade-appropriate
irregularly spelled We Do
Guide children to use the Read/Spell/Write routine. Use sentence starters:
words. RF.1.3g (1) Bill will jump to . (2) Move the box . (3) Run to the .
(4) I have two .
You Do
Ask children to close their eyes, picture the word, and write it as they see
it. Have children self-correct.
OBJECTIVES
I Do
Display the High-Frequency Word Cards from the previous weeks. Review
grade-appropriate
Have children write the words on their Response Boards. Complete
words. RF.1.3g sentences for each word, such as, They hid the . Look up at the .
Show each card and have children chorally read. Mix and repeat.
Review previously
taught high-frequency
You Do
words random order. Have children chorally read. Repeat at a faster pace.

Approaching Level
Comprehension
TIER
2
OBJECTIVES Read the first two pages of the Practice Book selection. Model using
I Do
Read on-level text appropriate phrasing. When I see a period, I stop and pause before I read
orally with accuracy, the next sentence.
appropriate rate,
and expression Read the rest of the Practice Book selection and have children echo read
on successive We Do
readings. RF.1.4b
each sentence after you. Point out how you pause at the end of each
sentence.
You Do
Have children work with a partner and take turns rereading the selection
aloud. Remind them to pause for sentence punctuation.
TIER
D E TA I L S
2
OBJECTIVES Remind children that they have been reading informational text. Point
I Do
Use the illustrations out that as they read, they can think about details, or small pieces of
and details in a text information. I can look at the words and the pictures to find details in a
to describe its key
selection.
ideas. RI.1.7
We Do
Read the first page of the Practice Book selection aloud. Model identifying
Identify details in text
and illustrations
details. I read: He can hop! I need to look at the picture to understand who
“he” is. Look carefully at the picture. Who does “he” refer to? (the boy)
You Do
Guide children to read the rest of the Practice Book selection. Prompt
them to describe details in the text and the pictures.
T372 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES I Do
Remind children that they should look for key details as they read
informational text. As you read, look for key details in the pictures and text.
and details in a text These details will help you understand what you read.
to describe its key
ideas. RI.1.7 We Do
Read the Practice Book selection together. Pause to talk about what is
important in the sentences and the illustrations. How do the pictures help
you understand who is doing the actions?
You Do
Have partners reread the selection together. Have them work together as
you help them to complete a Key Details chart.

With prompting and Have children pick a nonfiction selection for sustained silent reading.
support, read
informational texts
Remind them that:
appropriately complex they should identify key details in the text and illustrations.
for grade 1. RI.1.10
asthey read, they can ask themselves questions and then look for the
Apply the strategy and answers in the words and illustrations.
Read Purposefully
Have children record the key details on a Key Details chart. After reading,
guide children to participate in a group discussion about the selection
they read. Guide children to:
sharetheir charts and point out key details in the text and illustrations
or photos.
explainwhy the selection is nonfiction and what they learned from
reading it.
COMPREHENSION T373
On Level
Nonfiction
Leveled Reader:
We Can
by Mateo Garza
Digital
Before Reading
Preview and Predict
PAIRED
PD
PD
We Can
Move!
Leveled Reader
and have children repeat. Preview the selection’s photographs. Prompt
We Can Move!
OBJECTIVES Review Genre: Informational Text/Nonfiction Detail Detail
Ask and answer Have children recall that informational text gives facts and information
questions about
key details in the
about a topic. Remind them that informational text tells about real
text. RI.1.1 people, places, things, or events. Graphic
Organizer
With prompting ESSENTIAL QUESTION
and support, read Remind children of the Essential Question: How does your body move? Set
informational
texts appropriately
a purpose for reading: Let’s read to find out the different ways we move.
complex for Remind children that as they read a selection, they can ask questions
grade 1. RI.1.10 about what they do not understand or want to know more about.
Know and use various Retell
text features (e.g.,
headings, tables of During Reading
contents, glossaries,
electronic menus, Guided Comprehension
icons) to locate key As children whisper read We Can Move!, monitor and provide guidance,
facts or information
in a text. RI.1.5 correcting blending and modeling the key strategies and skills. Prompt
children to use context to confirm or self-correct word recognition and
understanding.

Remind children that they can check their understanding by asking
themselves questions as they read. Model the strategy on pages 4
and 5. Say: I’ll stop and ask myself: What did I learn about moving and
baseball? Have children answer the question.
Skill: Key Details

Remind children that the key details are important facts and other
information given in the text and photos. After reading, ask: What key
details did we learn about moving? Display a Details chart for children
to copy.
T374 UNIT 1 WEEK 5
WEEK 5
Model recording answers for children. Have children copy the answers
into their own charts. Literature
Think Aloud On page 4, I read an important detail. We move our arms Circles
and hands to play baseball. I‘ll write that detail in my chart. Then I’ll Lead children in conducting
read on to find more details to add to my chart. a literature circle using the
Once the selection is finished, prompt children to complete the chart. Thinkmark questions to guide
After Reading learned about how we move
in the two selections in the
Respond to Reading Leveled Reader.
Have children complete the Respond to Reading on page 12.
Retell
Cards as a guide. Help children make a connection by asking: What
sports do you like to play? What body parts do you move to play them? Level
Up
Nonfiction
Model Fluency
We Can
Read the sentences one at a time. Have children chorally repeat. Point Nonfiction
Move!
by Mateo Garza
out to children the phrasing you use when pausing for sentence
punctuation. We Can
Move! PAIRED
What’s
t’s Under Your Skin?
Skin
Apply Have children practice reading with partners. Provide feedback by Mateo Garza
READ
as needed.
PAIRED
READ
Nonfic
N
Noonf tion
Genre Nonfiction
Compare Texts
What helps you move?
PA I R E D R E A D … IF children can read We Can Move!

We Can
Move! On Level with fluency and correctly
by Mate
eo Garza
“What’s Under Your questions,
Skin?” PAIRED
READ What’s Under
Your Skin?
THEN tell children that they will read a
13 more detailed version of this selection.
Make Connections Leveled Reader • Use pages 2 through 4 of We Can
Before reading, ask children to note that Move! Beyond Level to model using
the genre of this text is also nonfiction. Then discuss the Compare Teaching Poster 27 to list key details.
Texts direction. After reading, ask children to make connections • Have children read the selection,
between the information they learned from “What’s Under Your Skin?” checking their comprehension by
and We Can Move! using the graphic organizer.
FOCUS ON SCIENCE
F
C
Children can extend knowledge of how they move in sports
ON LEVEL T375
On Level
Phonics
BUILD WORDS WITH r-BLENDS AND s-BLENDS
OBJECTIVES Display Word-Building Cards tr, a, p. These are letters t, r, a, p. They stand
I Do
Decode regularly for /t/ /r/ /a/ /p. I will blend these sounds together: /traaap/, trap. The word
spelled one-syllable is trap.
words. RF.1.3.b
We Do
Now let’s do one together. Make the word snap using Word-Building Cards:
/snaaap/, snap.
Change a to i. I am going to change the letter a to i. Let’s blend and read:
/sniiip/, snip. The new word is snip.
You Do
Have children build and blend the words: grid, grin, grip, grill.
Repeat with additional words with beginning r-blends and s-blends.
REVIEW WORDS
OBJECTIVES Use the Read/Spell/Write routine to review jump, move, run, and two. Use
I Do
Recognize and read each word orally in a sentence.
grade-appropriate
irregularly spelled
We Do
words. RF.1.3.g Boards. Work together to generate oral sentences using the words.
Review high-frequency Have partners work together to use the words in sentences. Each sentence
words: jump, move, You Do
must contain at least one high-frequency word.
run, two
T376 UNIT 1 WEEK 5

WEEK 5
Comprehension
OBJECTIVES I Do
Remind children that key details will help them understand the
information in a nonfiction selection. As you read, look for important pieces
and details in a text of information in the pictures and the text. These key details will help you
to describe its key understand what you read.
ideas. RI.1.7
We Do
Read the first two pages of the Practice Book selection aloud. What
information in the words and pictures helps you understand how children
can move?
You Do
Guide children to read the rest of the Practice Book selection. Remind
them to look for key details as they read. Then have partners discuss what
they learned as they read the selection.

With prompting and
Have children pick a nonfiction selection for sustained silent reading.
support, read
informational text Remind them to:
look for key details in the text and the illustrations.
use key details to understand what they read.
Apply the strategy and
askthemselves questions as they read and look for answers in the text
and illustrations.
usecontext to confirm or self-correct word recognition and
understanding.
Read Purposefully
Have children record the important details of the selection on a Key
Details chart. After completing the chart, guide partners to:
share and compare their charts.
share the questions they asked themselves and how they found
the answers.
discuss how nonfiction selections are different from fiction stories.

Beyond Level
Nonfiction
Leveled Reader:
We Can
by Mateo Garza
Digital
Before Reading
Preview and Predict
PAIRED
PD
PD
We Can
Move!
Leveled Reader
and the photographs. Ask: What do you think this selection will be about?
We Can Move!
Review Genre: Informational Text/Nonfiction
OBJECTIVES Have children recall that informational text gives facts and information Detail Detail
Ask and answer about a topic. Remind them that informational text tells about real
questions about
key details in the
people, places, things, or events.. Prompt children to name key
text. RI.1.1 characteristics of informational nonfiction. Tell them to look for these Graphic
With prompting as they read the leveled reader. Organizer
and support, read ESSENTIAL QUESTION
informational
texts appropriately
Remind children of the Essential Question: How does your body move?
complex for Set a purpose for reading: Let’s find out how and why we can move.
grade 1. RI.1.10
During Reading
headings, tables of Guided Comprehension
contents, glossaries,
electronic menus, Have children whisper read We Can Move! Have them place self-stick
icons) to locate key notes next to difficult words. Remind children that when they come to
facts or information an unfamiliar word, they can look for familiar spellings. They will need
in a text. RI.1.5
to break longer words into smaller chunks and sound out each part.
questions to facilitate rich discussion, such as, What does the author
want you to know about our bodies? Build on children’s responses to
develop deeper understanding of the text.

Remind children that asking and answering questions before, during,
and after they read can help them understand the information. Say:
Ask yourself a question, then look for the answers in the text and photos.
T378 UNIT 1 WEEK 5

WEEK 5
Skill: Key Details

Remind children that the key details are the important facts and Literature
information in the text and photos. After reading, ask: What are the Circles
most important facts you learned in this selection? Display a Details chart Lead children in conducting
for children to copy. a literature circle using the
Model how to record the information. Have children fill in their chart. Thinkmark questions to guide
Think Aloud As I read, I look for the most important information. On to discuss what children have
page 2, I read that our body parts are what help us move. I’ll write that learned about how we move
key detail in my chart, then read on to find more key details. from the two selections in the
Leveled Reader.
After Reading
Respond to Reading
Have children complete the Respond to Reading on page 12.
Retell
Have children take turns retelling the selection. Help children make a
personal connection by writing about one way they moved their body
today. Say: Tell what you did, which body parts you moved, and how you
moved them.
Genre Nonfiction
Compare Texts
Nonfiction
N
Gifted and Talented

PA I R E D R E A D … SYNTHESIZE Challenge
We Can
Move! children to create a new dance
by Mate
eo Garza
or sport. Encourage them to tell

“What’s Under Your which body parts they will move
in their activity and how. Have
Skin?” PAIRED
READ
13
What’s Under
Your Skin?
children draw a picture to go with
their new dance or sport.
Make Connections Leveled Reader
EXTEND Have them use facts
Before reading “What’s Under Your they learned from the week or do
Skin?” have children preview the title page and prompt them to identify additional research to find out
the genre. Discuss the Compare Texts direction. After reading, have more about body parts used in
partners discuss the information they learned in “What’s Under Your dances and sports.
Skin?” and We Can Move! Prompt children to discuss what they learned
from both selections about the different ways our bodies move.
FOCUS ON SCIENCE
Children can extend their knowledge of how they
move when they play sports by completing the science
activity on page 16.
BEYOND LEVEL T379

Beyond Level
Vocabulary
O R A L V O C A B U L A R Y: M U LT I P L E - M E A N I N G W O R D S
OBJECTIVES Remind children that many words have more than one meaning.
I Do
Use sentence-level The specific meaning we need depends on how the word is used.
context as a clue to the
meaning of a word or The word physical can mean "relating to the body." It's important to get
phrase. L.1.4a physical exercise. The word physical can also mean "having to do with things
we see in nature." Mountains are a physical feature of the land.
Understand multiple-
meaning words Here's another example of multiple-meaning words. The word exercise means
"activities or movement that help us stay healthy and get stronger." What is
your favorite form of exercise?
The word exercise can also be a verb that means "to make use of": I exercise
my right to vote.
We Do
Have partners use the words physical and exercise in sentences. Ask them
to choose a different meaning for the word in each sentence.
You Do
Have partners share their sentences with the group. Ask them to explain
the meaning of the target word in each sentence.
Gifted and Extend Have children come up with a short commercial that tells about
Talented
ways to exercise. Encourage them to use the different meanings of
physical and exercise. Have children act out their commercials for the class.
T380 UNIT 1 WEEK 5

WEEK 5
Comprehension
OBJECTIVES Remind children that they should look for key details as they read
I Do
Ask and answer informational text. Important, or key details, will help you understand what
questions about key you read. You can find these details in the text and the pictures.
details in a text. RI.1.1
We Do
Guide children in reading the first two pages of the Practice Book selection
aloud. Prompt them to discuss key details. What did you learn from the text
about how children move when they exercise? What did you learn from
the pictures?
You Do
Remind them to look for key details to understand what they are reading.

With prompting and
Have children pick a nonfiction selection for sustained silent reading.
support, read
informational texts Remind them to look for key details as they read.
for grade 1. RI.1.10 Read Purposefully
Apply the strategy and Have children record important details in the Key Details chart. After
skill to read a text reading, guide children to:
share their charts with a partner and discuss the key details.
record information about the selection and what they learned from
it in a reading response journal.
Gifted and Independent Study Have children draw a small poster about the facts
Talented
they learned in the selections they read. Encourage them to include at
least three facts or details, and to have text and a picture for each.
Shared Read
Move and Grin! Go
Digital
Before Reading
Build Background
PD
PD
Read the Essential Question: How does your body move?

 Explain the meaning of the Essential Question; point to body parts
Move and Grin!
094-103_CR14_SI1_U1W5_MR_119652.indd 95
Reading/Writing 1/20/12 2:55 PM as you say: Our bodies have parts that move—hands, arms, legs, feet,
Workshop 094-103_CR14_SI1_U1W5_MR_119652.indd 95 1/20/12 2:55 PM
fingers. We can even move our eyes and wiggle our noses!
 Model an answer: I move my body in different ways each day. I use Detail Detail
OBJECTIVES my feet and legs to walk and run. I use my arms, hands, and fingers to
Ask and answer write, draw, reach, and carry. I move my head to see things around me.
key details in a  Ask children a question that ties the Essential Question to their own Organizer
text. RI.1.1 background knowledge. Which parts of your body have you used
With prompting today? Ask partners to share their answers.
and support, read
informational
texts appropriately During Reading
complex for
grade 1. RI.1.10 Interactive Question-Response
 Ask questions that help children understand the meaning of the text
 Reinforce the meanings of key vocabulary by providing meanings
 Ask children questions that require them to use key vocabulary.
 Reinforce the comprehension strategies and skills of the week by
modeling.
T382 UNIT 1 WEEK 5

WEEK 5
Move and Grin! Explain and Model High-Frequency Words

Write the word two and have children say it with
Pages 94–95 you. Hold up two fingers. Here are two fingers.
Count with me: one, two. I have two eyes. What
Point to each word in the title as you read it aloud. other body parts do we have two of? (legs, feet,
Let’s say the title together: Move and Grin! Show me hands, ears)
how to move your hand. Sometimes we grin when
we move. Say the word with me: grin. A grin is a big What parts of your body move when you
smile. Show me how you grin. swim? (arms, legs, feet, head)
Point to the photographs. These animals and
children are moving. Point to the child who is Pages 100–101
running. How is this child moving? (running) Where
do you like to run? (playground, gym) How are Let’s look at the photo on page 100. What animal is
some of the other children moving? this? (horse) The horse can trot and run. A trot is like
a slow run. The horse has long legs to help it move.
Pages 96–97 The boy’s name is Stan. He can move like a horse.
Read the first sentence on page 101 with me: “Stan
Point to the photo on page 96. What animal is this? can trot and run, too.” Show me how you run in
(frog) Where might a frog live? (pond) This frog can place. Now slow down and trot.
really jump! What part of its body helps it to jump? Explain and Model Phonics Write these words
(back legs) These are key details about how kids and on the board: Stan, trot. Say each word and have
animals move. children repeat it with you. Then segment and
Point to the boy in the photo on page 97. Scott can blend the sounds together.
move like the frog. Point to the first sentence. Listen
as I read this sentence. Then read it with me: “Scott Pages 102–103
can hop and jump, too.”
Explain and Model the Strategy Ask yourself Explain and Model the Skill Let’s look for more
questions as you read to make sure you understand key details about how animals and kids can move.
the selection. As I read about the frog, I wonder: Read pages 102–103 together. Skip has a crab. What
How can it jump so high? I can use the picture and can the crab do that Skip can do? (The crab can
the words to answer my question. The frog uses its grab with its claw. Skip can grab, too.) Point to the
back legs. photo on page 103. These words name parts of our
body. I’ll point and say the word. You say repeat the
Show your partner how you can hop and word and point to that part of your body: head, arm,
jump like a frog. hand, leg, foot.
Pages 98–99 What is one of your favorite ways to move?
I see a dog! How is the dog moving? (swimming) Listen After Reading
as I read how it swims: “It kicks its two front legs.“
Show me how you kick your legs. Look at the picture of Make Connections
the girl. Her name is Fran. What can Fran do? Point to  Review the Essential Question.
the sentence on the page. (“Fran can swim a lot, too.”)


Nonfiction
Leveled Reader:
We Can
by Mateo Garza
Digital
Before Reading
Preview
PAIRED
PD
PD
We Can
Move!
Leveled Reader
author’s name. Preview the photographs. Have children describe the
We Can Move!
photos. Use simple language to tell about each page. Follow with
questions, such as, How are the children moving in this photo?
OBJECTIVES
ESSENTIAL QUESTION Detail Detail
Ask and answer

Remind children of the Essential Question: Say: Let’s read to find out the
questions about
key details in the different ways we can move. Encourage children to ask for help when
text. RI.1.1 they do not understand a word or phrase. Graphic
Organizer
With prompting
and support, read
informational During Reading
texts appropriately
complex for
grade 1. RI.1.10 Pages 2–3 What allows us to move? (our bodies) Look at the photo.
Know and use various What are the children doing with their bodies? (kicking with their legs) Retell
headings, tables of
Pages 4–5 What parts of our body did we read about? (arms and feet)
contents, glossaries, What can we do with our arms and feet? (swing and run)Talk with a
electronic menus, partner about other things you can do by moving your arms and legs.
facts or information
Pages 6–7 Look at the picture on page 6. What sport are they playing?
in a text. RI.1.5 (soccer) How do we move when we play soccer? (move fast, kick, chase)
Pages 8–9 What key details did we learn about on this page? (When we
swim we move. We use our arms and legs to swim.) Show me how you
use your arms and legs to swim.
Pages 10–11 Look at the photo on page 10. How is this girl moving?
(turning; rolling on a mat) Yes, she is rolling over. Now, look at the picture
on page 11. How is this girl moving? (she is using gymnastics bars;
jumping to a high bar) Talk with your partner about all of the different
ways you can move. Use key details from the text. (Responses will vary.)
T384 UNIT 1 WEEK 5

WEEK 5
After Reading
Literature
Respond to Reading Circles
Revisit the Essential Question. Ask children to work with partners to Lead children in conducting
fill in the graphic organizer and answer the questions on page 12. a literature circle using the
Pair children with peers of varying language abilities. Thinkmark questions to guide
learned about how they move
Model retelling using the Retelling Card prompts. Say: Look at the
from both selections in the
photographs. Use details to help you retell the selection. Help children Leveled Reader.
make personal connections by asking: When might you need to move
fast? When might you need to move slowly?
Phrasing Fluency: Sentence Punctuation

Read the pages in the book, one at a time. Help children echo read the
pages expressively and with appropriate phrasing. Remind them to
Level
Up
Nonfiction
pause when they come to punctuation such as a comma or period.

Apply Have children practice reading with partners. Pair children with We Can
Move!
peers of varying language abilities. Provide feedback as needed. Nonfiction by Mateo Garza
We Can
Move!
Nonfic
N onficttion
ion
Genre Nonfiction PAIRED

What’ss Under Your Skin?
Skin
by Mateo Garza READ
Compare Texts
PA I R E D R E A D … We
MovCaen! PAIRED
by Mate READ
eo Garza
“What’s Under Your IF children can read We Can Move!

Skin?” PAIRED
READ
13
What’s Under
Your Skin? ELL Level with fluency and correctly
Make Connections Leveled Reader questions,
Before reading, tell children to note that THEN tell children that they will read a
this text is also nonfiction/informational text. Then discuss the more detailed version of the selection.
Compare Texts direction. • Use pages 2 through 4 of We Can Move!
After reading, ask children to make connections between the On Level to model using Teaching
information they learned from “What’s Under Your Skin?” and We Can Poster 27 to list key details in the
Move! Prompt children by providing a sentence frame: We move our selection.
bodies to . • Have children read the selection,
FOCUS ON SCIENCE
Children can extend their knowledge of how they move
to play sports by completing the science activity on
page 16.


Vocabulary
OBJECTIVES Display images from the Visual Vocabulary Cards one at a time to
I Do
Produce complete preteach the oral vocabulary words exercise and physical.
sentences when
appropriate to task and
We Do
Display each image again and explain how it illustrates or demonstrates
situation. SL.1.6 the word. Model using sentences to describe the image.
You Do
Display the word again. Have partners talk about how the picture shows
LANGUAGE
OBJECTIVE the word.
Use oral vocabulary
words
Display the Visual Help children act out each Have partners cut pictures
Vocabulary Cards and word. Then use the word from magazines that relate
say the words together. in a sentence to connect to the words for collages.
Then use each word in a to children’s actions. Help them label the
sentence. Have children pictures.
repeat the word and point
to the matching card.
OBJECTIVES Display images from the Visual Vocabulary Cards one at a time to preteach
I Do
Identify real-life the ELL Vocabulary words activity and energy and follow the routine. Say
connections between
the word and have children repeat it. Define the word in English.
words and their
use. L.1.5c Display each image again and explain how it illustrates or demonstrates
We Do
the word. Model using sentences to describe the image.
LANGUAGE
OBJECTIVE You Do
Display the word again and have children say the word, then spell it.
Use ELL vocabulary Provide opportunities for children to use the words in speaking and
words writing. Provide sentence starters.

Say each word. Have Display the cards. Have Have children say each
children repeat and point children say each word. word and make a personal
to the matching Visual Then ask a question using connection by answering
Vocabulary Card. the word. questions.
T386 UNIT 1 WEEK 5

WEEK 5
REVIEW WORDS
OBJECTIVES
I Do
Display the High-Frequency Word Cards for jump, move, run, two. Read
Recognize and read each word. Use the Read/Spell/Write routine to teach each word. Have
grade-appropriate children write the words on their Response Boards.
irregularly spelled
words. RF.1.3g
We Do
Write sentence frames on separate lines. Track the print as you guide
Produce complete children to read and complete the sentences: (1) A cat can jump .
sentences when (2) The pig can move . (3) I like to run . (4) Dad has two .
appropriate to task and
situation. SL.1.6
You Do
Display the High-Frequency Word Cards from the previous five weeks.
Display one card at a time as children chorally read the word. Mix and
LANGUAGE repeat. Note words children need to review.
OBJECTIVE
Use high-frequency
words jump, move, Display each High- Display and read the word Help children write each
run, two Frequency Word Card cards. Have volunteers word. Then have them
and read it together. Help choose one word and act draw a simple picture that
children act out each out its meaning. Other illustrates each word.
word. Then repeat the children guess the word and
word together. point to the matching card.
R E T E AC H H I G H - F R E Q U E N C Y W O R D S
OBJECTIVES
I Do
Display each Visual Vocabulary Card and say the word aloud. Define the
Recognize and read word in English, then in Spanish if appropriate, identifying any cognates.
grade-appropriate
Point to the image and explain how it illustrates the word. Have children
words. RF.1.3g repeat the word. Engage children in structured partner-talk about the
image as prompted on the back of the card. Ask children to chorally say
LANGUAGE the word three times.
OBJECTIVE
You Do
Display each visual card in random order, hiding the word. Have children
Use high-frequency
words identify and define the word in their own words.

Ask a question and help List the high-frequency List and read the words.
children use the word in words. Have children form Scramble the letters for
an answer: Can you jump each word with letter cards. each. Help children write
high? Yes, I can jump high. Read the words together. the word correctly.


Writing/Spelling
W R I T I N G T R A I T: O R G A N I Z AT I O N
OBJECTIVES Explain that writers tell what happens in an order that makes sense. Write
I Do
Write narratives in and read the sentences: Then I took a nap. I swam for a long time. Point out
which they recount two that these sentences would make more sense in a different order.
or more appropriately
sequenced events, Write and read the following sentences: We had a snack. Then we went
include some details We Do
regarding what
to the park. I met my friends after school. Guide children to rearrange the
happened, use sentences in time order. Point out why this order makes sense.
temporal words to
signal event order, and You Do
Help partners write two sentences about something they did with a friend.
provide some sense of Remind them to put the sentences in an order that makes sense.
closure. W.1.3
Have children act out doing Provide sentence frames Have children write
LANGUAGE
something. Tell what they for children: We . Then sentences independently
OBJECTIVE
do. Have children repeat. we . Last we . and read them aloud.
Understand the
sequence of events
WORDS WITH r-BLENDS AND s-BLENDS
OBJECTIVES Read aloud the Spelling Words on page T326. Segment spill into sounds and
I Do
Use conventional attach a spelling to each sound. Point out the /sp/ sound spelled sp. Read
spelling for words
aloud, segment, and spell the remaining words and have children repeat.
with common
spelling patterns
We Do
Read the sentence for spill on page T326. Slowly say spill. Ask children to
and for frequently
occurring irregular repeat and write the word. Repeat the process for the remaining words.
words. L.1.2d
You Do
Display the words. Have children work with a partner to check their spelling
lists. Have children correct misspelled words on their list.
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced
Spell words with Guide children to trace or After children correct their Help children to list other
beginning consonant copy the words. Then have work, have partners take words that begin with sp,
blends: r-blends, them repeat and spell each. turns spelling each word. gr, and dr. Have volunteers
s-blends underline the blends.
T388 UNIT 1 WEEK 5

WEEK 5
Grammar
WRITING SENTENCES
OBJECTIVES
I Do
Remind children that a sentence tell a whole idea. A complete sentence has
Demonstrate two parts. The first part tells who or what the sentence is about. The second
command of the part shows action or describes the first part. Remember that all sentences
conventions of
standard English
begin with a capital letter and end with a punctuation mark.
grammar and usage
We Do
Write the sentences below and read them together. Say: Let’s identify the
when writing or
speaking. L.1.1 complete sentences below. Underline the capital letter and circle the end
punctuation in each complete sentence.
Demonstrate
command of the We have a big brick. (sentence)
conventions of
standard English Do you? (not a sentence; missing action or description)
capitalization. L.1.2
I saw the frog jump! (sentence)
LANGUAGE Write the sentences below. Have partners make each a complete sentence.
OBJECTIVE You Do
Write complete dad has black socks

sentences
Sid sits by.
Grades K-6
Help partners revise and read the sentences. Circulate, listen, and note
each child’s language use.
Language
Transfers
Handbook Beginning Intermediate Advanced
Display story illustrations Provide sentence starters Have children write three
and say different kinds of about story illustrations sentences about a story
sentences for children for children to complete. illustration. Challenge
ELL Language to repeat. Read them aloud together them to write one of each
Transfers
with expression. kind of sentence.
Some Haitian Creole,
Hmong, Spanish, or
Vietnamese children
may place an adjective
after a noun: Dad
has socks black. Have
them echo sentences,
emphasizing the
word order.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Key Details RI.1.1 Phoneme Categorization RF.1.2c ANALYSIS/HIGH-
Use Illustrations/ Phoneme Segmentation RF.1.2d FREQUENCY WORDS:
Photos RI.1.7 Beginning Consonant Blends:
Phoneme Deletion RF.1.2d
r-Blends, s-Blends RF.1.3b
Phoneme Blending RF.1.2b
Possessives L.1.1b
jump, move, run, two RF.1.3g
Grade 1
Weekly
Assessment

State Standards
PD
Grades 1-6
Assessment
State Standards
T389A UNIT 1
WEEK 5
TESTED SKILLS
T If … Then …

multiple-choice items (Nonfiction) and Lesson 105 on Using
correctly . . . Illustrations, Photographs, and Captions from
the Tier 2 Comprehension Intervention online
PDFs.
PHONEMIC Children answer 0–1 . . . assign Lessons 30–31 on Phoneme

AWARENESS multiple-choice items Categorization: Ending Sounds, Lessons 67–71
correctly . . . on Phoneme Segmenting, Lesson 102 on Initial
Phoneme in a Blend Deletion, and Lessons 62–66
on Phoneme Blending from the Tier 2 Phonemic
PHONICS/ Children answer 0–5 . . . assign Lesson 51 on Short Vowels: Initial

STRUCTURAL multiple-choice items Blends and Lesson 64 on Possessives from the
ANALYSIS/HFW correctly . . . Tier 2 Phonics/Word Study Intervention online
PDFs.
TIER TIER
of intervention.

WEEKLY OVERVIEW
The Big Idea: What makes you special?
REVIEW AND EXTEND

Reader’s Theater
Look at Me Now
Genre Play
Fluency Accuracy, Rate, and
Expression
Reading Digitally
“World Games”
Comprehension Close Reading
Study Skills Take Notes
Research Navigate Links to Information Go Digital!
Level Up Accelerating Progress

From From From From
APPROACHING ON LEVEL ENGLISH BEYOND LEVEL
To ON LEVEL To BEYOND LEVEL LANGUAGE LEARNERS To SELF-SELECTED
To ON LEVEL TRADE BOOK
Advanced
Level
Trade Book
Tra
Tr
On Level
On Level Beyond
ELL
Approaching On Level Beyond
T390 UNIT 1 WEEK 6

WEEK 6
ASSESS
Presentations
Research and Inquiry
Project Presentations
Project Rubric
Writing
Writing Presentations
Writing Rubric
Unit Assessments
UNIT 1 TEST FLUENCY
Evaluate Student Progress

Use the McGraw-Hill Reading Wonders e-Assessment reports to
evaluate children’s progress and help you make decisions about PD
small group instruction and assignments.
Carlos Davila/Photographer’s Choice RF/Getty Images
Student and Class Assessment Report

Student and Class Standards Proficiency Report
Student Profile Summary Report

DAY 1 DAY 2
READING
Reader’s Theater Reader’s Theater, T394–T395 Reader’s Theater, T394–T395

“Look at Me Now” “Look at Me Now” “Look at Me Now”
Whole Group
Assign Roles Model Fluency: Phrasing, Rate and

Model Fluency: Phrasing, Rate and Expression
Expression
Research and Inquiry, T398–T400
Reliable Sources
“World Group Project
Games” Research and Inquiry Projects
DIFFERENTIATED INSTRUCTION Level Up to Accelerate

Level Up to On Level Level Up to On Level
Friends Are Fun, T404 Friends Are Fun, T404
Approaching
Level
Level Up to Beyond Level Level Up to Beyond Level

On Level
Small Group
Level Up to Self-Selected Level Up to Self-Selected

Beyond Trade Book, T407 Trade Book, T407
Level
Level Up to On Level Level Up to On Level

English
Language
Learners
Writinsgs LANGUAGE ARTS
Proce
Unit Writing Unit Writing

Whole Group
Prepare to Present Your Writing, T402 Discuss Peer Feedback, T402

Writing
T392 UNIT 1 WEEK 6

WEEK 6
DAY 3 DAY 4 DAY 5
Reading Online, T396 Reading Online, T397 Research and Inquiry, T401
“World Games” “World Games” Presentation
Close Reading Write About Reading Unit Assessment, T408−T409
Reader’s Theater, T394
Performance
Research and Inquiry Projects Research and Inquiry Projects
Level Up to On Level Level Up to On Level Level Up to On Level

Friends Are Fun, T404 “I Like to Play,” T404 Literature Circle, T404
Level Up to Beyond Level Level Up to Beyond Level Level Up to Beyond Level

Level Up to Self-Selected Level Up to Self-Selected Level Up to Self-Selected

Trade Book, T407 Trade Book, T407 Trade Book, T407
Level Up to On Level Level Up to On Level Level Up to On Level

Unit Writing Unit Writing Unit Writing

Rehearse Your Presentation, T402 Present Your Writing, T402–T403 Portfolio Choice, T403
Evaluate Your Presentation,
T402–T403

Reader’s Theater
Look at Me Now
by Alice Boynton
Look at Me Now
CAST:
Child 1
Child 2
Introduce the Play Assign Roles
Child 3
Child 4
Explain that Look at Me Now is a play Depending on the number of children,
All: When I was a little baby,
Child 1: I could smile.
that tells about how children grow. In you may wish to assign more than one
Child 2: I could cry.
Child 3: I could drink milk. the play, children tell what they could child to the role of each character. Explain
Child 4: I could hold my toes.
All: But when I was a little baby, and couldn’t do at different ages. that in order for everyone to have a part,
© Macmillan/McGraw-Hill
Child 1: I couldn’t eat spaghetti.

Child 2: I couldn’t say my name. Distribute scripts and the Elements of several children will read the part of Child
Child 3: I couldn’t catch a ball.
Child 4: I couldn’t play games. Drama handout from the Teacher’s 1, several others will read the part of
All: Just
stt look at me now!
Resource PDF Online. Child 2, and so on. Remind children that

42 Plays/Choral Readings
Review the features of a play. everyone reads the parts that say “All.”
A1RGSG_NA_BM_Play_U01_RD11.indd 42 9/9/10 2:21 PM
Review the list of characters. Point

Go Digital! out that the setting of the play is
Practice the Play
not specified; the setting could be Have children use highlighters to mark
Teacher’s Resource
PDF Online any place where there is a group of their parts in the script. Each day, allow
children. children time to practice. Pair fluent
readers with less fluent readers. Pairs can
Shared Reading echo-read or chorally read. As needed,
work with less fluent readers. Mark
Model reading the play as children
pauses using one slash for a short pause
follow along in their scripts.
and two slashes for longer pauses.
Focus on Vocabulary Stop and discuss
Throughout the week have children
any vocabulary words that children may
work on the Reader’s Theater
OBJECTIVES not know. You may wish to teach:
Workstation Activity Card 25.
Read on-level text could peekaboo
with purpose and Once children have practiced reading
understanding. couldn’t tricycle their parts several times, allow them
RF.1.4a spaghetti time to practice performing the script.
Read on-level text
Model Fluency As you read each
appropriate rate, part, state the name of each character
Perform the Play
and expression on and read the part, emphasizing the Remind children to focus on their
appropriate phrasing and expression. scripts as the play is being performed
RF.1.4b and to read along, even when it is not
Use context to
Discuss Each Role their turn to speak.
confirm or self-correct
word recognition After reading the play, ask children Discuss how performing a play aloud
and understanding, to identify the difference between is different from reading it silently.
rereading as necessary.
each character’s part and the part Have partner tell what they liked
RF.1.4c about performing and what they
everyone reads.
didn’t like.
Ask children to note the repetition of
“I could”, “I couldn’t”, and “Just look at Talk with the class about ways that
me now!” throughout the play. children could make their performance
more enjoyable for the audience.
T394 UNIT 1 WEEK 6

WEEK 6
ACTIVITIES
LOOK AT US NOW!
In Look at Me Now, the characters tell things they could do at different

ages. Reread the play, and help children focus on some of the activities
described.
1. Ask children to tell about 2. Discuss things children can do
things they could do when that they couldn’t when they
they were one, two, three, were younger. Have them draw
four, and five years old. and label pictures showing
things they can do now.
3. Display children’s pictures
on a bulletin board labeled,
“Look at Us Now!”
ADD ACTIONS
Discuss ways children can add to their performance using pantomime

or facial expressions to act out what the characters say. They can:
smile when Child 1 says, “I could smile.”
take three steps when Child 2 says, “I could walk.”
act out brushing teeth when Child 4 says, “I could brush my teeth.”
Allow time for children to practice doing simple moves. Then read
aloud the play again, and have children act out their lines.
Review the definitions of difficult words including baby, cry, telephone,

elephant, climb, write, and story.
Pair an ELL child with a fluent reader who is reading the same part. Have
each reader take turns reading the lines.
Work with ELLs on pronunciation of difficult words and also on
intonation. Have children read their lines to you. Give children corrective
feedback and model proper fluency.
READER’S THEATER T395

Reading Digitally
Go Digital!
OBJECTIVES
World Games
headings, tables of Before Reading
contents, glossaries, Preview Scroll through the online article “World Games” at
electronic menus,
http://connected.mcgraw-hill.com and point out the text features.
facts or information Explain how to use the interactive features, such as hyperlinks and
in a text. RI.1.5 rollovers. Tell children that you will read the article together first
With guidance and then use the features.
and support from
adults, use a variety Close Reading Online
of digital tools to
produce and publish Take Notes Scroll back to the top and read the article aloud. As you
writing, including in read, ask questions about the games. Model taking notes using a
collaboration with Details chart. After each section, have partners discuss the game in
peers. W.1.6
that section. Have them use text evidence as they discuss what
ACADEMIC they learned. Make sure children understand domain-specific
LANGUAGE terms, such as mancala.
interactive, rollover, Access Interactive Elements Help children access the interactive
links, cyber
elements by clicking or rolling over each feature. Discuss what
information these elements add to the text.
Reread Tell children they will reread parts of the article to help them
answer a specific question: What games do children play in different parts
of the world?
Navigate Links to Information Point out that online texts may
include hyperlinks. Hyperlinks help you go from the Web page you are
on to another Web page that tells more about the topic.
Model how to use a hyperlink to jump to another Web page. Discuss
information on the new Web page related to the question: What games
do children play in different parts of the world? Before navigating back,
demonstrate bookmarking the page so children can return to it at
another time.
T396 UNIT 1 WEEK 6

WEEK 6
WRITE ABOUT READING IA

L STU
CONNECT TO CONTENT
DI
SOC
ES
Retell Review children’s charts. Model using Around the World
the information to retell “World Games.” On a world map, point out the countries
Ask partners to draw pictures of the games mentioned in the text. Ask what game is
from the article. Help them write a sentence played there and whether we play it here.
about each picture. Invite children to share Remind children that people interact in many
their pictures to help them retell the article. ways. Ask how playing games from different
Make Connections Have children compare countries can help children around the world
what they learned about games children play learn to understand each other.
with what they learned about children in other How might playing games help you learn to
texts they read in this unit. solve problems or conflicts?
What might games help you understand
about children around the world?
RESEARCH ONLINE INDEPENDENT STUDY

Cyber Safety Investigate
Discuss cyber safety with children. Explain the Choose a Topic Children should brainstorm
following rules: other games they can learn more about. Then
Only go to Web sites that adults have told have children choose a question to research.
you are okay to visit. For example, they might ask: What games
involving balls do children play around the world?
Never give out any personal information
when you are online. Do not tell anyone Conduct Internet Research Have children
your name, phone number, or password. conduct an Internet search. Type in the URL for a
child-friendly search engine. Enter key words and
Never agree to meet someone in person.
click Search. Then, click on a link to go to a site.
Tell your parents or teacher if anything
Present Help children combine their research
you see online makes you feel scared or
into a book or use presentation software to
uncomfortable.
share it with others.
READING DIGITALLY T397

The Big Idea: What makes you special?
Assign the Projects Have children work in five groups, with each group
assigned one of the five projects that follow, or let groups self-select their
project. Before children begin researching, present these minilessons.
Research Skill: Selecting a Topic

OBJECTIVES Select a Topic
research and writing Before children choose a topic, make sure they understand what they
projects (e.g., explore need to do to complete the project. Ask them to explain in their own
a number of “how- words what steps they need to take to complete the project and what
the completed project will look like.
write a sequence of Help children decide on a topic that interests them. Children can
instructions). W.1.7 brainstorm alone or in groups to think of ideas. Model how to ask
Add drawings or questions, such as: What do I already know about this topic? What would
other visual displays I like to find out? Encourage children to make a list of their ideas and
to descriptions when
then decide on a topic.
appropriate to clarify
ideas, thoughts, and Guide children to evaluate their topics. Children should make sure
feelings. SL.1.5 that their topics are interesting, both to them and to their audience.
Make sure children will be able to complete the project with the
chosen topic.
To help children narrow their topic, suggest that they state their topic
as a question that they will answer through their project.
Using a Variety of Resources

Guide children to use a variety of resources to find topics that
interest them.
Classroom books and magazines can provide ideas. Talk about which
classroom materials might relate to the project.
Discuss what library materials could provide topic ideas. Discuss how
encyclopedias and reference books can be helpful.
Demonstrate how to use an appropriate search engine to find
ideas online.
COLLABORATE
Go Manage and assign projects online.
Digital Children can also work with their
group online.
T398 UNIT 1 WEEK 6

Choose a Project! WEEK 6
A Song IA
L STU
DI
SOC
ES
1 ESSENTIAL QUESTION
Goal
Research teams create a song about school
activities, using a familiar tune. Teams use previous
research and the entries in the class book of
activities they created to write words for the song.
A Travel Poster IA
L STU
DI
SOC
ES
What is it like where you live?
Goal
Research teams will create a travel poster
advertising a special place in their community.
The poster will include pictures of the place,
describe it, and tell why people should visit.
A Diorama SC
IENCE
Goal
Research teams make a diorama to show a pet
at home. Children use a small box, clay, paper,
and other materials to show what the animal
looks like, where it lives, and what it likes to do.
A New Game IA
L STU
DI
SOC
ES
What do friends do together?
Goal
Research teams will write directions for how to
play a new game. Teams draw pictures to show
players playing the game and items for the
game, such as cards, tokens, balls, or spinners.
A List SC
IENCE
Goal
Research teams make a list of activities that
require movement. Children choose one activity,
then illustrate and describe all the ways that
their bodies move during that activity.
RESEARCH AND INQUIRY T399

Distribute the Research Roadmap online PDF. Have children use the
roadmap to complete the project.
Conducting the Research

STEP 1 Set Research Goals
Discuss the Big Idea question and the research project. Each group should:
develop a research plan that helps focus their research.
choose a topic that interests them.
STEP 2 Identify Sources

Have the group brainstorm where they can find the information they need.
Sources might include:
reliable online sources ending in .edu, .org, or .gov.
personal experiences.
classroom and library books and magazines.
Remind children that using a variety of resources will help them find new and
interesting information.
STEP 3 Find and Record Information

Have children take notes about their topic using a Foldables® of their choice.
Remind children to focus on the information that will help them complete
the project.
STEP 4 Organize and Summarize

After team members have completed their research, they can review
the information they collected. Help children decide what information is
necessary to complete the project. Help team members:
summarize their findings and decide on their final message.
connect the key ideas of their projects to the unit theme, “Getting
to Know Us.”
Audience
Participation
STEP 5 Complete and Present
Have children
Guide children to complete the project. discuss how the
Ensure children work together to create each part of the project. presentation relates
to the unit theme.
Encourage them to use various media in their presentations.
Encourage children
Have teams take turns presenting their work. to share at least one
positive comment
about each
presentation.
T400 UNIT 1 WEEK 6

Review and Evaluate WEEK 6
Distribute the online PDF of the Student Checklist. Use the

following Teacher Checklist and Project Rubric to evaluate
children’s research and presentations.
Student Checklist Teacher Checklist

Research Process Assess the Research Process
✓ Did you choose a research topic that interests ✓ Selected a focus.
you? ✓ Used sources to gather information.
✓ Did you use several sources to find ✓ Used time effectively and collaborated well.
information about your topic?
Assess the Presentation
Presenting ✓ Presented information clearly and concisely.
✓ Did you practice your presentation? ✓ Maintained a consistent focus by staying
✓ Did you speak clearly and loudly enough for on-topic.
others to hear?
✓ Used appropriate gestures.
✓ Did you give important facts and details ✓ Maintained eye contact.
about your topic?
✓ Used appropriate visuals and technology.
✓ Did you answer the Essential Question? ✓ Spoke clearly and at an appropriate rate.
✓ Did you use pictures, audio recordings, or
other materials to make your presentation Assess the Listener
exciting for your audience? ✓ Listened quietly and politely.
✓ Listened actively and asked questions to
clarify understanding.
Project Rubric
4 Excellent
E 3 G
Good 2 F
Fair 1 Unsatisfactory
U
P
Presents the P
Presents the Attempts to present M show little grasp
May
information clearly information adequately information of the task
Includes many Provides adequate May offer few or vague May present irrelevant
details details details information
May include many Includes relevant May include few or May reflect extreme
relevant observations observations irrelevant personal difficulty with research
observations or presentation
RESEARCH AND INQUIRY T401

Celebrate Share Your Writing
Presentations Speaking Checklist
Giving Presentations Review the Speaking Checklist with
children as they practice.
Now is the time for children to share one of their pieces of
writing that they have worked on throughout the unit. ✓ Have your notes and visuals
You may wish to invite parents or children from other classes to ready.
attend the presentations. ✓ Hold your visuals so that everyone
can see them.
Preparing for Presentations ✓ Stand up straight.
Tell children that they will present their writing. They will need
✓ Speak clearly and slowly.
to prepare to do that. Guide children to use digital tools to ✓ Speak loudly enough so everyone
prepare their work for presentation. can hear.
Allow children time to rehearse their
✓ Speak with excitement.
presentation. Make sure they reread their ✓ Remember to smile.
writing several times. Encourage them to
be aware of punctuation and remind
Carlos Davila/Photographer’s Choice RF/Getty Images

them to read with expression.
Children should consider any visuals or
props that they may want to use to
accompany their presentations. Discuss
some options.
Do they have any items or props, such
as instruments, recordings, or dance
moves to accompany their songs?
Do they have visuals to include, such ass
photos or illustrations of their special
places or their selected pets?
Do they have any objects to accompanyy
their pieces, such as the ones about
games or activities?
Encourage children to practice their
presentations with a partner. Share the
Speaking Checklist on this page to help
them focus on important parts of the
presentation. Discuss each point on the
checklist.
T402 UNIT 1 WEEK 6

WEEK 6
Listening to Presentations
Remind children that they not only will take on the role of a presenter, they will also be
part of the audience for their classmates’ presentations. As a listener, children have an
important role. Review with them the following Listening Checklist.
Listening Checklist
During the presentation After the presentation
✓ Look at the speaker and listen carefully. ✓ Only speak when it is your turn.
✓ Think about something you like about ✓ Tell why you liked the presentation.
the presentation. ✓ If someone else makes the same
✓ Write one question about the comment first, tell why you agree.
information presented. ✓ Ask your question.
✓ Stay quiet during the presentation.
✓ Remember that the speaker may be
nervous—smile and look interested to
help the speaker relax.
Portfolio Choice
Ask children to select one finished piece of writing, as well as a revision to
include in their writing portfolio. As children consider their choices, have
them use the checklist below.
Published Writing Sample Revisions

Does your writing: Did you choose a revised entry that shows:
use complete sentences? details to make the writing more
use correct punctuation? interesting?
include details to give a clear description? clear comparisons?
have few or no spelling errors? events in the correct order to help the reader
understand what you are writing about?
appear neatly and clearly published?
PORTFOLIO
Go Children can submit their writing to be
Digital considered for inclusion in their digital
portfolio. Children’s portfolios can be
shared with parents.
CELEBRATE: SHARE YOUR WRITING T403

Nonfiction
Friends
Are
Approaching Level
Nonfiction
to On Level
Friends
Are
Friends Are Fun
by Liza Kendall
PAIRED
READ Poetry
Po
Before Reading
Preview Discuss what children remember about the information they
by Liza Kendall
learned about friends. Tell them they will be reading a more detailed
PAIRED
Poetry
READ
version of Friends Are Fun.
Leveled Reader High-Frequency Words Use the High-Frequency Word Cards to
review the high-frequency words. Use the routine on the cards.
OBJECTIVES A C T D
During Reading
Ask and answer
questions about
Specific Vocabulary Review the following words that are new
key details in a
text. RI.1.1 for this title. Model how to use the photographs to determine their
With prompting
meaning. bike little dog
and support, read Connection of Ideas Children may need help connecting ideas
informational text from one page to the next. Point out that on each page children
learn something new about friends. Have children tell what
new information about friends they learned after reading each
successive page.
Organization Help children recognize how the author uses
examples to help readers understand the information. Point out
that one sentence describes what a friend is like, and another
gives an example. See pages 3, 4, 5, 6, and 7. For example, after
reading pages 4 and 5. Ask: What can friends do? (They can help.)
What are some ways that friends can help? (They can help you ride a
bike or make a fort.)
After Reading
Ask children to complete the Respond to Reading on page 12
after they have finished reading. Encourage them to use the new
information from the higher level version of the text to answer
the questions.
T404 UNIT 1 WEEK 6

WEEK 6
Nonfiction
Friends
Are
On Level
Nonfiction
to Beyond Level
Friends
Are
Friends Are Fun
by Liza Kendall
PAIRED
READ Poetry
Po
Before Reading
Preview Discuss what children remember about what friends do. Tell
by Liza Kendall
them they will be reading a more detailed version of Friends Are Fun.
PAIRED
Poetry
READ
High-Frequency Words Use the High-Frequency Word Cards to
Leveled Reader review the high-frequency words. Use the routine on the cards.
A C T D
During Reading
OBJECTIVES
Ask and answer Specific Vocabulary Review the following words that are new to
questions about
this title. Model how to use context and the photographs to determine
key details in a
text. RI.1.1 their meaning. play together teach work older younger
With prompting Connection of Ideas Children may need help connecting ideas.
and support, read After reading each page in a chapter, model retelling information
informational text to connect ideas from that page to the previous one. For example,
after reading page 4 say: On page 3 we learned that friends play
games together. On this page we learned that they also help each
other by teaching something new. After reading the selection, help
children connect ideas between chapters.
Sentence Structure The sentence structure at this level is more
complex than in the On Level text. To help children understand
the information, follow this routine when reading complex or
compound sentences:
Read the sentence aloud.
Break down the information into simpler sentences.
Have children then read the sentence aloud.
After Reading
Ask children to complete the Respond to Reading on page 12 after they
have finished reading. Encourage them to use the new information from
the higher level version of the text to answer the questions.
LEVEL UP T405
Nonfiction
Friends
Are
Nonfiction
to On Level
Friends
Are
Friends Are Fun
by Liza Kendall
PAIRED
READ PPoetry
Before Reading
by Liza Kendall
Preview Remind children that informational text tells facts about real
PAIRED
people and events. Talk about what they remember about Friends Are
Poetry
READ
Fun, then tell them they will be reading a more detailed version of it.
Leveled Reader High-Frequency Words Use the High-Frequency Word Cards to
review the high-frequency words. Use the routine on the cards.
OBJECTIVES A C T D
During Reading
Ask and answer
questions about
key details in a
Specific Vocabulary Help children name elements in each
text. RI.1.1 photograph, now that there are no labels. Then review the
With prompting
following words that are new for this title. Model how to use
and support, read the photographs to determine their meaning. Review any
informational text cognates. ride small
Connection of Ideas Help children connect ideas from one page
to the next. Point out that on each page children learn something
new about friends. Have children use the photos to help them tell
what new information they learned after reading each page.
Organization Help children recognize how examples can help
them to better understand the rest of the text. Guide children to
see that on many pages one sentence describes what a friend is
like or what a friend can do, and another gives an example. See
pages 4, 5, 6, and 7. Read each page chorally. Ask questions about
the fact and example on each. For example, for page 4 ask: What
can friends do? (They can help.) What is an example of how they can
help? (They help you ride a bike.)
After Reading
Ask children to complete the Respond to Reading on page 12 after they
have finished reading. Encourage them to use the new information
from the higher level version of the text to answer the questions.
T406 UNIT 1 WEEK 6

WEEK 6
Advanced
Beyond Level
Nonfiction
Level
Trade Book
T
to Self-Selected Trade Book
Friends
Are
Independent Reading
Before Reading
Together with children identify the particular focus of their reading
by Liza Kendall
PAIRED
based on the text they choose. Children who have chosen the same
Poetry
READ
title can work together to closely read the selection.
Leveled Reader
Close Reading
Taking Notes Assign a graphic organizer for children to use to take
OBJECTIVES notes as they read. Reinforce a specific comprehension focus from the
With prompting unit by choosing one of the graphic organizers that best fits the book.
and support, read
prose and poetry/ Examples:
informational text
appropriately complex Fiction Informational Text
for grade 1. Key Details Key Details
RL/RI.1.10
Details chart Details chart
Ask and Answer Questions Remind children to ask questions as

they read. Have them use sticky notes to mark the section they have
a question about. As children meet, have them talk together about
the section they read. Encourage them to work together to find the
answers to their questions before moving on to the next section.
After Reading
Write About Text
Have children use their notes, graphic organizers, and the information
they shared in their discussions to write a response to the reading.
Examples:
Fiction Informational Text
What key details helped you What key details did you learn that
best understand the story? Which you did not know before you
details did you like the most? read this book?
LEVEL UP T407
SUMMATIVE ASSESSMENT
Unit Assessment
TESTED SKILLS
COMPREHENSION: PHONEMIC PHONICS/STRUCTURAL ENGLISH LANGUAGE
• Key Details RL/RI.1.1 AWARENESS: AWARENESS/HIGH- CONVENTIONS:
• Use Illustrations/ • Phoneme FREQUENCY WORDS: • Sentences L.1.2b
Photos RL/RI.1.7 Blending RF.1.2b • Short Vowels: a, i RF.1.3b • Word Order L.1.2b
• Phoneme • Initial Consonant Blends: • Statements L.1.2b
Segmentation l-, r-, s- RF.1.3a, RF.1.3b • Questions and
RF.1.2d • High-Frequency Words RL.1.3g Exclamations L.1.2
• Phoneme
Categorization
RF.1.2c
Grade 1
Unit
Assessment Includes
Assessment Pencil-and-paper administration
PD Online administration
State Standards
Additional Assessment Options
Grades 1-6
Assess fluency using the Letter Naming Fluency (LNF),

Phoneme Segmentation Fluency (PSF), and Sight Word
Fluency Fluency (SWF) assessments in Fluency Assessment.
Assessment

State Standards
Grades K-6
Running Records
Running Records/ Use the instructional reading level determined by the Running Record
Benchmark Books
LEVELS: REBUS – 80
• Includes Benchmark Books
Levels: Rebus–28
• Includes Reading Passages
Levels: 30–80
calculations for regrouping decisions.
T408 UNIT 1
UNIT 1
TESTED SKILLS
T If … Then …
Children answer 0–7 items … reteach tested skills using the Tier 2
COMPREHENSION correctly … Comprehension Intervention online PDFs.
Children answer 0–3 items … reteach tested skills using the Tier 2
PHONEMIC
AWARENESS correctly … Phonemic Awareness online PDFs.
PHONICS/ Children answer 0–8 items … reteach tested skills using the Tier 2
STRUCTURAL correctly … Phonics/Word Study online PDFs.
AWARENESS/H-FW
ENGLISH Children answer 0–4 items … reteach necessary skills using the online
LANGUAGE correctly … Grammar Reproducibles.
CONVENTIONS
Children score less than the … reteach necessary skills using the
WRITING benchmark score on the Write About Reading lessons in the Tier 2
constructed responses … Comprehension Intervention online PDFs.
Children name 0–33 letters … reteach tested skills using the Tier 2
correctly in LNF OR have Phonemic Awareness Intervention online
0–22 phonemes correct in PDFs and/or the Tier 2 Phonics/Word Study
PSF OR have an accuracy Intervention online PDFs.
rate less than 50% in SWF …
TIER TIER
2 3 Response to Intervention
Assessment as well as children’s assessment results to designate
children requiring Tier 2 and Tier 3 intervention.
Reevaluate Student Grouping

View the McGraw-Hill Reading Wonders e-Assessment Class Achievement
Reports available for this Unit Assessment. Note children who are below
the overall proficiency level for the assessment, and use the reports to
assign small group intervention for children with similar needs.
SUMMATIVE ASSESSMENT T409

l
Modoen
Less Reading Complex Text
Your Own Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . T412
Program Information
Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . BM1
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
Go
Digital For Additional Resources
Theme Bibliography
Literature and Informational Text Charts
Word Lists
Core Reading
www.connected.mcgraw.com
T411
el
Modson
Les
READING Complex Text
Close Reading Routine
Read the Text What does the author tell us?

Select the Text
Depending on the needs of individual children, choose a book to:
read aloud with children.
have children read alone.
Model Note-Taking
Invite children to generate questions about aspects of the text that might be
confusing for them. Model simple note-taking on the board or on chart paper.
Encourage children to note:
difficult vocabulary words or phrases.
details that are not clear.
information that they do not understand.
Together, complete a graphic organizer with important information from
the text.
Reread the Text What does the text mean?

Ask Text-Dependent Questions/Generate Questions
Reread the text with children and discuss shorter passages from the text.
As a group:
generate questions about the text.
answer questions using text evidence.
Write About the Text Think about what the author wrote.
Have children draw a picture and write a short response to the text. Based on
their ability, children may respond to the text by labeling their picture, writing
a short caption, or writing a sentence that uses evidence from the text to
support their ideas.
T412 UNIT 1
USE WITH WEEKS 1–5
Use Your Own Text

Getting Ready
Read-Aloud Books Read-Alone Books
Teacher’s Choice
Use this lesson with one of the classroom library trade books or another text
of your own choice.
Select a Read-Aloud selection or a Read-Alone selection.
Select a text that provides an opportunity to model application of the
comprehension skills and strategies taught during the Unit.
Present an Essential Question. You may want to use the Unit Big Idea:
What makes you special?
Using the Classroom Library

Selecting a Book For each unit, the classroom library includes two
Read-Aloud titles for you to read to your class and two Read-Alone titles for
independent reading. There is a mix of fiction and informational nonfiction.
Reading Together Use the Read-Aloud titles to model close reading.
Model taking notes, and prompt children to ask and answer text-dependent
questions and to participate in writing about the text. You may choose to
read the selection in multiple readings.
Independent Reading If children are ready to engage in close reading
independently, select and assign a Read-Alone title. Guide children to take
notes, ask and answer text-dependent questions, and write about the text.
READING COMPLEX TEXT T413

el
Modson
Les
READING Complex Text
Use Your Own Text
Read the Text What does the author tell us?

Read Together
Read the text aloud. You may also invite more advanced readers to select
a book to read alone and respond to independently.
Take Notes
As you read, model asking and answering text-dependent questions and
taking simple notes on difficult parts of the text. Model taking notes on:
details or parts of the text that are unclear.
unfamiliar words.
important information.
connections between information or events
the genre of the text.
Model how to use a graphic organizer, chosen from within the unit, to take
notes on important details from the text. Together with children, use
the information from the graphic organizer to retell the selection.
Teacher Think Aloud As I read, I ask myself questions about the text, such
as, “Who is this character?” “Why did he or she do that?” “What does this
mean?” and “Why is this important?” I can use the text and illustrations to
find many of the answers to my questions . I can also take notes about things
I don’t understand and about important information in the text. Asking
questions and taking notes helps me to understand a text better by making
me think more carefully about what I’m reading.
A C T H
Help children access the complex text features of the text. Scaffold instruction
o
on the following features as necessary:
Prior Knowledge Purpose
Genre Specific Vocabulary
Organization Sentence Structure

Connection of Ideas
T414 UNIT 1
USE WITH WEEKS 1–5
Reread the Text How does the author tell us?

Ask Text-Dependent Questions/Generate Questions
Reread shorter passages of the text with children, focusing on how the author
COLLABORATE provides information or develops the characters, setting, and plot. Based on
the selection you are reading, focus on key elements such as the following:
Literature Selections Informational Text
Character, Setting, and Key Details
Events Main Topic
Word Choice Text Structure
Genre Text Features
Theme Genre
Invite children to share questions they have about the text. As each child
shares a question, return to the text together and model how to find text
evidence to answer the question. Model how to:
point out the exact place within the text you found the evidence.
reread and paraphrase the section of the text that supports the answer.
discuss how well the evidence answers the question.
identify when an answer to a question cannot be found in the text.
Write About the Text Think about what the author wrote.
Essential Question
Have children respond to the Essential Question as it relates to the text by
drawing a picture and labeling it, writing a caption, or writing a complete
sentence. Children can work with a partner and use their notes and graphic
organizer to locate evidence from the text that can be used to answer
the question.
READING COMPLEX TEXT T415

SCOPE & SEQUENCE
K 1 2 3 4 5 6
READING PROCESS
Concepts About Print/Print Awareness
Recognize own name
Understand directionality (top to bottom; tracking print from left to right; return ✔
sweep, page by page)
Locate printed word on page ✔
Develop print awareness (concept of letter, word, sentence) ✔
Identify separate sounds in a spoken sentence ✔
Understand that written words are represented in written language by a specific ✔
sequence of letters
Distinguish between letters, words, and sentences ✔
Identify and distinguish paragraphs
Match print to speech (one-to-one correspondence) ✔
Name uppercase and lowercase letters ✔
Understand book handling (holding a book right-side-up, turning its pages) ✔
Identify parts of a book (front cover, back cover, title page, table of contents); ✔
recognize that parts of a book contain information
Recognize and understand alliteration
Segment sentences into correct number of words
Identify, blend, segment syllables in words ✔
Recognize and generate rhyming words ✔ ✔
Identify, blend, segment onset and rime ✔ ✔
Phonemic Awareness
Count phonemes ✔ ✔
Isolate initial, medial, and final sounds ✔ ✔
Blend spoken phonemes to form words ✔ ✔
Segment spoken words into phonemes ✔ ✔
Distinguish between long- and short-vowel sounds ✔ ✔
Manipulate phonemes (addition, deletion, substitution) ✔ ✔
Phonics and Decoding/Word Recognition
Understand the alphabetic principle ✔ ✔
Sound/letter correspondence ✔ ✔ ✔ ✔
Blend sounds into words, including VC, CVC, CVCe, CVVC words ✔ ✔ ✔ ✔
Blend common word families ✔ ✔ ✔ ✔
✔ = Assessed Skill
KEY
Tinted panels show skills, strategies, and other teaching opportunities.
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Initial consonant blends ✔ ✔ ✔
Final consonant blends ✔ ✔ ✔
Initial and medial short vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Decode one-syllable words in isolation and in context ✔ ✔ ✔ ✔
Decode multisyllabic words in isolation and in context using common syllabication ✔ ✔ ✔ ✔ ✔ ✔
patterns
Distinguish between similarly spelled words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor accuracy of decoding
Identify and read common high-frequency words, irregularly spelled words ✔ ✔ ✔ ✔
Identify and read compound words, contractions ✔ ✔ ✔ ✔ ✔ ✔
Use knowledge of spelling patterns to identify syllables ✔ ✔ ✔ ✔ ✔ ✔
Regular and irregular plurals ✔ ✔ ✔ ✔ ✔ ✔ ✔
Long vowels (silent e, vowel teams) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Vowel digraphs (variant vowels) ✔ ✔ ✔ ✔ ✔ ✔
r-Controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Hard/soft consonants ✔ ✔ ✔ ✔ ✔ ✔
Initial consonant digraphs ✔ ✔ ✔ ✔ ✔
Medial and final consonant digraphs ✔ ✔ ✔ ✔ ✔
Vowel diphthongs ✔ ✔ ✔ ✔ ✔ ✔
Identify and distinguish phonemes (initial, medial, final) ✔ ✔ ✔
Silent letters ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Inflectional endings ✔ ✔ ✔ ✔ ✔ ✔
Triple-consonant clusters ✔ ✔ ✔ ✔ ✔
Unfamiliar and complex word families ✔ ✔ ✔ ✔
Structural Analysis/Word Analysis
Common spelling patterns (word families) ✔ ✔ ✔ ✔ ✔ ✔
Common syllable patterns ✔ ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔ ✔
Compound words ✔ ✔ ✔ ✔ ✔ ✔
Prefixes and suffixes ✔ ✔ ✔ ✔ ✔ ✔
Root or base words ✔ ✔ ✔ ✔ ✔
Comparatives and superlatives ✔ ✔ ✔ ✔ ✔
Greek and Latin roots ✔ ✔ ✔ ✔ ✔
Fluency
Apply letter/sound knowledge to decode phonetically regular words accurately ✔ ✔ ✔ ✔ ✔ ✔ ✔
Recognize high-frequency and familiar words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Read regularly on independent and instructional levels
Read orally with fluency from familiar texts (choral, echo, partner, Reader’s Theater)
Use appropriate rate, expression, intonation, and phrasing ✔ ✔ ✔ ✔ ✔ ✔
Read with automaticity (accurately and effortlessly) ✔ ✔ ✔ ✔ ✔ ✔
Use punctuation cues in reading ✔ ✔ ✔ ✔ ✔ ✔
BM1
K 1 2 3 4 5 6
Adjust reading rate to purpose, text difficulty, form, and style
Repeated readings
Timed readings ✔ ✔ ✔ ✔ ✔ ✔
Read with purpose and understanding ✔ ✔ ✔ ✔ ✔ ✔
Read orally with accuracy ✔ ✔ ✔ ✔ ✔ ✔
Use context to confirm or self-correct word recognition ✔ ✔ ✔ ✔ ✔ ✔
READING LITERATURE
Comprehension Strategies and Skills
Read literature from a broad range of genres, cultures, and periods ✔ ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor/adjust comprehension including reread, reading rate, paraphrase
Recount/Retell ✔ ✔
Summarize ✔ ✔ ✔ ✔ ✔
Story structure (beginning, middle, end) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Visualize
Make connections between and across texts ✔ ✔ ✔ ✔ ✔ ✔
Point of view ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose
Cause and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔
Compare and contrast (including character, setting, plot, topics) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Literature vs informational text ✔ ✔ ✔
Illustrations, using ✔ ✔ ✔ ✔
Theme, central message, moral, lesson ✔ ✔ ✔ ✔ ✔ ✔
Predictions, making/confirming ✔ ✔ ✔
Problem and solution (problem/resolution) ✔ ✔ ✔ ✔ ✔ ✔
Sequence of events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Literary Elements
Character ✔ ✔ ✔ ✔ ✔ ✔ ✔
Plot development/Events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Setting ✔ ✔ ✔ ✔ ✔ ✔ ✔
Stanza ✔ ✔ ✔ ✔
Alliteration ✔ ✔
Assonance ✔ ✔
Dialogue
Foreshadowing ✔ ✔
BM2 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Flashback ✔ ✔
Descriptive and figurative language ✔ ✔ ✔ ✔ ✔ ✔
Imagery ✔ ✔ ✔
Meter ✔ ✔ ✔
Onomatopoeia
Repetition ✔ ✔ ✔ ✔ ✔ ✔
Rhyme/rhyme schemes ✔ ✔ ✔ ✔ ✔ ✔
Rhythm ✔ ✔
Sensory language
Symbolism
Write About Reading/Literary Response Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts,
to world
Connect literary texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Interpret text ideas through writing, discussion, media, research
Book report or review
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose/ Illustrator’s purpose
READING INFORMATIONAL TEXT
Comprehension Strategies and Skills
Read informational text from a broad range of topics and cultures ✔ ✔ ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict ✔ ✔ ✔
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor and adjust comprehension including reread, adjust reading rate, paraphrase
Recount/Retell ✔ ✔
Summarize ✔ ✔ ✔ ✔ ✔
Text structure ✔ ✔ ✔ ✔ ✔ ✔ ✔
Identify text features ✔ ✔ ✔ ✔ ✔ ✔
Make connections between and across texts ✔ ✔ ✔ ✔ ✔ ✔ ✔
Author’s point of view ✔ ✔ ✔ ✔
Author’s purpose ✔ ✔
Cause and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔
BM3
K 1 2 3 4 5 6
Compare and contrast ✔ ✔ ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Illustrations and photographs, using ✔ ✔ ✔ ✔
Instructions/directions (written and oral) ✔ ✔ ✔ ✔ ✔ ✔
Main idea and key details ✔ ✔ ✔ ✔ ✔ ✔ ✔
Persuasion, reasons and evidence to support points/persuasive techniques ✔ ✔
Predictions, making/confirming ✔ ✔
Problem and solution ✔ ✔ ✔ ✔ ✔ ✔
Sequence, chronological order of events, time order, steps in a process ✔ ✔ ✔ ✔ ✔ ✔ ✔
Writing About Reading/Expository Critique Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts,
to world
Connect texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Read to understand and perform tasks and activities
Interpret text ideas through writing, discussion, media, research
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose/Illustrator’s purpose
Text Features
Recognize and identify text and organizational features of nonfiction texts ✔ ✔ ✔ ✔ ✔ ✔
Captions and labels, headings, subheadings, endnotes, key words, bold print ✔ ✔ ✔ ✔ ✔ ✔ ✔
Graphics, including photographs, illustrations, maps, charts, diagrams, graphs, ✔ ✔ ✔ ✔ ✔ ✔ ✔
time lines
Self-Selected Reading/Independent Reading
Use personal criteria to choose own reading including favorite authors, genres,
recommendations from others; set up a reading log
Read a range of literature and informational text for tasks as well as for enjoyment;
participate in literature circles
Produce evidence of reading by retelling, summarizing, or paraphrasing
Media Literacy
Summarize the message or content from media message, citing text evidence
Use graphics, illustrations to analyze and interpret information ✔ ✔ ✔ ✔ ✔ ✔ ✔
Identify structural features of popular media and use the features to obtain ✔ ✔ ✔ ✔
information, including digital sources
Identify reasons and evidence in visuals and media message
Analyze media source: recognize effects of media in one’s mood and emotion
Make informed judgments about print and digital media
Critique persuasive techniques
BM4 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
WRITING
Writing Process
Plan/prewrite
Draft
Revise
Edit/proofread
Publish and present including using technology
Teacher and peer feedback
Writing Traits
Conventions ✔ ✔ ✔ ✔ ✔ ✔
Ideas ✔ ✔ ✔ ✔ ✔ ✔
Organization ✔ ✔ ✔ ✔ ✔ ✔
Sentence fluency ✔ ✔ ✔ ✔ ✔ ✔
Voice ✔ ✔ ✔ ✔ ✔ ✔
Word choice ✔ ✔ ✔ ✔ ✔ ✔
Writer’s Craft
Good topic, focus on and develop topic, topic sentence ✔ ✔ ✔ ✔ ✔
Paragraph(s); sentence structure ✔ ✔ ✔ ✔ ✔
Main idea and supporting key details ✔ ✔ ✔ ✔ ✔
Unimportant details
Relevant supporting evidence ✔ ✔ ✔ ✔ ✔
Strong opening, strong conclusion ✔ ✔ ✔ ✔ ✔
Beginning, middle, end; sequence ✔ ✔ ✔ ✔ ✔ ✔
Precise words, strong words, vary words ✔ ✔ ✔ ✔ ✔
Figurative and sensory language, descriptive details
Informal/formal language
Mood/style/tone
Dialogue ✔ ✔ ✔ ✔
Transition words, transitions to multiple paragraphs ✔ ✔ ✔ ✔
Select focus and organization ✔ ✔ ✔ ✔ ✔
Points and counterpoints/Opposing claims and counterarguments
Use reference materials (online and print dictionary, thesaurus, encyclopedia)
Writing Applications
Writing about text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Personal and fictional narrative (also biographical and autobiographical) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Variety of expressive forms including poetry ✔ ✔ ✔ ✔ ✔ ✔ ✔
Informative/explanatory texts ✔ ✔ ✔ ✔ ✔ ✔ ✔
Description ✔ ✔ ✔ ✔
Procedural texts ✔ ✔ ✔ ✔ ✔ ✔
Opinion pieces or arguments ✔ ✔ ✔ ✔ ✔ ✔ ✔
Communications including technical documents ✔ ✔ ✔ ✔ ✔ ✔
Research report ✔ ✔ ✔ ✔ ✔ ✔ ✔
Responses to literature/reflection ✔ ✔ ✔ ✔
BM5
K 1 2 3 4 5 6
Analytical writing
Letters ✔ ✔ ✔ ✔ ✔ ✔
Write daily and over short and extended time frames; set up writer’s notebooks
Penmanship/Handwriting
Write legibly in manuscript using correct formation, directionality, and spacing
Write legibly in cursive using correct formation, directionality, and spacing
SPEAKING AND LISTENING
Speaking
Use repetition, rhyme, and rhythm in oral texts
Participate in classroom activities and discussions
Collaborative conversation with peers and adults in small and large groups using
formal English when appropriate
Differentiate between formal and informal English
Follow agreed upon rules for discussion
Build on others’ talk in conversation, adding new ideas
Come to discussion prepared
Describe familiar people, places, and things and add drawings as desired
Paraphrase portions of text read alone or information presented
Apply comprehension strategies and skills in speaking activities
Use literal and nonliteral meanings
Ask and answer questions about text read aloud and about media
Stay on topic when speaking
Use language appropriate to situation, purpose, and audience
Use nonverbal communications such as eye contact, gestures, and props
Use verbal communication in effective ways and improve expression in
conventional language
Retell a story, presentation, or spoken message by summarizing
Oral presentations: focus, organizational structure, audience, purpose
Give and follow directions
Consider audience when speaking or preparing a presentation
Recite poems, rhymes, songs
Use complete, coherent sentences
Organize presentations
Deliver presentations (narrative, summaries, research, persuasive); add visuals
Speak audibly (accuracy, expression, volume, pitch, rate, phrasing,
modulation, enunciation)
Create audio recordings of poems, stories, presentations
Listening
Identify musical elements in language
Determine the purpose for listening
Understand, follow, restate, and give oral directions
Develop oral language and concepts
Listen openly, responsively, attentively, and critically
BM6 KEY
K 1 2 3 4 5 6
SCOPE & SEQUENCE

Listen to identify the points a speaker makes
Listen responsively to oral presentations (determine main idea and key details)
Ask and answer relevant questions (for clarification to follow up on ideas)
Identify reasons and evidence presented by speaker
Recall and interpret speakers’ verbal/nonverbal messages, purposes, perspectives
LANGUAGE
Vocabulary Acquisition and Use
Develop oral vocabulary and choose words for effect
Use academic language ✔ ✔ ✔ ✔ ✔ ✔
Identify persons, places, things, actions ✔ ✔ ✔
Classify, sort, and categorize words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Determine or clarify the meaning of unknown words; use word walls ✔ ✔ ✔ ✔ ✔ ✔
Synonyms, antonyms, and opposites ✔ ✔ ✔ ✔ ✔ ✔
Use context clues such as word, sentence, paragraph, definition, example, ✔ ✔ ✔ ✔ ✔ ✔
restatement, description, comparison, cause and effect
Use word identification strategies ✔ ✔ ✔ ✔ ✔ ✔
Unfamiliar words ✔ ✔ ✔ ✔ ✔ ✔
Multiple-meaning words ✔ ✔ ✔ ✔ ✔ ✔
Use print and online dictionary to locate meanings, pronunciation, derivatives, ✔ ✔ ✔ ✔ ✔ ✔
parts of speech
Words ending in -er and -est ✔ ✔ ✔ ✔ ✔
Root words (base words) ✔ ✔ ✔ ✔ ✔ ✔
Greek and Latin affixes and roots ✔ ✔ ✔ ✔ ✔
Denotation and connotation ✔ ✔ ✔
Word families ✔ ✔ ✔ ✔ ✔ ✔
Use a print and online thesaurus ✔ ✔ ✔ ✔ ✔
Use print and online reference sources for word meaning (dictionary, glossaries) ✔ ✔ ✔ ✔ ✔ ✔
Homographs ✔ ✔ ✔ ✔
Homophones ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔
Figurative language such as metaphors, similes, personification ✔ ✔ ✔ ✔ ✔
Idioms, adages, proverbs, literal and nonliteral language ✔ ✔ ✔ ✔ ✔
Analogies
Listen to, read, discuss familiar and unfamiliar challenging text
Identify real-life connections between words and their use
Use acquired words and phrases to convey precise ideas
Use vocabulary to express spatial and temporal relationships
Identify shades of meaning in related words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Word origins ✔ ✔ ✔ ✔
Morphology ✔ ✔ ✔ ✔
BM7
K 1 2 3 4 5 6
Knowledge of Language
Choose words, phrases, and sentences for effect
Choose punctuation effectively
Formal and informal language for style and tone including dialects
Conventions of Standard English/Grammar, Mechanics, and Usage
Sentence concepts: statements, questions, exclamations, commands ✔ ✔ ✔ ✔ ✔ ✔
Complete and incomplete sentences; sentence fragments; word order ✔ ✔ ✔ ✔ ✔ ✔
Compound sentences, complex sentences ✔ ✔ ✔ ✔
Combining sentences ✔ ✔ ✔ ✔ ✔ ✔
Nouns including common, proper, singular, plural, irregular plurals, possessives, ✔ ✔ ✔ ✔ ✔ ✔
abstract, concrete, collective
Verbs including action, helping, linking, irregular ✔ ✔ ✔ ✔ ✔ ✔
Verb tenses including past, present, future, perfect, and progressive ✔ ✔ ✔ ✔ ✔ ✔
Pronouns including possessive, subject and object, pronoun-verb agreement, ✔ ✔ ✔ ✔ ✔ ✔
indefinite, intensive, reciprocal; correct unclear pronouns
Adjectives including articles, demonstrative, proper, adjectives that compare ✔ ✔ ✔ ✔ ✔ ✔
Adverbs including telling how, when, where, comparative, superlative, irregular ✔ ✔ ✔ ✔ ✔ ✔
Subject, predicate; subject-verb agreement ✔ ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔ ✔
Conjunctions ✔ ✔ ✔ ✔
Commas ✔ ✔ ✔ ✔ ✔
Colons, semicolons, dashes, hyphens ✔ ✔
Question words
Quotation marks ✔ ✔ ✔ ✔ ✔
Prepositions and prepositional phrases, appositives ✔ ✔ ✔ ✔ ✔ ✔
Independent and dependent clauses ✔ ✔
Italics/underlining for emphasis and titles
Negatives, correcting double negatives ✔ ✔ ✔
Abbreviations ✔ ✔ ✔ ✔ ✔
Use correct capitalization in sentences, proper nouns, titles, abbreviations ✔ ✔ ✔ ✔ ✔ ✔
Use correct punctuation ✔ ✔ ✔ ✔ ✔ ✔
Antecedents ✔ ✔ ✔ ✔
Homophones and words often confused ✔ ✔ ✔ ✔ ✔
Apostrophes ✔ ✔ ✔ ✔
Spelling
Write irregular, high-frequency words ✔ ✔ ✔
ABC order ✔ ✔
Write letters ✔ ✔
Words with short vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Words with long vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Words with digraphs, blends, consonant clusters, double consonants ✔ ✔ ✔ ✔ ✔ ✔
Words with vowel digraphs and ambiguous vowels ✔ ✔ ✔ ✔ ✔ ✔
Words with diphthongs ✔ ✔ ✔ ✔ ✔ ✔
BM8 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Words with r-controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Use conventional spelling ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Words with silent letters ✔ ✔ ✔ ✔ ✔
Words with hard and soft letters ✔ ✔ ✔ ✔ ✔
Inflectional endings including plural, past tense, drop final e and double consonant ✔ ✔ ✔ ✔ ✔ ✔
when adding -ed and -ing, changing y to i
Homonyms/homophones ✔ ✔ ✔ ✔ ✔
Root and base words (also spell derivatives) ✔ ✔ ✔ ✔
Syllables: patterns, rules, accented, stressed, closed, open ✔ ✔ ✔ ✔
Words with Greek and Latin roots ✔ ✔
Words from mythology ✔ ✔
Words with spelling patterns, word families ✔ ✔ ✔ ✔ ✔ ✔
Study Skills
Directions: read, write, give, follow (includes technical directions) ✔ ✔ ✔ ✔ ✔
Evaluate directions for sequence and completeness ✔ ✔ ✔ ✔
Use library/media center
Use parts of a book to locate information
Interpret information from graphic aids ✔ ✔ ✔ ✔ ✔ ✔
Use graphic organizers to organize information and comprehend text ✔ ✔ ✔ ✔ ✔ ✔
Use functional, everyday documents ✔ ✔ ✔ ✔
Apply study strategies: skimming and scanning, note-taking, outlining
Research Process
Generate and revise topics and questions for research ✔ ✔ ✔ ✔
Narrow focus of research, set research goals ✔ ✔ ✔ ✔
Find and locate information using print and digital resources ✔ ✔ ✔ ✔ ✔ ✔
Record information systematically (note-taking, outlining, using technology) ✔ ✔ ✔ ✔
Develop a systematic research plan ✔ ✔ ✔ ✔
Evaluate reliability, credibility, usefulness of sources and information ✔ ✔
Use primary sources to obtain information ✔ ✔ ✔
Organize, synthesize, evaluate, and draw conclusions from information
Cite and list sources of information (record basic bibliographic data) ✔ ✔ ✔
Demonstrate basic keyboarding skills
Participate in and present shared research
Technology
Use computer, Internet, and other technology resources to access information
Use text and organizational features of electronic resources such as search engines,
keywords, e-mail, hyperlinks, URLs, Web pages, databases, graphics
Use digital tools to present and publish in a variety of media formats
BM9
INDEX
Accuracy. See Fluency. self-selected reading, Units 1–6:
A Adjectives. See Grammar.

Alliteration. See Literary Devices and
T61, T139, T217, T295, T373
structural analysis, Units 1–6: T58,
Abbreviations, 5: T179, T189, T196, Elements: alliteration. T136, T214, T292, T370
T204, T214 Alphabet, 1: S6, S12 words to know, 4: T59, T137, T215,
Academic Language, Units 1–6: T293, T371, 5: T59, T137, T215,
Alphabetic Order, 1: T257, T267, T275, T293, T371, 6: T59, T137, T215,
T8, T10, T16, T18, T20, T26, T28, T283, T292, 4: T23, T33,T40, T48, T58
T30, T36, T42, T44, T50, T86, T293, T371
T88, T94, T96, T98, T104, T106, Analytical Writing. See Write About Ask and Answer Questions. See
T08, T114, T116, T120, T128, T164, Reading.
Comprehension Strategies.
T166, T172, T174, T176, T182, T184, Answering Questions. See
T186, T192, T194, T198, T202, T206, Assessment
Comprehension Strategies: ask and
T242, T244, T250, T252, T254, T260, answer questions. checklists
T262, T264, T270, T272, T276, T278,
Antonyms. See Vocabulary Skills and listening, 1: T401, T403, 2: T401,
T280, T284, T320, T322, T328, T330,
Strategies. T403, 3: T401, 4: T401, T403,
T332, T338, T340, T342, T348, T350,
T354, T356, T358, T362. See also Approaching Level Options 5: T401, T403, 6: T401, T403
Vocabulary Acquisition: comprehension, 1: T60–T61, T138– portfolio choice, 1: T403, 2: T403,
domain-specific; Vocabulary T139, T216–T217, T294–T295, 3: T403, 4: T403, 5: T403, 6:
Acquisition: general vocabulary. T372–T373, 2: T60–T61, T138– T403
Access Complex Text T139, T216–T217, T294–T295, presentation, 1: T401, 2: T401, 3:
T372–T373, 3: T60–T61, T138– T401, 4: T401, 5: T401, 6: T401
connection of ideas, 1: T31, T187,
T139, T216–T217, T294–T295,
T265, 3: T187, 4: T113B, T113F, project rubric, 1: T401, 2: T401,
T372–T373, 4: T60–T61, T138–
5: T35B, T35D, T113B, T113C, 3: T401, 4: T401, 5: T401, 6:
T139, T216–T217, T294–T295,
T113H, T113J, T113N, 6: 35B, T401
T372–T373, 5: T60–T61, T138–
T35J, T269B, T269G
T139, T216–T217, T294–T295, research process, 1: T401, 2: T401,
genre, 2: T265, 3: T343, 4: T347B, T372–T373, 6: T60–T61, T138– 3: T401, 4: T401, 5: T401, 6:
5: T191B, T191F, T347B, 6: T269B, T139, T216–T217, T294–T295, T401
T369C T372–T373
speaking, 1: T402, 2: T402,
organization, 1: T31, T109, T265, fluency, 1: T60, T138, T216, T294, T372,
3: T402, 4: T402, 5: T402,
2: T31, T187, T343, 3: T31, T187, 2: T60, T138, T216, T294, T372, 3:
6: T402
4: T191B, T191K, T269B, T269G, T60, T138, T216, T294, T372, 4: T60,
T269J, T269O, T347B, T347D, T138, T216, T294, T372, 5: T60, end-of-week, Units 1–6: T77A–T77B,
5: T35B, T35E, T191B, T191C, T138, T216, T294, T372, 6: T60, T155A–T155B, T233A–T233B,
T269B, T269F, T269I, 6: T35B, T138, T216, T294, T372 T311A–T311B, T389A–T389B
T35C, T113B, T113F, T347B, high-frequency words, 1: T59, T137, fluency, 1: T408, 2: T408, 3: T408,
T347D T215, T293, T371, 2: T59, T137, 4: T408, 5: T408, 6: T408
prior knowledge, 1: T109, 2: T265, T215, T293, T371, 3: T59, T137,
portfolio, 1: T50, T128, T206, T284,
3: T109, T265, 4: T35B, T35D, T215, T293, T371
T362, T403, 2: T50, T128, T206,
5: T347D, 6: T191B, T191F, T191L Leveled Reader lessons, Units 1–6: T284, T362, T403, 3: T50, T128,
purpose, 1: T343, 2: T187, T343, T52–T53, T130–T131, T208–T209, T206, T284, T362, T403, 4: T50,
3: T31, T343, 4: T113B, T113C, T286–T287, T364–T365 T128, T206, T284, T362, T403, 5:
6: T113B, T113E, T347B Level Up, Units 1–6: T53, T131, T209, T50, T128, T206, T284, T362, T403,
T287, T365, T404 6: T50, T128, T206, T284, T362,
sentence structure, 1: T187, 2: T31,
T403
4: T191B, T191C, 5: T113B, T113E, phonemic awareness, Units 1–6:
T113G, T113I, T113O, T269B, T54–T55, T132–T133, T210–T211, Start Smart, 1: S94–S95
T269C T288–T289, T366–T367 Summative Assessment, 1: T408–
specific vocabulary, 1: T343, 2: T109, phonics, Units 1–6: T56–T57, T409, 2: T408–T409, 3: T408–
3: T109, T265, 5: T347B, 6: T35D, T134–T135, T212–T213, T290– T409, 4: T408–T409, 5: T408–
T35H T291, T368–T369 T409, 6: T408–T409
BM10 INDEX Key 1 = Unit 1

INDEX
unit assessment, 1: T408–T409, Garland, Michael, 1: T191H T187, T244–T245, T265, T322–T323,
2: T408–T409, 3: T408–T409, T343
Henkes, Kevin, 5: 113Q
4: T408–T409, 5: T408–T409,
Big Idea/Big Question, 1: xii–xiii, T390,
6: T408–T409 Keats, Ezra Jack, 5: 269O
2: xii–xiii, T390, 3: xii–xiii, T390, 4:
Author’s Craft Lin, Grace, 6: 269P xii–xiii, T390, 5: xii–xiii, T390, 6: xii–
xiii, T390
character in illustrations, 5: T113Q Lobel, Arnold, 5: 35H
Biography. See Genre: informational
details, 1: T191H Mann, Rachel, 4: 113J
text/nonfiction.
dialogue, 2: T113F, T269E, T269I, McDermott, Gerald, 4: 35J
Blending. See Phonemic Awareness:
4: T269M
Morales, Magaly, 3: 113I phoneme blending.
genre, 1: T269H, 4: T191O, T269Q
Nguyen, Vincent, 2: T35H Book, Parts of. See Print Awareness.
narrator, 3: T113I
Novek, Minda, 3: 269H Build Background, 1: S8, S20, S38, S50,
organization, 3: T269H, 5: T191D, S68, T8, T86, T164, T242, T320, 2: S8,
Rumford, James, 6: 191P
T191G S20, S38, S50, S68, T8, T86, T164,
Sayre, April Pulley, 4: 191O T242, T320, 3: S8, S20, S38, S50, S68,
punctuation, 1: T35E
T8, T86, T164, T242, T320, 4: S8, S20,
Yee, Herbert Wong, 3: T35I
repetition, 2: T35D, T191G, 4: T191E, S38, S50, S68, T8, T86, T164, T242,
T191L, 5: T35H, T113F, T113H, T320, 5: S8, S20, S38, S50, S68, T8,
T113N, T269D, 6: T35E, T191K T86, T164, T242, T320, 6: S8, S20,
S38, S50, S68, T8, T86, T164, T242,
rhyme/humor, 3: T35I
sentence structure 1: T113D, T191E,
2: T191D, 4: T113J
B T320
Beyond Level Options
C
text structure, 6: T35M
comprehension, Units 1–6: T69,
word choice, 3: T35E, T35F, 4: T35D, T147, T225, T303, T381
T191D, T191G, 5: T35F, T113D,
6: T191H, T269E, T269K Gifted and Talented, Units 1–6: T67, Capitalization. See Grammar.
T145, T223, T301, T379, T407
Author/Illustrator’s Purpose, 1: T35G, Cause and Effect. See Comprehension
T113H, T191H, T269H, 2: T35H, Leveled Reader Lessons, Units 1–6: Skills.
T113I, T191G, T269I, 3: T35I, T113I, T66–T67, T144–T145, T222–T223,
T191I, T269H, 4: T35J, T113J, T191O, T300–T301, T378–T379 CCSS Correlations, Units 1–6: T449–
T269Q, 5: T35H, T113Q, T191J, T472
self-selected reading, Units 1–6:
T269O, 6: T35M, T113K, T191P, T69, T147, T225, T303, T381 Central Message. See Comprehension
T269P Skills, theme.
vocabulary, Units 1–6: T68, T146,
Authors/Illustrators, Main Selection T224, T302, T380 Characters. See Comprehension Skills.
Adler, David, 5: T191J Big Book, Reading and Sharing, Classroom Library, 1: T412–T415, 2:
Ancona, George, 6: T113K 1: T10–T11, T31, T88–T89, T109, T412–T415, 3: T412–T415, 4: T412–
T166–T167, T187, T244–T245, T415, 5: T412–T415, 6: T412–T415
Arnold, Tedd, 4: T269Q
T265,T322–T323, T343, 2: T10–T11, Close Reading, 1: T26–T27, T31, T35A–
Bernasconi, Pablo, 2: T113I T31, T88–T89, T109, T166–T167, T35G, T39–T39B, T104–T105, T109,
Bogacki, Tomek, 1: T113H T187, T244–T245, T265,T322–T323, T113A–T113J, T117–T117B, T182–
T343, 3: T10–T11, T31, T88–T89, T183, T187, T191A–T191J, T195A–
Cohen, Miriam, 2: T269I T109, T166–T167, T187, T244–T245, T195B, T260–T261, T265, T269A–
Crews, Nina, 1: T269H T265,T322–T323, T343, 4: T10–T11, T269H, T273, T338–T339, T343,
T31, T88–T89, T109, T166–T167, T347A–T347E, T351, T412–T415, 2:
Cronin, Doreen, 6: T35M T187, T244–T245, T265,T322–T323, T26–T27, T31, T35A–T35G, T39A–
Cummings, Pat, 1: T35G T343, 5: T10–T11, T31, T88–T89, T39B, T104–T105, T109, T113A–
T109, T166–T167, T187, T244–T245, T113H, T117A–T117B, T182–T183,
Egielski, Richard, 3: T191I
T265, T322–T323, T343, 6: T10–T11, T187, T191A–T191F, T195, T260–
Finton, Nancy, 2: T191G T31, T88–T89, T109, T166–T167, T261, T265, T269A–T269H,
INDEX BM11
T273A–T273B, T338–T339, T343, Comparing Texts, 1: S32, S62, S92, T39, connections within text
T347A–T347E, T351, T412–T415, 3: T46, T53, T63, T67, T73, T117, T124,
compare and contrast, 3: T261,
T26–T27, T31, T35A–T35H, T39A– T131, T141, T145, T151, T195A, T202,
T269B, T268C, T269E, T269F,
T39B, T104–T105, T109, T113A– T209, T219, T223, T229, T280, T287,
T269G, T269I, T269J, T281, 4:
T113H, T117A–T117B, T182–T183, T297, T301, T351, T358, T365, T375,
T109, T113D, T113H, T191F
T187, T191A–T191H, T195–T195B, T379, T385, 2: T39A, T46, T53, T63,
T260–T261, T265, T269A–T269G, T67, T73, T117A, T124, T131, T141, problem and solution, 5: T183,
T273A–T273B, T338–T339, T343, T145, T151, T195, T202, T209, T219, T191B, T1991E, T191G, T191H,
T347A–T347E, T351, T412–T415, T223, T229, T273A, T280, T287, T297, T191I, T191K, T191L, T203, 6:
4: T26–T27, T35A–T35J, T39–T39B, T301, T351, T358, T365, T375, T379, T109, T113D
T104–T105, T113A–T113J, T117A– T385, 3: T39A, T46, T53, T63, T67,
T73, T117A, T124, T131, T141, T145, sequence, 3: T339, T347B, T347C,
T117B, T182–T183, T191A–T191H,
T151, T191A, T202, T209, T219, T223, T347E, T347F, T359, 4: T187,
T195A–T195B, T260–T261, T269A–
T229, T273A, T280, T287, T297, T301, T191J, T339, T347C, T347D,
T269Q, T273A–T273B, T338–T339,
T347A–T347E, T351, T412–T415, 5: T317, T351, T358, T365, T375, T379, T347E, T347F, T359, 5: T187,
T26–T27, T35A–T35G, T39–T39B, T385, 4: T39, T46, T53, T63, T67, T73, T191C, T191H
T104–T105, T113A–T113P, T117– T117A, T124, T131, T141, T145, T151, details, 1: S14, S26, S44, S56, S74,
T117B, T182–T183, T191A–T191I, T195, T202, T209, T219, T223, T229, S86
T195A–T195B, T260–T261, T269A– T273A, T280, T287, T297, T301, T317,
T269N, T273A–T273B, T338–T339, T351, T358, T365, T375, T379, T385, key details, 1: T27, T35B, T35C, T35D,
T347A–T347E, T351, T412–T415, 5: T39, T46, T53, T63, T67, T73, T117, T35E, T35F, T35H, T47, T105,
6: T26–T27, T35A–T35L, T39–T39B, T124, T131, T141, T145, T151, T195A, T113B, T113D, T113E, T113F,
T104–T105, T113A–T113J, T117, T202, T209, T219, T223, T229, T273A, T113G, T113I, T113J, T125, T183,
T182–T183, T191A–T191O, T195A– T280, T287, T297, T301, T317, T351, T191B, T191C, T191D, T191E,
T195B, T260–T261, T269A–T269O, T358, T365, T375, T379, T385, 6: T39, T191G, T191I, T191J, T203, T261,
T273A–T273B, T338–T339, T347A– T46, T53, T63, T67, T73, T117, T124, T269B, T269D, T269E, T269F,
T347E, T351, T412–T415 T131, T141, T145, T151, T195A, T202, T269G, T269I, T269J, T281, T339,
T209, T219, T223, T229, T273A, T280, T347B, T347C, T347D, T347E,
Collaborative Conversations, 1: T9, T287, T297, T301, T317, T351, T358, T347F, T359, 2: T113F, T191C,
T44, T87, T122, T165, T200, T243, T365, T375, T379, T385 T269C, T269G, T347D, 4: T113L,
T278, T321, T356, 2: T9, T44, T87, T191I, 5: T269D, 6: T35K, T113F,
T122, T165, T200, T243, T278, T321, Complexity of Text. See Access
T191E
T356, 3: T9, T44, T87, T122, T165, Complex Text.
T200, T243, T278, T321, T356, 4: T9, main idea and key details, 4: T105,
Compound Words. See Phonics/Word
T44, T87, T122, T165, T200, T243, T113D, T113E, T113G, T113I,
Analysis: structural analysis.
T278, T321, T356, 5: T9, T44, T87, T113K, T113L, T125, T183, T191D,
T122, T165, T200, T243, T278, T321, Comprehension Skills T191I, T191M, T191N, T191P,
T356, 6: T9, T44, T87, T122, T165, author’s purpose, 6: T105, T113B, T203, T343, 5: T343, 6: T113G
T200, T243, T278, T321, T356 T113C, T113G, T113I,T113J, main topic and key details, 2: T183,
add new ideas, 1: T321, T356, 2: T9, T113L, T125, T339, T347B, T347C, T191B, T191D, T191E, T191F,
T44, 3: T87, T122, 6: T243, T278 T347E, T359 T191H, T203, T339, T347B, T347C,
cause and effect, 3: T183, T191B, T347D, T347E, T347F, T359,
ask and answer questions, 1: T278, 3: T269D, T347D
2: T243, T278, 4: T9, T44, 5: T9, T191D, T191E, T191G, T191H,
T243, T278, 6: T9, T44 T191J, T203, 4: T31, T35G, T265, plot, 3: T27, T35B, T35C, T35G, T35H,
T269F, T269J, 5: T113B, T113G, T35J, T47, T191C, 4: T27, T31,
be open to all ideas, 1: T165, T200, T113I, T113K, T113L, T113P, T35B, T35E, T35G, T35I, T47, T265,
T243, 3: T9, T44, T321, T356, 4: T113R, T347B, T347C, T347E, 5: T31, T35F, T109, T113B, T113G,
T87, T122, T321, T356, 5: T165, T347F, 6: T113E, T191B, T191D, T113I, T113K, T113L, T113M,
T200, 6: T321, T356 T191F, T191I, T191M, T191N, T113P, T113R, 6: T35G, T191B,
T191O, T191Q, T191R, T343, T191D, T191F, T191I, T191M,
listen carefully, 1: T9, T44, 2: T165,
T347C T191N, T191O, T191Q, T191R
T200, T321, T356, 3: T243, T278,
4: T243, T278, 5: T87, T122, T321, character, setting, events, 2: T27, cause and effect, 4: T31, 5: T113B,
T356, 6: T87, T122 T35B, T35C, T35D, T35E, T35F, T113G, T113I, T113K, T113L,
T35G, T35I, T47, T105, T113B,
take turns talking, 1: T87, T122, 2: T113P, T113R, 6: T35G, T191B,
T113D, T113E, T113F, T113H,
T87, T122, 3: T165, T200, 4: T165, T191D, T191F, T191I, T191M,
T113J, T125, T261, TT269B,
T200, 5: T44, 6: T165, T200 T191N,T191O, T191Q, T191R
T269C, T269D, T269E, T269F,
Compare and Contrast. See T269H, T269J, T281, 3: T35D, problem and solution, 5: T261,
Comprehension Skills. T113D, 4: T269I T269B, T269C, T269F, T269G,

INDEX
269L, T269N, T269P, T281, 6: 5: T113M, T167, T173, T177, T203, T240–T241, T278–T279, T281,
T265, T269D, T269H, T269N T191D, T191F, T245, T251, T255, T318–T319, T356–T357, T359, T396–
T269B, T269E, T273A, T323, T329, T397, T398–T401, 3: T2–T3,T44–T45,
sequence, 3: T105, T125, T191C,
T333, T343, T347B, T351, 6: T35C, T47, T84–T85, T122–T123, T125, T162–
4: T27, T35B, T35E, T35G, T35I,
T113H, T191C T163, T200–T201, T203, T240–T241,
5: T31, T35F, T109, T113M
T278–T279, T281, T318–T319, T356–
point of view, 4: T261, T269E, T269F, make and confirm predictions, 2: T357, T359, T396–T397, T398–T401, 4:
T269H, T269K, T269O, T269P, T11, T17, T21, T31, T35B, T35C, T2–T3, T44–T45, T47, T84–T85, T122–
T269R, T281, 5: T27, T35B, T35C, T35E, T35F, T39B, T89, T95, T99, T123, T125, T162–T163, T200–T201,
T35D, T35E, T35G, T35I, T35J, T47, T109, T113B, T113C, T113E, T203, T240–T241, T278–T279, T281,
T265, T269E, T269H, T269L, 6: T117A, 3: T11, T17, T21, T31, T318–T319, T356–T357, T359, T396–
T31, T35G T35B, T35D, T35F, T35G, T39A, T397, T398–T401, 5: T2–T3, T44–T45,
T89, T95, T99, T109, T113B, T47, T84–T85, T122–T123, T125, T162–
reasons to support ideas, 1: T35H, T113D, T113E, T113F, T113G, T163, T200–T201, T203, T240–T241,
T46, T113I–T113J, T124, T191I– T117A, T167, T173, T177, T187, T278–T279, T281, T318–T319, T356–
T191J, T202, T269I–T269J, T280, T191B, T191E, T191F, T191H,
T345F, T358, 2: T35I–T35J, T46, T357, T359, T396–T397, T398–T401, 6:
T195, 4: T35E, T35F, T191K, T2–T3, T44–T45, T47, T84–T85, T122–
T113J, T124, T191H, T202, T269J, T191L, T269L, 5: T11, T17, T21,
T280, T347F, T358, 3: 35J, T46, T123, T125, T162–T163, T200–T201,
T35B, T35D, T39, T89, T95, T99, T203, T240–T241, T278–T279, T281,
T113J, T124, T191J, T202, T269I– T113C, T113E, T113J, T113K,
T269J, T280, T347F, T358, 4: T318–T319, T356–T357, T359, T396–
T113L, T117, T191C, T269F, T269I, T397, T398–T401
T35K–T35L, T46, T113K–T113L, T269J, T269K, 6: T35I, T35J,
T124, T191P, T202, T269R, T280, T191H, T269E, T269F Computer Literacy, 1: T396–T397,
T347F, T358, 5: T35I–T35J, T46, 2: T396–T397, 3: T396–T397, 4:
T113R, T124, T191K–T191L, T202, reread, 1: S34, S56, T269C, 2: T167, T396–T397, 5: T396–T397,
T269P, T280, T347F, T358, 6: T173, T177, T187, T191B, T191D, 6: T396–T397
T35N, T46, T113L, T124, T191Q– T191E, T195, T245, T251, T255,
T191R, T202, T269Q–T269R, T280, T265, T269B, T269D, T269F, Concepts of Print
T347F, T358 T273A, T323, T329, T333, T343,
book handling, 1: S22, T10, T88,
T347B, T347C, T351, 3: T35C,
story structure, 3: T27, T105, T183, T166
T113C, T191C, T245, T251, T255,
4: T27, T269B, T269G, T269O, T265, T269B, T269C, T269E, directionality, 1: S4, S10, S34, S76,
5: T35B, T35E, T105, T261, T269B, T273B, T323, T329, T333, T343, S82, S88, 2: T10
T269F, T269I, 6: T35B, T35C, T183 T347B, T347D, T351, 4: T191H, 5:
distinguish letters, words,
text structure, 3: T261, T339, 4: T35C, T113O, T117A, 6: T11, T17,
sentences, 1: S10, S12, S16, S28,
T191B, T191K, T339, T347B, T21, T31, T35B, T35F, T39A, T89,
S46, S58, S76
T347D, T339, 5: T105, T191B, T95, T99, T109, T113B, T113D,
T191C, 6: T113B, T113F, T347B, T117, T269I, T323, T329, T333, parts of a book, 1: S28, S52, T10, T88
T347D T343, T347B, T347D, T351
reading across pages, 1: T322
theme, 6: T27, T35B, T35D, T35F, visualize, 1: S74, S86, T11, T17, T21,
T35I, T35K, T35L, T35N, T47, T31, T35B, T35C, T35D, T39A, T89, reading across page turns, 2: T10,
T187, T191L, T261, T269B, T269C, T95, T109, T113B, T113C, T113E, T166, T244, 3: T244
T269F, T269H, T269L, T269M, T117, T117A, T167, T173, T177, return sweeps, 1: S34, S76, T166,
T269O, T269Q, T269R, T281 T187, T191B, T191F, 3: T269D, 2: T10, 3: T88
T351, 4: T191M, T245, T251, T255,
use illustrations/photographs, 1: T269B, T269D, T269E, T269L, sentence capitalization, 1: S22, S34,
T27, T261, T338, 2: T105, T187, T273A, T323, T329, T333, T347B, S52, S58, S70, 2: T88, T166, 3:
T265, T343, 3: T21, 4: T269G 5: T113D, T191E, T269J, T269M, 6: T10, T244
Comprehension Strategies T167, T173, T177, T191B, T191G, sentence length, 1: S88
T191J, T195A, T245, T251, T255,
ask and answer questions, 1: S14, T269B, T269G, T269K, T269N, sentence punctuation, 1: S22, S28,
S26, T191D, T245, T251, T255, T273A S40, S52, S58, S63, 2: T10, T88,
T265, T269B, T269C, T269E, T273, T166, 3: T10, T88, T166, T244
T323, T329, T333, T343, T347B, Computer Activities, 1: T2–T3, T44–T45,
T347D, T351, 2: T35F, T113D, 4: T47, T84–T85, T122–T123, T125, T162– text treatment, 1: S58, S70, T322,
T11, T21, T31, T35C, T35H, T39, T163, T200–T201, T203, T240–T241, 2: T244, 3: T166, T322
T89, T95, T99, T113B, T113C, T278–T279, T281, T318–T319, T356–
tracking print, 1: S10, S46, S76, S82,
T113E, T113F, T113H, T117B, T357, T359, T396–T397, T398–T401, 2:
T10, T166, 3: T88
T167, T173, T177, T191B, T191C, T2–T3, T44–T45, T47, T84–T85, T122–
T191E, T195, T269C, T269N, T123, T125, T162–T163, T200–T201, word length, 1: S46
INDEX BM13
Connect to Content Decodable Text, 1: T60, T138, T216,
science, 1: T191J, T269J, 2: T191L,
T269J, 3: T113C, T113J, T269J, 4:
T294, T372, 2: T60, T138, T216, T294,
T372, 3: T60, T138, T216, T294, T372,
4: T60, T138, T216, T294, T372, 5:
E
T35F, T35L, T113L, T269K, T269R, English Language Learners
T347F, 5: T35J, T113F, T113R, T60, T138, T216, T294, T372, 6: T60,
T191I, T269M, T347F T138, T216, T294, T372 beginning, intermediate, advanced,
Decoding. See Phonics/Word Analysis. 1: S9, S20, S21, S33, S39, S51,
social studies, 1: T347F, 2: T35J, S63, S69, S89, S93, T9, T11, T19,
T347F, 3: T347F, 4: T191P, 6: Diagrams, See Text Features. T37, T39, T45, T87, T89, T96, T115,
T269Q, T347F T123, T165, T167, T174, T193,
Dialogue, 3: T109, T138, 6: T31, T49, T60
See also Research and Inquiry; T201, T243, T245, T253, T271,
Workstation Activities; Science; Dictation, 1: T14, T92, T170, T248, T279, T321, T323, T330, T349,
Social Studies. T326, 2: T14, T92, T170, T248, T326, T357, 2: T9, T11, T19, T37, T39,
3: T14, T92, T170, T248, T326, 4: T14, T45, T87, T89, T97, T115, T117,
Conventions. See Grammar. T92, T170, T248, T326, 5: T14, T92, T123, T165, T167, T175, T193,
Corrective Feedback, 1: T13, T33, T91, T170, T248, T326, 6: T14, T92, T170, T201, T243, T245, T253, T271,
T111, T169, T189, T247, T267, T325, T248, T326 T273, T279, T321, T323, T331,
T345, 2: T13, T33, T91, T111, T169, T349, T357, 3: T9, T11, T19, T37,
Dictionary, Using. See Vocabulary
T189, T247, T267, T325, T345, 3: T13, T39, T45, T87, T89, T97, T115,
Skills and Strategies.
T33, T91, T111, T169, T189, T247, T117, T123, T165, T167, T175,
T267, T325, T345, 4: T13, T33, T91, Differentiated Instruction, 1: T4–T7, T193, T201, T243, T245, T253,
T111, T169, T189, T247, T267, T325, T80–T83, T158–T161, T236–T239, T271, T273, T279, T321, T323,
T345, 5: T13, T33, T91, T111, T169, T314–T317, 2: T4–T7, T80–T83, T331, T349, T357, 4: T9, T11, T19,
T189, T247, T267, T325, T345, 6: T13, T158–T161, T236–T239, T314–T317, T37, T39, T45, T87, T89, T97, T115,
T33, T91, T111, T169, T189, T247, 3: T4–T7, T80–T83, T158–T161, T236– T117, T123, T165, T167, T175,
T267, T325, T345 T239, T314–T317, 4: T4–T7, T80–T83, T193, T201, T243, T245, T253,
Critical Thinking, 1: T35H, T46–T47, T158–T161, T236–T239, T314–T317, T271, T273, T279, T321, T323,
T113I, T124–T125, T191I, T202–T203, 5: T4–T7, T80–T83, T158–T161, T236– T331, T349, T357, 5: T9, T11, T19,
T269I, T280–T281, T347F, T358– T239, T314–T317, 6: T4–T7, T80–T83, T37, T39, T45, T87, T89, T97, T115,
T359, 2: T35I, T46–T47, T113J, T124– T158–T161, T236–T239, T314–T317 T117, T123, T165, T167, T175,
T125, T191H, T202–T203, T269J, T193, T201, T243, T245, T253,
See also Approaching Level Options; T271, T273, T279, T321, T323,
T280–T281, T347F, T358–T359, 3:
T35J, T46–T47, T113J, T124–T125, Beyond Level Options; English T331, T349, T357, 6: T9, T11, T19,
T191J, T202–T203, T269I, T280– Language Learners; On Level T37, T39, T45, T87, T89, T97, T115,
T281, T347F, T358–T359, 4: T35K, Options. T117, T123, T165, T167, T175,
T46–T47, T113K, T124–T125, T191P, Digital Learning, Units 1–6: xiii, T2–T3, T193, T201, T243, T245, T253,
T202–T203, T269R, T280–T281, T271, T273, T279, T321, T323,
T8, T10, T12, T14, T16, T18, T20, T22,
T347F, T358–T359, 5: T35I, T46–T47, T331, T349, T357
T24, T26, T28, T30, T32, T34, T36,
T113R, T124–T125, T191K, T202– T38, T40, T42, T48, T50, T84–T85, build background, 1: T9, T87, T165,
T203, T269R, T280–T281, T347F,
T86, T88, T90, T92, T94, T96, T98, T243, T321, 2: T9, T87, T165, T243,
T358–T359, 6: T35N, T46–T47, T113L,
T100, T102, T104, T106, T108, T110, T321, 3: T9, T87, T165, T243, T321,
T124–T125, T191Q, T202–T203,
T112, T114, T116, T118, T120, T126, 4: T9, T87, T165, T243, T321, 5: T9,
T269Q, T280–T281, T347F, T358–
T128, T162–T163, T164, T166, T168, T87, T165, T243, T321, 6: T9, T87,
T359
T170, T172, T174, T176, T178, T180, T165, T243, T321
See also Essential Questions; Make T182, T184, T186, T188, T190, T192, comprehension, 1: T11, T31, T35H,
Connections. T194, T196, T198, T204, T206, T240– T60–T61, T89, T109, T113J,
Cross-Curricular Connections. See T241, T242, T244, T246, T250, T252, T138–T139, T167, T187, T191J,
Research and Inquiry; Science; T254, T256, T258, T260, T262, T264, T216–T217, T245, T265, T269J,
Social Studies; Workstation T266, T268, T270, T272, T274, T276, T294–T295, T323, T333, T347F,
Activities: Science, Social Studies. T282, T284, T318–T319, T320, T322, T372–T373, 2: T11, T31, T35J, T60–
T324, T326, T328, T330, T332, T334, T61, T89, T109, T113J, T138–T139,
T336, T338, T340, T342, T344, T346, T167, T187, T191H, T216–T217,
T348, T350, T352, T354, T360, T362, T245, T265, T269J, T294–T295,
D T396–T397, T402
See also Computer Literacy.
T323, T333, T347F, T372–T373,
3: T11, T31, T35J, T60–T61, T89,
T109, T113J, T138–T139, T167,
Daily Warm-Up, 1: S4, S10, S16, S22, Domain-Specific Vocabulary. See T187, T191J, T216–T217, T245,
S28, S34, S40, S46, S52, S58, S64, Vocabulary Acquisition, domain- T265, T269J, T294–T295, T323,
S70, S76, S82, S88 specific. T333, T347F, T372–T373, 4: T11,

INDEX
T31, T35L, T60–T61, T89, T109, 3: T13, T91, T169, T247, T325, T308, T335, T386, 3: T23, T74,
T113L, T138–T139, T167, T187, 4: T13, T91, T169, T247, T325, T101, T152, T179, T230, T257,
T191P, T216–T217, T245, T265, 5: T13, T91, T169, T247, T325, T308, T335, T386, 4: T23, T74,
T269R, T294–T295, T323, T333, 6: T13, T91, T169, T247, T325 T101, T152, T179, T230, T257,
T347F, T372–T373, 5: T11, T31, T308, T335, T386, 5: T23, T74,
phonics. See variations in language.
T35J, T60–T61, T89, T109, T113R, T101, T152, T179, T230, T257,
T138–T139, T167, T187, T191L, Readers Theater, 1: T395, 2: T395, T308, T335, T386, 6: T23, T74,
T216–T217, T245, T265, T269P, 3: T395, 4: T395, 5: T395, 6: T395 T101, T152, T179, T230, T257,
T294–T295, T323, T333, T347F, T308, T335, T386
Research and Inquiry, 1: T45, T123,
T372–T373, 6: T11, T31, T35N,
T201, T279, T357, 2: T45, T123, writing, 1: T37, T76, T115, T154,
T60–T61, T89, T109, T113L,
T201, T279, T357, 3: T45, T123, T193, T232, T271, T310, T349,
T138–T139, T167, T187, T191R,
T201, T279, T357, 4: T45, T123, T388, 2: T37, T76, T115, T154,
T216–T217, T245, T265, T269R,
T201, T279, T357, 5: T45, T123, T193, T232, T271, T310, T349,
T294–T295, T323, T333, T347F,
T201, T279, T357, 6: T45, T123, T388, 3: T37, T76, T115, T154,
T372–T373
T201, T279, T357 T193, T232, T271, T310, T349,
grammar, 1: T19, T29, T77, T97, T107, T388, 4: T37, T76, T115, T154,
shared read lessons, 1: T70–T71,
T155, T175, T185, T233,T253, T263, T193, T232, T271, T310, T349,
T148–T149, T226–T227, T304–
T311, T331, T341, T389, 2: T19, T29, T388, 5: T37, T76, T115, T154,
T305, T382–T383, 2: T70–T71,
T77, T97, T107, T155, T175, T185, T193, T232, T271, T310, T349,
T148–T149, T226–T227, T304–
T233, T253, T263, T311, T331, T341, T388, 6: T37, T76, T115, T154,
T305, T382–T383, 3: T70–T71,
T389, 3: T19, T29, T77, T97, T107, T193, T232, T271, T310, T349,
T148–T149, T226–T227, T304–
T155, T175, T185, T233,T253, T263, T388
T305, T382–T383, 4: T70–T71,
T311, T331, T341, T389, 4: T19, T29,
T148–T149, T226–T227, T304– Essential Questions, Units 1–6: T8,
T77, T97, T107, T155, T175, T185,
T305, T382–T383, 5: T70–T71, T16, T20, T30, T35A, T38, T52, T62,
T233,T253, T263, T311, T331, T341,
T148–T149, T226–T227, T304– T66, T72, T86, T94, T98, T108, T113A,
T389, 5: T19, T29, T77, T97, T107,
T305, T382–T383, 6: T70–T71, T116, T130, T140, T144, T150, T164,
T155, T175, T185, T233,T253, T263,
T148–T149, T226–T227, T304– T172, T176, T186, T191A, T194,
T311, T331, T341, T389, 6: T19, T29,
T305, T382–T383 T208, T218, T222, T228, T242, T250,
T77, T97, T107, T155, T175, T185,
T254, T264, T269A, T272, T286,
T233, T253, T263, T311, T331, T341, spelling, 1: T14, T24, T76, T92, T103,
T296, T300, T306, T320, T328, T332,
T389 T154, T170, T180, T190, T232,
T342, T347A, T347F, T350, T364,
T248, T258, T310, T326, T336,
high-frequency words, 1: T75, T153, T374, T378, T384, T415
T388, 2: T14, T24, T76, T92, T103,
T231, T309, T387, 2: T75, T153,
T154, T170, T180, T190, T232, Expository Text. See Genre:
T231, T309, T387, 3: T75, T153,
T248, T258, T268, T310, T326, informational text/nonfiction.
T231, T309, T387
T336, T388, 3: T14, T24, T76, T92,
Extended Complex Text, 1: T412–
Leveled Reader Lessons, 1: T72–T73, T103, T154, T170, T180, T190,
T415, 2: T412–T415, 3: T412–T415,
T150–T151, T228–T229, T306– T232, T248, T258, T310, T326,
4: T412–T415, 5: T412–T415, 6:
T307, T384–T385, 2: T72–T73, T336, T388, 4: T14, T24, T76, T92,
T412–T415
T150–T151, T228–T229, T306– T103, T154, T170, T180, T190,
T307, T384–T385, 3: T72–T73, T232, T248, T258, T310, T326,
T150–T151, T228–T229, T306– T336, T388, 5: T14, T24, T76, T92,
T307, T384–T385, 4: T72–T73, T103, T154, T170, T180, T190,
T150–T151, T228–T229, T306–
T307, T384–T385, 5: T72–T73,
T150–T151, T228–T229, T306–
T232, T248, T258, T310, T326,
T336, T388, 6: T14, T24, T76, T92,
T103, T154, T170, T180, T190,
F
T307, T384–T385, 6: T72–T73, T232, T248, T258, T310, T326, Fiction. See Genre: literature.
T150–T151, T228–T229, T306– T336, T388
Fluency
T307, T384–T385
variations in language, 1: S6, T13,
building, 1: S13, S24, S31, S36, S42,
Level Up, 1: T73, T151, T229, T307, T169, T247, T325, 2: T169, T247,
S48, S54, S61, S67, S72, T12, T22,
T385, T406, 2: T73, T151, T229, T325, 3: T13, T91, T169, T247,
T32, T40, T48, T90, T100, T110, T118,
T307, T385, T406, 3: T73, T151, T325, 4: T13, T91, T169, T247,
T126, T168, T178, T188, T196, T204,
T229, T307, T385, T406, 4: T73, T325, 5: T13, T91, T169, T247,
T246, T256, T266, T274, T282, T324,
T151, T229, T307, T385, T406, 5: T325, 6: T13, T91, T169, T247,
T334, T344, T352, T360, 2: T12, T22,
T73, T151, T229, T307, T385, T406, T325
T32, T40, T48, T90, T100, T110, T118,
6: T73, T151, T229, T307, T385,
vocabulary, 1: S66, S91, T23, T74, T126, T168, T178, T188, T196, T204,
T406
T101, T152, T179, T230, T257, T246, T256, T266, T274, T282, T324,
phonemic awareness, 1: T13, T169, T308, T335, T386, 2: T23, T74, T334, T344, T352, T360, 3: T12, T22,
T247, T325, 2: T169, T247, T325, T101, T152, T179, T230, T257, T32, T40, T48, T90, T100, T110, T118,
INDEX BM15
T126, T168, T178, T188, T196, T204, T372, 5: T109, T127, T138, T343, T296–T297, T299, T300–T301,
T246, T256, T266, T274, T282, T324, T361, T372, 6: T109, T127, T138, T303, T306–T307, T338, T347A–
T334, T344, T352, T360, 4: T12, T22, T187, T205, T216 T347F, T351, T364–T365, T373,
T32, T40, T48, T90, T100, T110, T118, T374–T375, T377, T378–T379,
T126, T168, T178, T188, T196, T204, modeling, 1: T31, T60, T109, T138,
T381, T384–T385
T246, T256, T266, T274, T282, T324, T187, T216, T265, T294, T343,
T334, T344, T352, T360, 5: T12, T22, T371, 2: T31, T60, T109, T138, repeated phrases, 1: T187, T216,
T32, T40, T48, T90, T100, T110, T118, T187, T216, T265, T294, T343, T265, T294, 2: T187, T216, T343,
T126, T168, T178, T188, T196, T204, T371, 3: T31, T60, T109, T138, T371
T246, T256, T266, T274, T282, T324, T187, T216, T265, T294, T343, reread, 6: T109, T127, T283, T343,
T334, T344, T352, T360, 6: T12, T22, T371, 4: T31, T48, T60, T109, T138, T361
T32, T40, T48, T90, T100, T110, T118, T187, T216, T265, T294, T343,
T126, T168, T178, T188, T196, T204, T372, 5: T31, T48, T60, T109, T138, sentence punctuation, 1: T31, T60,
T246, T256, T266, T274, T282, T324, T187, T216, T265, T294, T343, T187, T216, T343, T371, 3: T265,
T334, T344, T352, T360 T372, 6: T31, T60, T109, T138, T294, 4: T109, T127, T138, T265,
T187, T216, T265, T294, T343, T283, T294, 5: T31, T49, T60, T187,
choral reading, 1: T31, T60, T187, T205, T216, T343, T361, T372, 6:
T216, T265, T294, T343, T371, 2: T361, T372
T187, T205, T216, T265, T283,
T31, T60, T343, T371, 3: T31, T60, partner reading, 1: T17, T95, T173, T294
T109, T138, T265, T294, 4: T31, T251, T329, 2: T17, T95, T173,
T60, T109, T138, T187, T216, T265, sound-spelling, 1: S13, S24, S31,
T251, T329, 3: T17, T95, T173,
T294, 5: T31, T60, T109, T138, S36, S42, S48, S54, S61, S67, S72,
T251, T329, 4: T17, T95, T173,
T187, T216, 6: T31, T60, T138, T12, T22, T32, T40, T48, T90, T100,
T251, T329, 5: T17, T95, T173,
T187, T216, T265, T294 T110, T118, T126, T168, T178,
T251, T329, 6: T17, T95, T173,
T188, T196, T204, T246, T256,
connected text, 1: T13, T32–T33, T251, T329
T266, T274, T282, T324, T334,
T57, T91, T110–T111, T135, T169,
phrasing, 1: T31, T60, T187, T, 216, T344, T352, T360, 2: T12, T22,
T188–T189, T213, T247, T266–
T267, T291, T325, T344–T345, T265, T294, T343, T371, 2: T187, T32, T40, T48, T90, T100, T110,
T369, 2: T13, T32–T33, T57, T91, T216, T343, T371, 3: T265, T294, T118, T126, T168, T178, T188,
T110–T111, T135, T169, T188– 4: T109, T127, T138, T265, T283, T196, T204, T246, T256, T266,
T189, T213, T247, T266–T267, T294, 5: T31, T49, T60, T187, T205, T274, T282, T324, T334, T344,
T291, T325, T344–T345, T369, 3: T216, 6: T265, T283, T294, T343, T352, T360, 3: T12, T22, T32, T40,
T13, T32–T33, T57, T91, T110– T361, T372 T48, T90, T100, T110, T118, T126,
T111, T135, T169, T188–T189, T168, T178, T188, T196, T204,
read dialogue, 3: T109, T138, 6: T31, T246, T256, T266, T274, T282,
T213, T247, T266–T267, T291,
T49, T60 T324, T334, T344, T352, T360, 4:
T325, T344–T345, T369, 4: T13,
T32–T33, T57, T91, T110–T111, read exclamations, 2: T31, T60, T12, T22, T32, T40, T48, T90, T100,
T135, T169, T188–T189, T213, 3: T109, T138, 5: T109, T127, T138 T110, T118, T126, T168, T178,
T247, T266–T267, T291, T325, T188, T196, T204, T246, T256,
T344–T345, T369, 5: T13, T32– read patterns, 1: T187, T216, T265, T266, T274, T282, T324, T334,
T33, T57, T91, T110–T111, T135, T294, 2: T187, T216, T343, T371, T344, T352, T360, 5: T12, T22, T32,
T169, T188–T189, T213, T247, 4: T187, T205, T216, 5: T265, T283, T40, T48, T90, T100, T110, T118,
T266–T267, T291, T325, T344– T294, 6: T343, T361, T371 T126, T168, T178, T188, T196,
T345, T369, 6: T13, T32–T33, T57, T204, T246, T256, T266, T274,
read questions, 2: T31, T60, 3: T31,
T91, T110–T111, T135, T169, T282, T324, T334, T344, T352,
T60, 4: T31, T49, T60, T343, T361,
T188–T189, T213, T247, T266– T360, 6: T12, T22, T32, T40, T48,
T372, 6: T109, T127, T138 T90, T100, T110, T118, T126, T168,
T267, T291, T325, T344–T345,
T369 read with purpose and T178, T188, T196, T204, T246,
understanding, Units 1–6: T26, T256, T266, T274, T282, T324,
echo reading, 1: T109, T138, 2: T187,
T35A–T35F, T39–T39B, T52–T53, T334, T344, T352, T360
T216, T265, T294, 3: T343, T371,
4: T49, T127, T205, T283, 5: T49, T61, T62–T63, T65, T66–T67, T69, use context to confirm and self
T127, T205, T283, 6: T205 T72–T73, T104, T113A–T113J, correct, 1: T31, T35F, T49, T60,
T117, T130–T131, T139, T140– T61, T65, T69, T109, T113C,
expression (prosody), 3: T109, T138, T141, T143, T144–T145, T147, T113G, T127, T138, T139, T143,
4: T187, T205, T216, 5: T265, T283,
T150–T151, T182, T191A–T191J, T147, T187, T191G, T205, T216,
T294, 6: T31, T49, T60
T195–T195B, T208–T209, T217, T217, T221, T225, T265, T269B,
intonation, 1: T109, T138, 2: T31, T218–T219, T221, T222–T223, T269C, T269E, T269G, T283, T294,
T60, T265, T294, 3: T31, T60, T343, T225, T228–T229, T260, T269A– T295, T299, T303, T343, T347B,
T371, 4: T31, T49, T60, T343, T361, T269J, T273, T286–T287, T295, T347D, T347E, T361, T372, T373,

INDEX
T377, T381, 2: T31, T35E, T35F, T247, T266–T267, T291, T325, fantasy, 1: T104, T113A, T182,
T35G, T49, T60, T61, T65, T69, T344–T345, T369, 5: T13, T32– T191A, 2: T104, T113A, T260,
T109, T113C, T113D, T113H, T33, T57, T91, T110–T111, T135, T269A, 3: T26, T35A, 4: T260,
T127, T138, T139, T143, T147, T169, T188–T189, T213, T247, T269A, 5: T26, T35A, T104,
T187, T191B, T191D, T191E, T266–T267, T291, T325, T344– T113A, 6: T26, T35A
T191F, T205, T216, T217, T221, T345, T369, 6: T13, T32–T33, T57,
folktale, 3: T182, T191A, 4: T26,
T225, T265, T269B, T269D, T269F, T91, T110–T111, T135, T169,
T35A
T269G, T269H, T283, T294, T295, T188–T189, T213, T247, T266–
T299, T303, T343, T347B, T347C, T267, T291, T325, T344–T345, play/drama, 3: T104, T113A
T347E, T361, T372, T373, T377, T369
T381, 3: T31, T35C, T35D, T35H, realistic fiction, 1: T26, T35A,
T49, T60, T61, T65, T69, T109, word stresses, 1: T109, T138, 2: 2: T26, T35A, 5: T260, T269A,
T113D, T113E, T113F, T113H, T265, T294, 3: T343, T371 6: T182, T191A, T260, T269A
T127, T138, T139, T143, T147, Folktale. See Genre: literature. poetry, 1: xii, S8, S20, S38, S50,
T187, T191C, T191F, T191H, T205, S68, S80, T273, 2: xii, T195, 3: xii,
T216, T217, T221, T225, T265, T195–T195B, 4: xii, T195, 5: xii,
T269B, T269C, T269E, T269G, T195A–T195B, 6: xii, T117
T283, T294, T295, T299, T303,
T343, T347B, T347D, T347E,
T361, T372, T373, T377, T381, 4:
T31, T35C, T35F, T35I, T49, T60,
G Gifted and Talented, 1: T68, T69, T146,
T147, T224, T225, T302, T303, T380,
T381, 2: T68, T69, T146, T147, T224,
T61, T65, T69, T109, T113I, T127, General Vocabulary. See Vocabulary T225, T302, T303, T380, T381, 3: T68,
T138, T139, T143, T147, T187, Acquisition, general vocabulary. T69, T146, T147, T224, T225, T302,
T191H, T191L, T191N, T205, T216, T303, T380, T381, 4: T68, T69, T146,
Genre
T217, T221, T225, T265, T269L, T147, T224, T225, T302, T303, T380,
T269P, T283, T294, T295, T299, comparing. See Comparing Texts. T381, 5: T68, T69, T146, T147, T224,
T303, T343, T347E, T361, T372, informational text/nonfiction, S26, T225, T302, T303, T380, T381, 6: T68,
T373, T377, T381, 5: T31, T35C, S56, S86 T69, T146, T147, T224, T225, T302,
T35D, T35G, T49, T60, T61, T65, T303, T380, T381
T69, T109, T113K, T113L, T113O, biography, 5: T191A–T191L
Grammar
T113P, T127, T138, T139, T143, nonfiction article, 1: T39, T117A,
T147, T187, T191I, T205, T216, T195A, T260, T269A, T338, adjectives, 5: T97, T107, T115, T121,
T217, T221, T225, T265, T269I, T347A, T351, 2: T39A, T117A, T129, T155
T269J, T269N, T283, T294, T295, T191A, T273A, T338, T347A, articles, 5: T253, T263, T271, T277,
T299, T303, T343, T347E, T361, T351, 3: T39A, T117A,T260, T285, T311
T372, T373, T377, T381, 6: T31, T269A, T273A, T338, T347A,
T35B, T35F, T35J, T35L, T49, T351, 4: T39A, T104, T113A, that compare, 5: T175, T185,
T60, T61, T65, T69, T109, T113B, T117A,T182, T191A, T273A, T193, T199, T207, T233
T113D, T113J, T127, T138, T139, T338, T347A, T351, 5: T39A, adverbs
T143, T147, T187, T191H, T191O, T117, T182, T191A, T273A,
T205, T216, T217, T221, T225, that tell how, 6: T331, T341, T349,
T338, T347A, T351, 6: T39,
T265, T269F, T269I, T269O, T283, T355, T363, T389
T104, T113A, T195A, T273A,
T294, T295, T299, T303, T343, T338, T347A, T351 that tell when, 4: T331, T341,
T347B, T347D, T347E, T361, T372,
T349, T355, T363, T389
T373, T377, T381 procedural/how-to article, 5:
T273A, 6: T273A apostrophes
word automaticity, 1: T13, T32–T33,
T57, T91, T110–T111, T135, T169, science, 1: T195A, T347A, 3: contractions, 2: T97, T107, T115,
T188–T189, T213, T247, T266– T117A, 4: T39A, T113A, T117A, T121, T129, T155, 3: T331,
T267, T291, T325, T344–T345, T191A, T273A, 5: T39A, T117– T341, T349, T355, T363, T389,
T369, 2: T13, T32–T33, T57, T91, T117B, T273A, T347A, T351, 6: 4: T19, T29, T37, T43, T51, T77
T110–T111, T135, T169, T188– T195A
T189, T213, T247, T266–T267, possessive nouns, 2: T175, T185,
social studies, 1: T39, T117, T193, T199, T207, T233
T291, T325, T344–T345, T369,
T269A, 2: T39A, T117A, T347A,
3: T13, T32–T33, T57, T91, T110– capitalization
T351, 3: T39A, T269A, T273A,
T111, T135, T169, T188–T189,
T347A, 4: T347A, T351, 5:
T213, T247, T266–T267, T291, days, months, and holidays, 5:
T191A, 6: T39, T113A, T273A,
T325, T344–T345, T369, 4: T13, T175, T185, T193, T199, T207,
T347A, T351
T32–T33, T57, T91, T110–T111, T233, 6: T97, T107, T115, T121,
T135, T169, T188–T189, T213, literature/fiction, S14, S44, S74 T129, T155
INDEX BM17
pronoun I, 6: T19, T29, T37, T43, T115, T121, T129, T155, T175, pronouns, 6: T19, T29, T37, T43, T51,
T51, T77 T185, T193, T199, T207, T233 T77, T97, T107, T115, T121, T129,
T155, T175, T185, T193, T199, T207,
proper nouns, 2: T253, T263, T271, end marks
T233, T253, T263, T271, T277, T285,
T277, T285, T311, 4: T175,
exclamation points, 1: T253, T263, T311
T185, T193, T199, T207, T233,
T271, T277, T285, T311, T331,
5: T19, T29, T37, T43, T51, T77, indefinite, 6: T175, T185, T193,
T341, T349, T355, T363, T389,
T175, T185, T193, T199, T207, T199, T207, T233
4: T97, T107, T115, T121, T129,
T233, 6: T97, T107, T115, T121,
T155, 5: T97, T107, T115, T121, personal, 1: S28, S40, S64, 6: T19,
T129, T155
T129, T155 T29, T37, T43, T51, T77, T253,
sentence beginnings, 1: T19, T29, T263, T271, T277, T285, T311
period, 1: T97, T107, T115, T121,
T37, T43, T51, T77, T175, T185,
T129, T155, T175, T185, T193, possessive, 6: T97, T107, T115,
T193, T199, T207, T233, T331,
T199, T207, T233, T331, T341, T121, T129, T155
T341, T349, T355, T363, T389,
2: T331, T341, T349, T355, T363, T349, T355, T363, T389, 2: questions, 1: T253, T263, T271, T277,
T389, 4: T97, T107, T115, T121, T331, T341, T349, T355, T363, T285, T311, T331, T341, T349,
T129, T155, 5: T97, T107, T115, T389, 4: T97, T107, T115, T121, T355, T363, T389, 4: T97, T107,
T121, T129, T155 T129, T155, 5: T97, T107, T115, T115, T121, T129, T155, 5: T97,
T121, T129, T155 T107, T115, T121, T129, T155
titles, books and plays, 3: T97,
T107, T115, T121, T129, T155, question mark, 1: T253, T263, sentences, 1: T19, T29, T37, T43, T51,
5: T331, T341, T349, T355, T363, T271, T277, T285, T311, T331, T77, T175, T185, T193, T199, T207,
T389 T341, T349, T355, T363, T389, T233, T331, T341, T349, T355,
4: T97, T107, T115, T121, T129, T363, T389
titles, names, 5: T331, T341, T349, T155, 5: T97, T107, T115, T121,
T355, T363, T389, 6: T331, T129, T155 capitalization, 1: T19, T29, T37,
T341, T349, T355, T363, T389 T43, T51, T77, T175, T185, T193,
exclamations, 1: T253, T263, T271, T199, T207, T233, T331, T341,
combining sentences, 5: T19, T29, T277, T285, T311, T331, T341, T349, T355, T363, T389
T37, T43, T51, T77 T349, T355, T363, T389, 4: T97,
commas T107, T115, T121, T129, T155, compound, 5: T19, T29, T37, T43,
5: T97, T107, T115, T121, T129, T51, T77
in a series, 2: T19, T29, T37, T43,
T155 declarative, 1: T175, T185, T193,
T51, T77, 3: T19, T29, T37, T42,
T51, T77, T175, T185, T193, nouns, 2: T19, T29, T37, T43, T51, T199, T207, T233, T331, T341,
T199, T207, T233, 4: T331, T77, T97, T107, T115, T121, T129, T349, T355, T363, T389, 2:
T341, T349, T355, T363, T389 T155 T331, T341, T349, T355, T363,
T389, 4: T97, T107, T115, T121,
in dates, 3: T253, T263, T271, T277, common, 2: T253, T263, T271, T129, T155, 5: T97, T107, T115,
T285, T311, 6: T253, T263, T271, T277, T285, T311 T121, T129, T155
T277, T285, T311, T331, T341,
T349, T355, T363, T389 plural, 2: T97, T107, T115, T121, exclamatory, 1: T253, T263, T271,
T129, T155, T331, T341, T349, T277, T285, T311, T331, T341,
in letter greetings and closings, T355, T363, T389 T349, T355, T363, T389, 5:
6: T19, T29, T37, T43, T51, T77, T97, T107, T115, T121, T129,
T253, T263, T271, T277, T285, possessive, 2: T175, T185, T193,
T199, T207, T233 T155
T311
punctuation. See end marks.
conjunctions, 5: T19, T29, T37, T43, proper, 2: T253, T263, T271, T277,
T51, T77 T285, T311 speaking activities, 1: T19, T29, T37,
T43, T97, T107, T115, T121, T175,
contractions, 2: T97, T107, T115, possessives
T185, T193, T199, T253, T263,
T121, T129, T155, 3: T331, T341, nouns, 2: T175, T185, T193, T199, T271, T277, T331, T341, T349,
T349, T355, T363, T389, 4: T19, T207, T233 T355, 2: T19, T29, T37, T43, T97,
T29, T37, T42, T51, T77 T107, T115, T121, T175, T185,
pronouns, 6: T97, T107, T115,
with not, 3: T331, T341, T349, T193, T199, T253, T263, T271,
T121, T129, T155
T355, T363, T389, 4: T19, T29, T277, T331, T341, T349, T355,
T37, T42, T51, T77 predicates, 1: T331, T341, T349, 3: T19, T29, T37, T43, T97, T107,
T355, T363, T389 T115, T121, T175, T185, T193,
days, months, and holidays, 5: T175,
T199, T253, T263, T271, T277,
T185, T193, T199, T207, T233, 6: prepositional phrases, 5: T331, T341,
T331, T341, T349, T355, 4: T19,
T97, T107, T115, T121, T129, T155 T349, T355, T363, T389
T29, T37, T43, T97, T107, T115,
determiners, 5: T253, T263, T271, prepositions, 5: T331, T341, T349, T121, T175, T185, T193, T199,
T277, T285, T311, 6: T97, T107, T355, T363, T389 T253, T263, T271, T277, T331,

INDEX
T341, T349, T355, 5: T19, T29, T37, present-tense verbs, 3: T97, T107, T269C, T269G, T269L, T269N,
T43, T97, T107, T115, T121, T175, T115, T121, T129, T155 T269P
T185, T193, T199, T253, T263,
see and saw, 4: T253, T263, T271, sequence chart, 1: T330, T340, 2:
T271, T277, T331, T341, T349,
T277, T285, T311 T27, T35B, T35C, T35G, T35H,
T355, 6: T19, T29, T37, T43, T97,
T35J, T96, T106, 3: T105, T113B,
T107, T115, T121, T175, T185, was and were, 4: T19, T29, T37, T113C, T113E, T113H, T113J,
T193, T199, T253, T263, T271, T43, T51, T77 T339, T347B, T347C, T347E,
T277, T331, T341, T349, T355
word order, 1: T97, T107, T115, T347F, 4: T27, T35E, T35G, T35I,
statements, 1: T175, T185, T193, T121, T129, T155, T331, T341, T35K, T330, T339, T340, T347C,
T199, T207, T233, T331, T341, T349, T355, T363, T389 T347D, T347E, T347F, 5: T18,
T349, T355, T363, T389, 2: T331, T28, T330, T340, 6: T18, T28
T341, T349, T355, T363, T389, Graphic Organizers
theme chart, 6: T27, T35B, T35D,
4: T97, T107, T115, T121, T129, charts T35F, T35I, T35K, T35L, T35N,
T155, 5: T97, T107, T115, T121, T261, T269C, T269F, T269H,
T129, T155 author’s purpose chart, 6: T105,
T269L, T269M, T269O, T269Q
T113C, T113G, T113I, T113J,
subjects, 1: T331, T341, T349, T355, two-column chart, 1: T9, T46, T87,
T113L, T339, T347B, T347C,
T363, T389 T124, T252, 3: T165, T202, 4:
T347E, T347F
titles T87, T124, 5: T165, T202, T243,
cause and effect chart, 3: T183, T280
books, plays, 3: T97, T107, T115, T191B, T191D, T191E, T191G,
T121, T129, T155, 4: T253, T191H, T191J, 5: T105, T113B, list, 1: S9, S15, S19, S27, S33, S39,
T263, T271, T277, T285, T311, T113G, T113L, T113P, T113R, S45, S51, S69, S75, S81
5: T253, T263, T271, T277, T339, T347C, T347E, T347F, venn diagram, 2: T87, T124, 3:
T285, T311 6: T183, T191D, T191F, T191I, T243, T261, T269C, T269E, T269F,
T191N, T191O, T191Q T269G, T269I, T280, 4: T9, T46
names, 5: T331, T341, T349, T355,
T363, T389, 6: T331, T341, character/setting/events chart, word web, 1: S57, S63, S87, S93,
T349, T355, T363, T389 2: T27, T35B, T35D, T35E, T35G, T18, T28, T96, T106, T165, T174,
T35I, T105, T113B, T113D, T202, T243, T280, T321, T358,
underlining, 3: T97, T107, T115,
T113E, T113F, T113H, T113J, 2: T9, T18, T28, T46, T165, T174,
T121, T129, T155, 4: T253,
T261, T269B, T269C, T269D, T184, T202, T243, T252, T262,
T263, T271, T277, T285, T311,
T269F, T269H, T269J T280, T321, T330, T340, T358,
5: T253, T263, T271, T277,
T285, T311 details chart, 1: T27, T35B, T35C, 3: T9, T18, T28, T46, T87, T96,
T35D, T35E, T35F, T35H, T105, T106, T124, T174, T184, T252,
upper- and lowercase letters, 1: S13, T262, T321, T330, T340, T358,
T113B, T113D, T113F, T113G,
S25, S43, S55, S73, S85, T13, T91, 4: T18, T28, T96, T106, T165,
T113I, T191B, T191C, T191D,
T169, T247, T325, 2: T13, T91, T174, T184, T202, T243, T252,
T191E, T191G, T191I, T269B,
T169, T247, T325, 3: T13, T91, T262, T280, T321, T358, 5: T9,
T269D, T269E, T269F, T269G,
T169, T247, T325, 4: T13, T91, T46, T87, T96, T124, T174, T184,
T269I, T339, T347B, T347C,
T169, T247, T325, 5: T13, T91, T252, T262, 6: T9, T46, T87, T96,
T347E, T347F
T169, T247, T325, 6: T13, T91, T106, T124, T165, T174, T184,
T169, T247, T325 main idea and details chart, T202, T243, T252, T262, T280,
4: T105, T113D, T113E, T321, T330, T340, T358
verbs, 3: T19, T29, T37, T43, T51,
T113G, T113I, T113K, T183,
T77
T191D, T191I, T191M, T191N,
future-tense verbs, 3: T175, T185, T191P
T193, T199, T207, T233
go and do, 4: T175, T185, T193,
T199, T207, T233
main topic and details chart, 2:
T183, T191B, T191D, T191E,
T191F, T191H, T339, T347B,
H
T347C, T347E Handwriting. See Penmanship.
has and have, 4: T97, T107, T115,
T121, T129, T155 one-column chart, 5: T106, T321 High-Frequency Words, 1: S7, S13,
S19, S25, S31, S37, S43, S49, S55,
is and are, 3: T253, T263, T271, point of view chart, 4: T261,
S61, S67, S73, S79, S85, S91, T15,
T277, T285, T311 T269E, T269F, T269H, T269K,
T25, T35, T41, T49, T59, T64, T75,
T269O, T269P, T269R, 5: T27,
past-tense verbs, 3: T175, T185, T93, T103, T113, T119, T127, T137,
T35C, T35E, T35G
T193, T199, T207, T233 T142, T153, T171, T181, T191, T197,
problem and solution chart, 5: T205, T215, T220, T231, T249, T259,
plural verbs, 3: T97, T107, T115, T183, T191B, T191E, T191G, T269, T275, T283, T293, T298, T309,
T121, T129, T155 T191H, T191I, T191K, T261, T327, T337, T347, T353, T361, T371,
INDEX BM19
T376, T387, 2: T15, T25, T35, T41, color, 5: T269O, 6: T191P T158–T161, T233A–T233B, T236–
T49, T59, T64, T75, T93, T103, T113, T239, T311A–T311B, T314–T317,
details, 1: T113H, 3: T191D, 6: T269P
T119, T127, T137, T142, T153, T171, T389A–T389B, T408–T409, 5: T4–T7,
T181, T191, T197, T205, T215, T220, facial expressions, 1: T35G, 4: 269G T77A–T77B, T80–T83, T155A–T155B,
T231, T249, T259, T269, T275, T283, T158–T161, T233A–T233B, T236–
illustrations, 4: 35J
T293, T298, T309, T327, T337, T347, T239, T311A–T311B, T314–T317,
T353, T361, T371, T376, T387, 3: T15, points of view, 2: T35H T389A–T389B, T408–T409, 6: T4–T7,
T25, T35, T41, T49, T59, T64, T75, T77A–T77B, T80–T83, T155A–T155B,
repetition, 3: T191I
T93, T103, T113, T119, T127, T137, T158–T161, T233A–T233B, T236–
T142, T153, T171, T181, T191, T197, Independent Reading, 1: T61, T65, T239, T311A–T311B, T314–T317,
T205, T249, T259, T269, T275, T283, T69, T139, T143, T147, T217, T221, T389A–T389B, T408–T409
T293, T298, T309, T327, T337, T347, T225, T295, T299, T303, T373, T377,
T381, T413, 2: T61, T65, T69, T139, Tier 2 Intervention, 1: T54, T56, T60,
T353, T361, T371, T376, T387, 4: T14–
T143, T147, T217, T221, T225, T295, T132, T134, T138, T210, T212,
T15, T25, T34–T35, T41, T49, T59,
T299, T303, T373, T377, T381, T413, T216, T288, T290, T294, T366,
T64, T75, T92–T93, T102–T103, T112–
3: T61, T65, T69, T139, T143, T147, T368, T372, T409, 2: T54, T56,
T113, T119, T127, T137, T142, T153,
T170–T171, T180–T181, T190–T191, T217, T221, T225, T295, T299, T303, T60, T132, T134, T138, T210,
T197, T205, T215, T220, T231, T248– T373, T377, T381, T413, 4: T61, T65, T212, T216, T288, T290, T294,
T249, T258– T259, T268–T269, T275, T69, T139, T143, T147, T217, T221, T366, T368, T372, T409,
T283, T293, T298, T309, T327, T336– T225, T295, T299, T303, T373, T377, 3: T54, T56, T60, T132, T134,
T337, T346–T347, T353, T361, T371, T381, T413, 5: T61, T65, T69, T139, T138, T210, T212, T216, T288,
T376, T387, 5: T14–T15, T25, T34– T143, T147, T217, T221, T225, T295, T290, T294, T366, T368, T372,
T35, T41, T49, T59, T64, T75, T92– T299, T303, T373, T377, T381, T413, T409, 4: T54, T56, T60, T132,
T93, T102–T103, T112–T113, T119, 6: T61, T65, T69, T139, T143, T147, T134, T138, T210, T212, T216,
T127, T137, T142, T153, T170–T171, T217, T221, T225, T295, T299, T303, T288, T290, T294, T366, T368,
T180–T181, T190–T191, T197, T205, T373, T377, T381, T413 T372, T409, 5: T54, T56, T60,
T215, T220, T231, T248–T249, T258– T132, T134, T138, T210, T212,
Inflected Form. See Phonics/Word T216, T288, T290, T294, T366,
T259, T268–T269, T275, T283, T293,
Analysis: structural analysis. T368, T372, T409, 6: T54, T56,
T298, T309, T326–T327, T336–T337,
T346–T347, T353, T361, T371, T376, Informational Text. See Genre. T60, T132, T134, T138, T210,
T387, 6: T14–T15, T24–T25, T34–T35, T212, T216, T288, T290, T294,
Interactive Read Aloud, 1: T10–T11, T366, T368, T372, T409
T41, T49, T59, T64, T75, T92–T93, T21, T60, T88–T89, T99, T166–T167,
T102–T103, T112–T113, T119, T127, T177, T244–T245, T322–T323, T333, Tier 3 Intervention, 1: T409, 2: T409,
T137, T142, T153, T170–T171, T180– 2: T10–T11, T21, T60, T88–T89, 3: T409, 4: T409, 5: T409, 6: T409
T181, T190–T191, T197, T205, T215, T99, T166–T167, T177, T244–T245,
T220, T231, T248–T249, T258–T259, T322–T323, T333, 3: T10–T11, T21,
T268–T269, T275, T283, T293, T298, T60, T88–T89, T99, T166–T167,
T309, T326–T327, T337, T346–T347,
T353, T361, T371, T376, T387
word bank, 1: T35, T113, T191, T269,
T177, T244–T245, T322–T323, T333,
4: T10–T11, T21, T60, T88–T89,
T99, T166–T167, T177, T244–T245,
J
T347, 2: T35, T113, T191, T269, T322–T323, T333, 5: T10–T11, T21, Journal Writing. See Writer’s Notebook.
T347, 3: T35, T113, T191, T269, T60, T88–T89, T99, T166–T167, T177,
T347, 4: T35, T113, T191, T269, T244–T245, T322–T323, T333, 6:
T347, 5: T35, T113, T191, T269, T10–T11, T21, T60, T88–T89, T99,
T347, 6: T35, T113, T191, T269, T347 T166–T167, T177, T244–T245, T322–
T323, T333
Intervention Program, 1: T4–T7,
K
T77A–T77B, T80–T83, T155A–T155B, Key Details. See Comprehension Skills.
I T158–T161, T233A–T233B, T236–

T239, T311A–T311B, T314–T317,
T389A–T389B, T408–T409, 2: T4–T7,
Illustrations/Photographs, Use, 1:
T27, T261, T339, 2: T105, T187, T265,
T343, 3: T21, 4: T269G
T77A–T77B, T80–T83, T155A–T155B,
T158–T161, T233A–T233B, T236–
T239, T311A–T311B, T314–T317,
T389A–T389B, T408–T409, 3: T4–T7,
L
Illustrator’s Craft Language. See Grammar; Spelling;
T77A–T77B, T80–T83, T155A–T155B,
Vocabulary Acquisition.
characters’ actions, 2: T113I T158–T161, T233A–T233B, T236–
T239, T311A–T311B, T314–T317, Lesson Plans, Suggested Weekly, 1:
characters in illustrations, 5: T113Q
T389A–T389B, T408–T409, 4: T4–T7, S2–S3, T4–T5, T80–T81, T158–T159,
collage, 5: T191J T77A–T77B, T80–T83, T155A–T155B, T236–T237, T314–T315, 2: T4–T5,

INDEX
T80–T81, T158–T159, T236–T237, T356, T359, T402–T403, 2: T47, 4: T21, T35L, T39B, T99, T113L,
T314–T315, 3: T4–T5, T80–T81, T50, T125, T128, T203, T206, T117B, T187, T191P, T195, T255,
T158–T159, T236–T237, T314–T315, T281, T284, T356, T359, T402– T269R, T273B, T343, T347F, T351,
4: T4–T5, T80–T81, T158–T159, T403, 3: T47, T50, T125, T128, 5: T21, T35J, T39B, T99, T113R,
T236–T237, T314–T315, 5: T4–T5, T203, T206, T281, T284, T356, T117B, T187, T191L, T195B, T255,
T80–T81, T158–T159, T236–T237, T359, T402–T403, 4: T47, T50, T269P, T273B, T343, T347F, T351,
T314–T315, 6: T4–T5, T80–T81, T125, T128, T203, T206, T281, 6: T21, T35N, T39B, T99, T113L,
T158–T159, T236–T237, T314–T315 T284, T356, T359, T402–T403, T117, T187, T191R, T195B, T255,
5: T47, T50, T125, T128, T203, T269R, T273B, T343, T347F, T351
Leveled Reader lessons. See under
T206, T281, T284, T356, T359,
Approaching Level Options; Beyond Literature Circles, Units 1–6: T53, T63,
T402–T403, 6: T47, T50, T125,
Level Options; English Language T128, T203, T206, T281, T284, T66, T73, T131, T141, T145, T151,
Learners; On Level Options. T356, T359, T402–T403 T109, T219, T223, T229, T287, T297,
T301, T307, T365, T375, T379, T385
Level of Complexity. See Access Listening Comprehension, 1: S8, S14,
Complex Text. S20, S26, S32, S38, S44, S50, S56, Literature Selections, Main
Level Up, 1: T404–T407, 2: T404–T407, S62, S68, S74, S80, T10–T11, T21, A Lost Button (Lobel), 5: T35A–T35G
3: T404–T407, 4: T404–T407, 5: T60, T88–T89, T99, T166–T167, T177,
T244–T245, T322–T323, T333, 2: T10– Animal Teams (Mann), 4: T113A–
T404–T407, 6: T404–T407
T11, T21, T60, T88–T89, T99, T166– T113I
Library, 1: T412–T415, 2: T412–T415, T167, T177, T244–T245, T322–T323, At a Pond (Finton), 2: T191A–T191F
3: T412–T415, 4: T412–T415, 5: T333, 3: T10–T11, T21, T60, T88–T89,
T412–T415, 6: T412–T415 T99, T166–T167, T177, T244–T245, Building Bridges, 5: T347A–T347D
Listening. See also Collaborative T322–T323, T333, 4: T10–T11, T21, Click, Clack, Moo: Cows That Type
Conversations. T60, T88–T89, T99, T166–T167, T177, (Cronin), 6: T35A–T35C
T244–T245, T322–T323, T333, 5: T10–
checklists, 1: T401, T403, 2: T401, T11, T21, T60, T88–T89, T99, T166– Flip (Garland), 1: T191A–T191G
T403, 3: T401, T403, 4: T401, T167, T177, T244–T245, T322–T323, Friends (Crews), 1: T269A–T269G
T403, 5: T401, T403, 6: T401, T403 T333, 6: T10–T11, T21, T60, T88–T89,
T99, T166–T167, T177, T244–T245, From Cows to You, 3: T347A–T347D
following directions, 1: S13, S73
T322–T323, T333 Fun with Maps, 2: T347A–T347D
for a purpose, 1: T11, T21, T89, T99,
T177, T187, T245, T255, T323, Literacy Workstations. See Go, Pip! (Bogacki), 1: T113A–T113G
T333, 2: T11, T21, T89, T99, T177, Workstation Activities.
Happy Birthday, U.S.A.!, 6: T347A–
T187, T245, T255, T323, T333, 3: Literary Devices and Elements T347D
T11, T21, T89, T99, T177, T187,
T245, T255, T323, T333, 4: T11, alliteration, 2: xii, 5: T195, T195A, Hi! Fly Guy (Arnold), 4: T269A–T269P
T21, T89, T99, T177, T187, T245, T195B
How Bat Got Its Wings (McDermott),
T255, T323, T333, 5: T11, T21, onomatopoeia, 4: xii 4: T35A–T35I
T89, T99, T177, T187, T245, T255,
T323, T333, 6: T11, T21, T89, T99, repetition, 2: T194, T195, 5: xii Kitten’s First Full Moon (Henkes),
T177, T187, T245, T255, T323, rhyme, 1: xii, T272, T273, 3: T194, 5: T113A–T113P
T333 T195A, T195B Koko and Penny, 4: T347A–T347D
speaking and listening skills rhythm, 3: xii Lissy’s Friends (Lin), 6: T269A–T269O
ask and answer questions, 1: sensory words, 4: T194, T195, 6: Long Ago and Now (Novek), 3:
T278, 2: T243, T278, 4: T9, T44, T116, T117 T269A–T269G
5: T9, T243, T278, 6: T9, T44
structure, 6: xii Meet Rosina (Ancona), 6:
build on others’ conversations,
Literary Response. See also Respond to T113A–T113J
1: T321, T356, 2: T9, T44, 3: T87,
Reading: literature.
T122, 6: T243, T278 Move It!, 1: T347A–T347D
personal response, 1: S32, S62,
follow agreed upon rules, 1: T9, Nat and Sam (Cummings), 1:
S92, T21, T35H, T39B, T99, T113J,
T44, T87, T122, 2: T87, T122, T35A–T35F
T117B, T187, T191J, T195B, T255,
T165, T200, T321, T356, 3:
T269J, T273, T343, T347F, T351, Nell’s Books (Cohen), 2: T269A–
T165, T200, T243, T278, 4:
2: T21, T35J, T39B, T99, T113J, T269H
T165, T200, T243, T278, 5: T44,
T117B, T187, T191H, T195, T255,
T87, T122, T321, T356, 6: T87, On My Way to School (Yee), 3:
T269J, T273B, T343, T347F, T351,
T122, T165, T200 T35A–T35H
3: T21, T35J, T39B, T99, T113J,
presentations, 1: T47, T50, T125, T117B, T187, T191J, T195B, T255, Rain School (Rumford), 6:
T128, T203, T206, T281, T284, T269J, T273B, T343, T347F, T351, T191A–T191O
INDEX BM21
The Big Yuca Plant (Morales), 3: “Sort It Out,” 5: T39A–T39B T67, T73, T99, T113L, T117, T131,
T113A–T113H T141, T145, T151, T187, T191R,
“The Moon,” 5: T117–T117B
T195B, T209, T219, T223, T229,
The Pigs, the Wolf, and the Mud
“There Are Days and There Are T255, T269R, T273B, T287, T297,
(Tarlow), 2: T113A–T113H
Days,” 1: T273 T301, T307, T343, T347F, T351, T365,
The Gingerbread Man (Egielski), 3: T375, T379, T385
“Way Down Deep,” 2: T195
T191A–T191H
Maps. See Text Features.
“What Pets Need,” 1: T195A–T195B
The Red Hat (Torres), 2: T35A–T35G Media Literacy. See Reading Digitally.
“When It’s Snowing” (Fisher), 4: T195
Thomas Edison, Inventor (Adler), 5: Meet the Author/Illustrator, 1: T35G,
T191A–T191I “Windshield Wipers” and “Scissors”
T113H, T191H, T269H, 2: T35H,
(Dotlich), 5: T195A–T195B
Vulture View (Sayre), 4: T191A– T113I, T191G, T269I, 3: T35I, T113I,
T191N Lowercase Letters, 1: S13, S25, S43, T191I, T269H, 4: T35J, T113J, T191O,
S55, S73, S85, T13, T91, T169, T247, T269Q, 5: T35H, T113Q, T191J,
Whistle for Willie (Keats), 5: T325, 2: T13, T91, T169, T247, T325, T269O, 6: T35M, T113K, T191P,
T269A–T269J 3: T13, T91, T169, T247, T325, 4: T13, T269P
Literature Selections, Paired T91, T169, T247, T325, 5: T13, T91,
Meet the Photographer, 6: T113K
T169, T247, T325, 6: T13, T91, T169,
“Abuelita’s Lap” (Mora), 6: T117 T247, T325
“A Food Chart,” 3: T351
“A Young Nation Grows,” 6: T351
N
“Bats! Bats! Bats!” 4: T39–T39B
“Busy As a Bee,” 4: T117A–T117B M Narrative Text. See Writing Text Types/
Purposes.
“Firefighters at Work,” 2: T39A–T39B Main Idea, See Comprehension Skills. Nonfiction. See Genre.
“From Horse to Plane,” 3: Make Connections, 1: S32, S62, S92, Note-Taking, 1: T44, T122, T200, T278,
T273A–T273B T21, T35H, T39B, T53, T63, T67, T356, T398, T412, 2: T44, T122, T200,
“Hickory, Dickory Dock”; “Diddle, T73, T99, T113J, T117B, T131, T141, T278, T356, T398, T412, 3: T44, T122,
Diddle, Dumpling”; “Little Boy T145, T151, T187, T191J, T195B, T200, T278, T356, T398, T412, 4: T44,
Blue,” 3: T195A–T195B T209, T219, T223, T229, T255, T269J, T122, T200, T278, T356, T398, T412,
T273, T287, T297, T301, T307, T343, 5: T44, T122, T200, T278, T356, T398,
“Homes Around the World,” 2: T347F, T351, T365, T375, T379, T412, 6: T44, T122, T200, T278, T356,
T117A–T117B T385, 2: T21, T35J, T39B, T53, T63, T398, T412
“How Plants Grow,” 3: T117A– T67, T73, T99, T113J, T117B, T131,
T141, T145, T151, T187, T191H, Nouns. See Grammar.
T117B
T195, T209, T219, T223, T229, T255,
“I Live Here,” 1: T117A–T117B T269J, T273B, T287, T297, T301,
T307, T343, T347F, T351, T365, T375,
O
“It’s About Time,” 3: T39A–T39B
T379, T385, 3: T21, T35J, T39B, T53,
“Kids Can Help!” 2: T273A–T273B T63, T67, T73, T99, T113J, T117B,
T131, T141, T145, T151, T187, T191J,
“Making Paper Shapes,” 6:
T195B, T209, T219, T223, T229, On Level Options
T273A–T273B
T255, T269J, T273B, T287, T297,
“March On!” 6: T39A–T39B T301, T307, T343, T347F, T351, comprehension, Units 1–6: T65,
T365, T375, T379, T385, 4: T21, T143, T221, T299, T377
“Meet the Insects,” 4: T273A–T273B
T35L, T39B, T53, T63, T67, T73, T99, Leveled Reader Lessons, Units 1–6:
“North, South, East, or West?” 2: T113L, T117B, T131, T141, T145, T62–T63, T140–T141, T218–T219,
T351 T151, T187, T191P, T195, T209, T219, T296–T297, T374–T375
T223, T229, T255, T269R, T273B,
“Rainy Weather,” 6: T195A–T195B Level Up, Units 1–6: T63, T141, T219,
T287, T297, T301, T307, T343, T347F,
T297, T375, T405
“Reading a Diagram,” 1: T351 T351, T365, T375, T379, T385, 5:
T21, T35J, T39B, T53, T63, T67, T73, phonics, Units 1–6: T64, T142, T220,
“Rules at School,” 1: T39A–T39B
T99, T113R, T117B, T131, T141, T298, T376
“Saving Mountain Gorillas,” 4: T351 T145, T151, T187, T191L, T195B,
self-selected reading, Units 1–6:
T209, T219, T223, T229, T255, T269P,
“Shake! Strike! Strum!” 5: T65, T143, T221, T299, T377
T273B, T287, T297, T301, T307,
T273A–T273B
T343, T347F, T351, T365, T375, T379, vocabulary, 1: T64, T142, T220, T298,
“Small Joy,” 5: T351 T385, 6: T21, T35N, T39B, T53, T63, T376, 2: T64, T142, T220, T298,

INDEX
T376, 3: T64, T142, T220, T298, T98, T108, T116, T146, T152, T164, 2: T13, T91, T169, T247, T325, 3: T13,
T376, 4: T64, T142, T220, T298, T166, T176, T186, T194, T224, T230, T91, T169, T247, T325, 4: T13, T91,
T376, 5: T64, T142, T220, T298, T242, T244, T254, T264, T272, T302, T169, T247, T325, 5: T13, T91, T169,
T376, 6: T64, T142, T220, T298, T308, T320, T322, T332, T342, T350, T247, T325, 6: T13, T91, T169, T247,
T376 T380, T389 T325
words to know, 4: T64, T142, T220, Oral Presentation correct writing position, 1: T325,
T298, T376, 5: T64, T142, T220, 5: T325
research and inquiry, 1: T47, T125,
T298, T376, 6: T64, T142, T220,
T203, T281, T359, 2: T47, T125, spacing, words and sentences,
T298, T376
T203, T281, T359, 3: T47, T125, 3: T325
Online Articles, 1: T396–T397, 2: T396– T203, T281, T359, 4: T47, T125,
staying on the lines, 6: T325
T397, 3: T396–T397, 4: T396–T397, T203, T281, T359, 5: T47, T125,
5: T396–T397, 6: T396–T397 T203, T281, T359, 6: T47, T125, upper- and lowercase letters, 1: S13,
T203, T281, T359 S25, S43, S55, S73, S85, T13, T91,
Oral Blending, 1: S17, S35, S53, S65,
T169, T247, T325, 2: T13, T91,
S71, T13, T23, T32, T48, T55, T91, writing, 1: T50, T128, T206, T284,
T169, T247, T325, 3: T13, T91,
T101, T110, T126, T132, T169, T178, T358, T402–T403, 2: T50, T128,
T169, T247, T325, 4: T13, T91,
T179, T188, T204, T210, T247, T257, T206, T284, T358, T402–T403,
T169, T247, T325, 5: T13, T91,
T266, T282, T325, T335, T344, T360, 3: T50, T128, T206, T284, T358,
T169, T247, T325, 6: T13, T91,
T367, 2: T12, T23, T32, T48, T54, T55, T402–T403, 4: T50, T128, T206,
T169, T247, T325
T91, T101, T110, T126, T133, T178, T284, T358, T402–T403, 5: T50,
T179, T204, T210, T247, T257, T266, T128, T206, T284, T358, T402– Personal Narrative. See Writing Text
T282, T289, T325, T335, T344, T360, T403, 6: T50, T128, T206, T284, Types/Purposes.
T366, 3: T12, T23, T32, T48, T91, T358, T402–T403
Phonemic Awareness
T101, T110, T126, T132, T169, T179,
T188, T204, T211, T247, T257, T266, contrast sounds, 1: T168, T196,
T282, T289, T334, T360, T366, 4: T32, T210, 4: T188, T211, 5: T12, T54
T48, T55, T126, T132, T178, T204,
T210, T344, T366, 5: T32, T48, T55,
T110, T128, T132, T188, T204, T266,
T282, T288, T324, T352, T360, T366,
P phoneme addition, 2: T334, T352,
3: T22, T54, 4: T360, T367, 5:
T196, T211, 6: T352, T366
Paired/Partners, 1: T17, T42, T44–T45,
T367, 6: T110, T132, T266, T282, phoneme blending, 1: S17, S35,
T95, T120, T122–T123, T173, T198,
T288, T334, T366 S53, S65, S71, T32, T48, T55, T110,
T200–T201, T251, T276, T278–T279,
T126, T132, T178, T204, T210,
Oral Language/Vocabulary, 1: T8, T329, T354, T356–T357, 2: T17, T42,
T282, T360, T367, 2: T12, T32, T48,
T20, T30, T38, T68, T74, T86, T98, T44–T45, T95, T120, T122–T123,
T54, T55, T110, T126, T133, T178,
T108, T116, T146, T152, T164, T176, T173, T198, T200–T201, T251, T276,
T204, T210, T266, T282, T289,
T186, T194, T224, T230, T242, T254, T278–T279, T329, T354, T356–T357,
T344, T360, T366, 3: T48, T126,
T264, T272, T302, T308, T320, T332, 3: T17, T42, T44–T45, T95, T120,
T132, T188, T204, T211, T282,
T342, T350, T380, T389, 2: T8, T20, T122–T123, T173, T198, T200–T201,
T289, T334, T360, T366, 4: T32,
T30, T38, T68, T74, T86, T98, T108, T251, T276, T278–T279, T329, T354,
T48, T55, T126, T132, T178, T204,
T116, T146, T152, T164, T176, T186, T356–T357, 4: T17, T42, T44–T45,
T210, T344, T366, 5: T32, T48, T55,
T194, T224, T230, T242, T254, T264, T95, T120, T122–T123, T173, T198,
T110, T128, T132, T188, T204,
T272, T302, T308, T320, T332, T342, T200–T201, T251, T276, T278–T279,
T266, T282, T288, T324, T352,
T350, T380, T389, 3: T8, T20, T30, T329, T354, T356–T357, 5: T17, T42,
T360, T366, T367, 6: T110, T132,
T38, T68, T74, T86, T98, T108, T116, T44–T45, T95, T120, T122–T123,
T266, T282, T288, T334, T366
T146, T152, T164, T176, T186, T194, T173, T198, T200–T201, T251, T276,
T224, T230, T242, T254, T264, T272, T278–T279, T329, T354, T356–T357, phoneme categorization, 1: T100,
T302, T308, T320, T332, T342, T350, 6: T17, T42, T44–T45, T95, T120, T246, T288, T324, T352, T366, 2:
T380, T389, 4: T8, T10, T20, T30, T122–T123, T173, T198, T200–T201, T168, T196, T210, T256, T274,
T38, T68, T74, T86, T88, T98, T108, T251, T276, T278–T279, T329, T354, T288, T289, 4: T22, T54, T168,
T116, T146, T152, T164, T166, T176, T356–T357 T196, T210, T246, T288, T324,
T186, T194, T224, T230, T242, T244, T352, T366, 5: T22, T40, T54, T168,
Peer Conferences, 1: T42, T120, T198,
T254, T264, T272, T302, T308, T320, T210, T344, T366, 6: T90, T118,
T276, T354, 2: T42, T120, T198,
T322, T332, T342, T350, T380, T389, T132, T168, T196, T210, T211
T276, T354, 3: T42, T120, T198,
5: T8, T10, T20, T30, T38, T68, T74,
T276, T354, 4: T42, T120, T198, phoneme deletion, 2: T266, T289,
T86, T88, T98, T108, T116, T146,
T276, T354, 5: T42, T120, T198, T344, T366, 3: T100, T118, T133,
T152, T164, T166, T176, T186, T194,
T276, T354, 6: T42, T120, T198, T344, T367, 4: T334, T360, T367,
T224, T230, T242, T244, T254, T264,
T276, T354 5: T118, T133, 6: T344, T367
T272, T302, T308, T320, T322, T332,
T342, T350, T380, T389, 6: T8, T10, Penmanship,1: S13, S25, S43, S55, phoneme identity, 1: S5, 2: T100,
T20, T30, T38, T68, T74, T86, T88, S73, S85, T13, T91, T169, T247, T325, T118, T132, 3: T12, T40, T54,
INDEX BM23
4: T90, T118, T132, T256, T274, corrective feedback, 1: T13, T33, /f/ph, 2: T324–T325, T334–T335,
T288, 6: T12, T54 T91, T111, T169, T189, T247, T267, T344–T345, T352, T360, T368–
T325, T345, 2: T13, T33, T91, T111, T369, T376
phoneme isolation, 1: S11, S41, T22,
T169, T189, T247, T267, T325,
T40, T54, 2: T22, T40, T54, T55, /sh/sh, 2: T246–T247, T256–T257,
T345, 3: T13, T33, T91, T111, T169,
T246, T288, 3: T256, T274, T288, T266–T267, T274, T282, T290–
T189, T247, T267, T325, T345, 4:
5: T256, T274, T288, T289 T291, T298
T13, T33, T91, T111, T169, T189,
phoneme reversal, 6: T100, T133, T247, T267, T325, T345, 5: T13, /th/th, 2: T246–T247, T256–T257,
T324, T367 T33, T91, T111, T169, T189, T247, T266–T267, T274, T282, T290–
T267, T325, T345, 6: T13, T33, T91, T291, T298
phoneme segmentation, 1: S77,
T111, T169, T189, T247, T267, /wh/wh, 2: T246–T247, T256–
S83, T48, T55, T126, T133, T204,
T325, T345 T257, T266–T267, T274, T282,
T211, T256, T282, T289, T334,
T360, T366, 2: T48, T126, T133, decoding, 1: T13, T91, T169, T247, T290–T291, T298
T204, T211, T324, T360, T366, T335, 2: T13, T91, T169, T247, letter-sound correspondences,
T367, 3: T48, T54, T110, T126, T335, 3: T13, T91, T169, T247, consonants
T132, T178, T196, T204, T211, T335, 4: T13, T91, T169, T247,
T246, T266, T282, T288, T289, T335, 5: T13, T91, T169, T247, /b/b, 1: S60–S61
T324, T352, T360, T366, T367, T335, 6: T13, T91, T169, T247, /k/c (hard c), 1: S36–S37
4: T48, T55, T100, T126, T133, T335
T204, T211, T266, T282, T289, /s/c (soft c), 3: T168–T169,
multisyllable words. See Phonics/ T178–T179, T188–T189, T196,
5: T48, T55, T126, T204, T210,
Word Analysis: structural T204, T212–T213, T220
T282, T334, T360, T367, 6: T22,
analysis: inflectional endings;
T48, T55, T126, T178, T204, T210, /d/d, 1: S48–S49
Phonics/Word Analysis:
T256, T274, T288
syllabication patterns. /f/f, 1: S36–S37
phoneme substitution, 1: T188,
letter-sound correspondence, final double consonants, 1: S30,
T211, 2: T188, T211, 3: T32, T56,
consonant blends S60–S61
4: T211, T282, T289, 5: T100,
T133, T178, T211, T246, T289 final blends, 2: T168–T169, T178– /g/g (hard g), 1: S78–S79
6: T48, T126, T133, T188, T211, T179, T188–T189, T196, T204,
T204, T282, T289 T212–T213, T220 /j/g (soft g), 3: T168–T169, T178–
T179, T188–T189, T196, T204,
syllable addition, 6: T246, T289, l-blends, 1: T168–T169, T178– T212–T213, T220
T360 T179, T188–T189, T196, T204,
T212–T213, T220 /h/h, 1: S48–S49
syllable deletion, 6: T40, T360
r-blends, 1: T324–T325, T334– /j/j, 1: S90–S91
syllable segmentation, 1: S23, S47
T335, T344–T345, T352, T360, /k/k, ck, 1: S66–S67
Phonics/Word Analysis T368–T369, T376
/l/l, 1: S60–S61
analyze errors, 1: T24, T102, T180, s-blends, 1: S66–S67, T168–T169,
T258, T336, 2: T24, T102, T180, T178–T179, T188–T189, T196, /m/m, 1: S6–S7
T258, T336, 3: T24, T102, T180, T204, T212–T213, T220, /n/n, 1: S24–S25
T258, T336, 4: T24, T102, T180, T324–T325, T334–T335,
T258, T336, 5: T24, T102, T180, T344–T345, T352, T360, /p/p, 1: S18–S19
T258, T336, 6: T24, T102, T180, T368–T369, T376 /kw/qu, 1: S84–S85
T258, T336
three-letter blends, 6: T246–T247, /r/r, 1: S24–S25
articulation, 1: T12, T90, T168, T246, T256–T257, T266–T267, T274,
T334, 2: T12, T90, T168, T246, /s/s, 1: S6–S7
T282, T290–T291, T298
T334, 3: T12, T90, T168, T246, silent letters (kn, gn), 6: T168–
letter-sound correspondences,
T334, 4: T12, T90, T168, T246, T169, T178–T179, T188–T189,
consonant digraphs
T334, 5: T12, T90, T168, T246, T196, T204, T212–T213, T220
T334, 6: T12, T90, T168, T246, /ch/ch, /tch/tch, 2: T324–T325,
silent letters (wr), 6: T168–T169,
T334 T334–T335, T344–T345, T352,
T178–T179, T188–T189, T196,
T360, T368–T369, T376
closed syllables, 2: T259, T269, T272, T204, T212–T213, T220
T282, T292 /k/ck, 1: S66–S67
/z/s, 1: S48
contractions, 2: T101, T111, T118, /ng/ng, 2: T246–T247, T256–T257,
/t/t, 1: S18–S19
T126, T136, 3: T23, T33, T40, T48, T266–T267, T274, T282, T290–
T58 T291, T298 /v/v, 1: S84–S85

INDEX
/w/w, 1: S78–S79 /ôr/or, oar, ore, 5: T168–T169, T32–T33, T40, T48, T56–T57,
T178–T179, T188–T189, T196, T62
/ks/x, 1: S84–S85
T204, T212–T213, T220 ∙
/u/oo (as in foot), 3: T324–T325,
/y/y, 1: S90–S91
letter-sound correspondences, T334–T335, T344–T345, T352,
/z/z, 1: S90–S91 short vowels (single letters) T360, T368–T369, T376
letter-sound correspondences, long short a, 1: S12–S13, T12–T13, letter-sound correspondences,
vowels T22–T23, T32–T33, T40, T48, vowel diphthongs
T56–T57, T62
final e (a_e), 3: T12–T13, T22–T23, /oi/oy, oi, 5: T324–T325, T334–
T32–T33, T40, T48, T56–T57, short e, 1: S55, 2: T12–T13, T22– T335, T344–T345, T352, T360,
T62 T23, T32–T33, T40, T48, T56– T368–T369, T376
T57, T62
final e (i_e), 3: T90–T91, T100– /ou/ow, 5: T246–T247, T256–T257,
T101, T110–T111, T118, T126, short i, 1: S30–S31, T90–T91, T266–T267, T274, T282, T290–
T134–T135, T142 T100–T101, T110–T111, T118, T291, T298
T126, T134–T135, T142
final e (o_e, u_e, e_e), 3: T246– silent letters (wr, kn, gn), 6: T168–
T247, T256–T257, T266–T267, short o, 1: S42–S43, T246–T247, T169, T178–T179, T188–T189,
T274, T282, T290–T291, T298 T256–T257, T266–T267, T274, T196, T204, T212–T213, T220
T282, T290–T291, T298
long a (a, ai, ay), 4: T12–T13, T22– structural analysis
T23, T32–T33, T40, T48, T56–T57, short u, 1: S72–S73, 2: T90–T91,
T100–T101, T110–T111, T118, abbreviations, 5: T179, T189,
T62 T196, T204, T214
T126, T134–T135, T142
long e (e, ee, ea, ie), 4: T90–T91, alphabetical order, 1: T259, T269,
T100–T101, T110–T111, T118, letter-sound correspondences,
vowel digraphs T272, T282, T292, 4: T23, T33,
T126, T134–T135, T142 T40, T48, T58
/ā/ay, ai, a, 4: T12–T13, T22–T23,
long e (y, ey), 4: T324–T325, T334– comparative inflectional endings
T32–T33, T40, T48, T56–T57,
T335, T344–T345, T352, T360, -er, -est, 5: T259, T269, T272,
T62
T368–T369, T376 T282, T292
/e/ea (as in bread), 2: T12–T13, T22–
long i (i, ie, igh, y), 4: T246–T247, compound words, 4: T337, T347,
T23, T32–T33, T40, T48, T56–T57,
T256–T257, T266–T267, T274, T352, T360, T370, 6: T179,
T62
T282, T290–T291, T298 T189, T191D, T196, T204, T214,
/ē/ea (as in eat), 2: T90–T91, T100– T269I
long o (o, oa, ow, oe), 4: T168–
T101, T110–T111, T118, T126,
T169, T178–T179, T188–T189, contractions
T134–T135, T142
T196, T204, T212–T213, T220
/ē/ee, 2: T90–T91, T100–T101, with not, 3: T23, T33, T40, T48,
long u (u, u_e), 6: T12–T13, T22– T110–T111, T118, T126, T134– T58
T23, T32–T33, T40, T48, T56– T135, T142
T57, T62 with ’s, 2: T101, T111, T118,
/ē/ie (as in chief), 2: T90–T91, T126, T136
y as long e, 4: T324–T325, T100–T101, T110–T111, T118,
T334–T335, T344–T345, T352, double final consonants, words
T126, T134–T135, T142 with, 1: T101, T111, T118, T126,
T360, T368–T369, T376
/ī/ie, (as in pie), 4: T246–T247, T136
y as long i, 4: T246–T247, T256–T257, T266–T267, T274,
T256–T257, T266–T267, inflectional ending -ed, 2: T23,
T282, T290–T291, T298 T33, T40, T48, T58, 3: T179,
T274, T282, T290–T291, T298
/ī/igh, 4: T246–T247, T256–T257, T189, T196, T204, T214, T337,
letter-sound correspondences, T266–T267, T274, T282, T290– T347, T352, T360, T370, 4:
r-controlled vowels T291, T298 T257, T267, T274, T282
/âr/air, are, ear, 6: T324–T325, /ô/a, au, aw, augh, al, 6: T90–T91, inflectional ending -er, 5: T101,
T334–T335, T344–T345, T352, T100–T101, T110–T111, T118, T111, T118, T126, T136
T360, T368–T369, T376 T126, T134–T135, T142
inflectional ending -s, 1: T23, T33,
/är/ar, 5: T12–T13, T22–T23, T32– /ō/o, oa, oe, ow, 4: T168–T169, T40, T48, T58, 4: T257, T267,
T33, T40, T48, T56–T57, T62 T178–T179, T188–T189, T196, T274, T282
T204, T212–T213, T220
/ûr/er, ir, ur, 5: T90–T91, T100– inflectional endings -ing and -ed,
T101, T110–T111, T118, T126, /ü/oo, ou, u_e, ue, ew, ow (as in 2: T179, T189, T196, T204,
T134–T135, T142 soon), 6: T12–T13, T22–T23, T214, 3: T179, T189, T196,
INDEX BM25
T204, T214, T337, T347, T352, identify rhyming words, 1: S29, S59, Purpose for Reading, 1: T11, T35A,
T360, T370, 4: T259, T269, S89, T12, T54, T274, T288 2: T90, T35F, T89, T113A, T113G, T177,
T272, T282, T292, 5: T113C, T132, 3: T168, T210, 4: T12, T40, T191A, T191G, T245, T269A, T269G,
6: T259, T269, T272, T282, T54, T110, T133, 5: T90, T132, T323, T347A, T347E, 2: T11, T35A,
T292 6: T32, T54 T35G, T89, T113A, T113H, T177,
T191A, T191F, T245, T269A, T269H,
plural nouns, 1: T179, T189, T196, isolate initial, medial, and final
T323, T347A, T347E, 3: T11, T35A,
T204, T214, 2: T337, T347, sounds, 1: S11, S41, T22, T40, T54,
T35H, T89, T113A, T113H, T177,
T352, T360, T370, 3: T101, 2: T22, T40, T54, T55, T246, T288,
3: T256, T274, T288, 5: T256, T274, T191A, T191H, T245, T269A, T269G,
T111, T118, T126, T136
T288, T289 T323, T347A, T347E, 4: T11, T35A,
irregular, 5: T23, T33, T40, T48, T35I, T89, T113A, T113I, T177,
T58 segment words into phonemes, 1: T191A, T191N, T245, T269A, T269P,
S77, S83, T48, T55, T126, T133, T323, T347A, T347E, 5: T11, T35A,
possessives, 1: T337, T347,
T204, T211, T256, T282, T289, T35G, T89, T113A, T113P, T177,
T352, T360, T370
T334, T360, T366, 2: T48, T126, T191A, T191I, T245, T269A, T269N,
prefixes, 3: T146, 4: T101, T111, T133, T204, T211, T324, T360, T323, T347A, T347E, 6: T11, T35A,
T118, T126, T136, T302 T366, T367, 3: T48, T54, T110, T35L, T89, T113A, T113J, T177,
T126, T132, T178, T196, T204, T191A, T191O, T245, T269A, T269O,
suffixes, 3: T380, 5: T146, T269K,
T211, T246, T266, T282, T288, T323, T347A, T347E
6: T23, T33, T40, T48, T58
T289, T324, T352, T360, T366,
syllabication patterns T367, 4: T48, T55, T100, T126,
T133, T204, T211, T266, T282,
closed syllables, 2: T259, T269,
T272, T282, T292
final stable syllables, 5: T337,
T347, T352, T360, T370
T289, 5: T48, T55, T126, T204, T21,
T282, T334, T360, T367, 6: T22,
T48, T55, T126, T178, T204, T210,
T256, T274, T288
R
Range of Reading. See Access Complex
open syllables, 4: T179, T189, Photographs. See Comprehension Text.
T196, T204, T214 Skills, use illustrations/photographs.
Read Aloud, See Interactive Read
r-controlled vowel syllables, 6: Photographers’ Craft, 6: T113K Aloud.
T335, T345, T352, T360, T370
Predictions, Making/Confirming. See Reader’s Theater, 1: T394–T395, 2:
vowel-consonant-silent e Comprehension Strategies, make T394–T395, 3: T394–T395, 4: T394–
syllables, 3: T259, T269, and confirm predictions. T395, 5: T394–T395, 6: T394–T395
T272, T282, T292
Predictions and Purposes, Return Read Independently, Units 1–6: T61,
vowel team syllables, 6: T101, to, 1: T35F, T113G, T191G, T269G, T65, T69, T139, T143, T147, T217,
T111, T118, T126, T136 T347E, 2: T35G, T113H, T191F, T221, T225, T295, T299, T303, T373,
T269H, T347E, 3: T35H, T113H, T377, T381
T191H, T269G, T347E, 4: T35I,
alliteration, 1: T90, T118, T132, T133, T113I, T191N, T269P, T347E, 5: Reading Across Texts, 1: T39B, T117B,
3: T90, T133 T35G, T113P, T191I, T269N, T347E, T195B, T273, T351, 2: T39B, T117B,
6: T35L, T113J, T191O, T269O, T195, T273B, T351, 3: T39B, T117B,
blend phonemes, 1: S17, S35, S53, T195, T273B, T351, 4: T39B, T117B,
T347E
S65, S71, T32, T48, T55, T110, T195, T273B, T351, 5: T39B, T117B,
T126, T132, T178, T204, T210, Prefixes. See Phonics/Word Analysis: T195B, T273B, T351, 6: T39B, T117,
T282, T360, T367, 2: T12, T32, T48, structural analysis. T195B, T273B, T351
T54, T55, T110, T126, T133, T178,
Print Awareness Reading Digitally, 1: 396–397, 2:
T204, T210, T266, T282, T289,
T344, T360, T366, 3: T48, T126, identify letters and words, 1: S10, 396–397, 3: 396–397, 4: 396–397, 5:
T132, T188, T204, T211, T282, S16, S22, S82, T10 396–397, 6: 396–397
T289, T334, T360, T366, 4: T32, Read Together. See Shared Reading.
parts of a book, 1: S28, S40, S52, T10
T48, T55, T126, T132, T178, T204,
T210, T344, T366, 5: T32, T48, T55, print-to-speech match, 1: S46, T10 Realistic Fiction. See Genre.
T110, T128, T132, T188, T204,
sound-to-letter correspondence, 1: Rereading, 1: S32, S34, S56, S62, S92,
T266, T282, T288, T324, T352,
S82, S88 T31, T109, T187, T265, T269C, T343,
T360, T366, T367, 6: T110, T132,
T415, 2: T31, T109, T113C, T167,
T266, T282, T288, T334, T366 spacing between words and
T173, T177, T187, T191B, T191D,
sentences, 1: S22, S40
generate rhyme, 1: T274, T288, 2: T191E, T195, T245, T251, T255, T265,
T90, T132, 3: T168, T210, 4: T12, Publishing Celebrations, 1: T402–T403, T269B, T269D, T269F, T273A, T323,
T40, T54, T110, T133, 5: T90, T132, 2: T402–T403, 3: T402–T403, 4: T402– T329, T333, T343, T347B, T347C,
6: T32, T54 T403, 5: T402–T403, 6: T402–T403 T351, T415, 3: T31, T35C, T109,

INDEX
T113C, T187, T191C, T245, T251, Response to Intervention. See T297, T301, T307, T347F, 6: T2–T3,
T255, T265, T269B, T269C, T269E, Intervention Program. T209, T219, T223, T229, T287, T297,
T273B, T323, T329, T333, T343, T301, T307
Retelling, 1: T31, T35H, T109, T113F,
T347B, T347D, T351, T415, 4: T21,
T113I, T187, T191F, T191I, T265, informational text, 1: T195A–T195B,
T99, T177, T191H, T255, T333, T415,
T269D, T269I, T343, T347C, T347F, T347A–T347F, T351, 2: T191A–
5: T21, T35C, T99, T113O, T117A,
2: T31, T35I, T109, T113G, T113J, T191H, 3: T117A–T117B, T351,
T177, T255, T333, T415, 6: T11, T17,
T187, T191H, T265, T269J, T343, 4: T39A–T39B, T113A–T113L,
T21, T31, T35B, T35F, T39A, T89,
T347F, 3: T31, T35J, T109, T113J, T117A–T117B, T191A–T191B,
T95, T99, T109, T113B, T113D, T117,
T187, T191J, TT265, T269I, T343, T273A–T273B, 5: T39A–T39B,
T255, T269I, T323, T333, T329, T333,
T347F, 4: T11, T35K, T89, T113K, T117–T117B, T273A–T273B,
T343, T347B, T347D, T351, T415
T167, T191P, T245, T269R, T323, T347A–T347F, T351, 6: T195A–
Research and Inquiry, 1: T44–T45, T347F, 5: T11, T35I, T89, T113R, T195B
T47, T122–T123, T125, T200–T201, T167, T191K, T245, T269P, T323,
Scope and Sequences, Units 1–6:
T203, T278–T279, T281, T356–T357, T347F, 6: T11, T35E, T35N, T89,
T416–T423
T359, T398–T401, 2: T44–T45, T47, T113L, T167, T191Q, T245, T269Q,
T122–T123, T125, T200–T201, T203, T323, T347F Self-Selected Reading, Units 1–6: T61,
T278–T279, T281, T356–T357, T359, Rhyme/Rhyming Words, 1: xii, T272, T65, T69, T139, T143, T147, T217,
T398–T401, 3: T44–T45, T47, T122– T273, 3: T194, T195A, T195B. See T221, T225, T295, T299, T303, T373,
T123, T125, T200–T201, T203, T278– also Phonemic Awareness: generate T377, T381
T279, T281, T356–T357, T359, T398– rhyme, identify rhyming words. Sensory Words. See Literary Devices
T401, 4: T44–T45, T47, T122–T123,
Rhythm, 3: xii and Elements.
T125, T200–T201, T203, T278–T279,
T281, T356–T357, T359, T398–T401, Routines Shared Reading, Units 1–6: T16–T17,
5: T44–T45, T47, T122–T123, T125, T70–T71, T94–T95, T148–T149,
T200–T201, T203, T278–T279, T281, following directions, 1: S13, S73 T172–T173, T226–T227, T250–T251,
T356–T357, T359, T398–T401, 6: high-frequency words, 1: S7, S37, T304–T305, T328–T329, T382–T383
T44–T45, T47, T122–T123, T125, S67 Small Group Options, 1: T4–T5, T80–
T200–T201, T203, T278–T279, T281,
interactive writing, 1: S81 T81, T158–T159, T236–T237, T314–
T356–T357, T359, T398–T401
T315, 2: T4–T5, T80–T81, T158–T159,
Research and Study Skills, 1: T398, 2: oral vocabulary, 1: T8, T15, T86, T93, T236–T237, T314–T315, 3: T4–T5,
T398, 3: T398, 4: T398, 5: T398, 6: T164, T171, T242, T249, T320, T80–T81, T158–T159, T209, T219,
T398. See also Research and Inquiry. T327, 2: T8, T15, T86, T93, T164, T223, T229, T236–T237, T314–T315,
T171, T242, T249, T320, T327, 4: T4–T5, T80–T81, T158–T159,
asking questions, 4: T398 3: T8, T15, T86, T93, T164, T171, T236–T237, T314–T315, 5: T4–T5,
collecting information, 2: T398 T242, T249, T320, T327, 4: T8, T15, T80–T81, T158–T159, T236–T237,
T86, T93, T164, T171, T242, T249, T314–T315, 6: T4–T5, T80–T81, T131,
selecting a topic, 1: T398 T320, T327, 5: T8, T15, T86, T93, T141, T145, T151, T158–T159, T236–
taking notes, 5: T398 T164, T171, T242, T249, T320, T237, T314–T315
T327, 6: T8, T15, T86, T93, T164,
using different resources, 3: T398 T171, T242, T249, T320, T327 See also Approaching Level Options;
Beyond Level Options; English
using key words, 6: T398 retellings, 1: S32, S62, S92 Language Learners; On Level
Respond to Reading Options.
informational text, 1: S26, S56, S86, Social Studies, 1: T53, T63, T67, T73,
T269I–T269J, T347F, 2: T191H,
T347F, 3: T269I–T269J, T347F, 4:
T11, T113K–T113L, T191P, T323,
T347F, 5: T167, T191K–T191L,
S T287, T297, T301, T307, T347F, 2:
T35J, T131, T141, T145, T151, T347F,
T365, T375, T379, T385, 3: T53, T63,
T67, T73, T287, T297, T301, T307,
Science, 1: T2–T3, T191J, T209, T219,
T347F, 6: T113L, T245, T323, T347F, 4: T191P, T365, T375, T379,
T223, T229, T269J, T365, T375,
T347F T385, 6: T269Q, T347F, T365, T375,
T379, T385, 2: T2–T3, T191L, T269J,
T379, T385
literature, 1: S14, S44, S84, T35H, 3: T2–T3, T113C, T113J, T131, T141,
T113I–T113J, T191I–T191J, T145, T151, T269J, 4: T2–T3, T35F, informational text, 1: T39A–T39B,
T269I–T269J, 2: T35I–T35J, T35L, T113L, T131, T141, T145, T117–T117B, T269A–T269J, 2:
T113J, T269J, 3: T35J, T113J, T151, T209, T219, T223, T229, T39A–T39B, T117A–T117B,
T191J, 4: T35K–T35L, T89, T167, T269K, T269R, T287, T297, T301, T273A–T273B, T347A–T347B,
T245, T269R, 5: T11, T89, T245, T307, T347F, T365, T375, T379, T351, 3: T39A–T39B, T269A–
T323, T35I–T35J, T113R, T269P, T385, 5: T2–T3, T35J, T113F, T113R, T269J, T273A–T273B, T347A–
6: T11, T35N, T89, T167, T191Q– T131, T141, T145, T151, T191I, T209, T347F, 4: T347A–T347F, T351,
T191R, T269R–T269R T219, T223, T229, T269M, T287, 5: T191A–T191L, 6: T39–T39B,
INDEX BM27
T113A–T113L, T273A–T273B, T128, T203, T206, T281, T284, T119, T127, T197, T205, T275,
T347A–T347F, T351 T359, T362, T398–T401, T402– T283, T353, T361
T403, 6: T47, T50, T125, T128,
Speaking. See also Collaborative spelling words, 1: T14, T92, T170,
T203, T206, T281, T284, T359,
Conversations; Research and T248, T326, 2: T14, T92, T170,
T362, T398–T401, T402–T403
Inquiry; Writing Process: publishing T248, T326, 3: T14, T92, T170,
and present. descriptive words, using, 5: T96, T248, T326, 4: T14, T92, T170,
T106, T114–T115, T120–T121, T248, T326, 5: T14, T92, T170,
appropriate facts/relevant details,
T128, T174, T184, T192–T193, T248, T326, 6: T14, T92, T170,
1: T47, T50, T125, T128, T203,
T198–T199, T206 T248, T326
T206, T281, T284, T359, T362,
T398–T401, T402–T403, 2: T47, Reader’s Theater, 1: T394–T395, Spelling Patterns
T50, T125, T128, T203, T206, 2: T394–T395, 3: T394–T395, 4:
T281, T284, T359, T362, T398– words with air, are, ear, 6: T326,
T394–T395, 5: T394–T395, 6:
T401, T402–T403, 3: T47, T50, T336, T346, T353, T361, T388
T394–T395
T125, T128, T203, T206, T281, words with ch, tch, wh, ph, 2: T326,
T284, T359, T362, T398–T401, reciting poems and rhymes, 1: S8,
T336, T346, T353, T361, T388
T402–T403, 4: T47, T50, T125, S20, S38, S50, S68, S80
T128, T203, T206, T281, T284, words with diphthongs
retelling. See Retelling.
T359, T362, T398–T401, T402– oi, oy, 5: T326, T336, T346, T353,
T403, 5: T47, T50, T125, T128, Spelling
T361, T388
T203, T206, T281, T284, T359, analyze errors, 1: T24, T102, T180,
T362, T398–T401, T402–T403, ou, ow, 5: T248, T258, T268, T275,
T258, T336, 2: T24, T102, T180,
6: T47, T50, T125, T128, T203, T283, T310
T258, T336, 3: T24, T102, T180,
T206, T281, T284, T359, T362, T258, T336, 4: T24, T102, T180, words with end blends, 2: T170,
T398–T401, T402–T403 T258, T336, 5: T24, T102, T180, T180, T190, T197, T205, T232
checklists, 1: T401, T403, 2: T401, T258, T336, 6: T24, T102, T180,
words with /ā/ai, ay, 4: T14, T24, T34,
T403, 3: T401, T403, 4: T401, T258, T336
T41, T49, T76
T403, 5: T401, T403, 6: T401, T403 assess, 1: T49, T127, T205, T283,
words with /ē/e, ee, ea, 4: T92, T102,
complete sentences, 1: T47, T50, T361, 2: T49, T127, T205, T283,
T112, T119, T127, T154
T125, T128, T203, T206, T281, T361, 3: T49, T127, T205, T283,
T284, T359, T362, T398–T401, T361, 4: T49, T127, T205, T283, words with /ī/i, y, igh, ie, 4: T248,
T402–T403, 2: T47, T50, T125, T361, 5: T49, T127, T205, T283, T258, T268, T275, T283, T310
T128, T203, T206, T281, T284, T361, 6: T49, T127, T205, T283,
words with l-blends, 1: T170, T180,
T359, T362, T398–T401, T402– T361
T190, T197, T205, T232
T403, 3: T47, T50, T125, T128, dictation, 1: T14, T92, T170, T248,
T203, T206, T281, T284, T359, words with long a: a_e, 3: T14, T24,
T326, 2: T14, T92, T170, T248,
T362, T398–T401, T402–T403, 4: T34, T41, T49, T76
T326, 3: T14, T92, T170, T248,
T47, T50, T125, T128, T203, T206, T326, 4: T14, T92, T170, T248, words with long e: y, ey, 4: T326,
T281, T284, T359, T362, T398– T326, 5: T14, T92, T170, T248, T336, T346, T353, T361, T388
T401, T402–T403, 5: T47, T50, T326, 6: T14, T92, T170, T248,
T125, T128, T203, T206, T281, words with long i: i_e, 3: T92, T102,
T326
T284, T359, T362, T398–T401, T112, T119, T127, T154
T402–T403, 6: T47, T50, T125, pretest, 1: T14, T92, T170, T248, T326,
words with /ō/o, oa, ow, oe, 4: T170,
T128, T203, T206, T281, T284, 2: T14, T92, T170, T248, T326, 3:
T180, T190, T197, T205, T232
T359, T362, T398–T401, T402– T14, T92, T170, T248, T326, 4:
T403 T14, T92, T170, T248, T326, 5: T14, words with o_e, u_e, 3: T248, T258,
T92, T170, T248, T326, 6: T14, T92, T268, T275, T283, T310
create recordings, 1: T47, T50, T125, T170, T248, T326
T128, T203, T206, T281, T284, words with -ook, -ood, 3: T326, T336,
T359, T362, T398–T401, T402– review, 1: T41, T49, T119, T127, T197, T346, T353, T361, T388
T403, 2: T47, T50, T125, T128, T205, T275, T283, T353, T361, 2:
words with r-controlled vowels,
T203, T206, T281, T284, T359, T41, T49, T119, T127, T197, T205,
T362, T398–T401, T402–T403, 3: T275, T283, T353, T361, 3: T41, /är/ar, 5: T14, T24, T34, T41, T49,
T47, T50, T125, T128, T203, T206, T49, T119, T127, T197, T205, T275, T76
T281, T284, T359, T362, T398– T283, T353, T361, 4: T41, T49,
/ôr/or, ore, oar, 5: T170, T180,
T401, T402–T403, 4: T47, T50, T119, T127, T197, T205, T275,
T190, T197, T205, T232
T125, T128, T203, T206, T281, T283, T353, T361, 5: T41, T49,
T284, T359, T362, T398–T401, T119, T127, T197, T205, T275, /ûr/er, ir, ur, or, 5: T92, T102, T112,
T402–T403, 5: T47, T50, T125, T283, T353, T361, 6: T41, T49, T119, T127, T154

INDEX
words with r- and s-blends, 1: T326, T253, T263, T271, T277, T321, T331, 2: T46, T124, T202, T280, T358,
T336, T346, T353, T361, T388 T341, T349, T355, 3: xii, T9, T19, T29, 3: T46, T124, T202, T280, T358,
T37, T43, T87, T97, T107, T115, T121, 4: T46, T124, T202, T280, T358,
words with short a, 1: T14, T24, T34,
T165, T175, T185, T193, T199, T243, 5: T46, T124, T202, T280, T358,
T41, T49, T76
T253, T263, T271, T277, T321, T331, 6: T46, T124, T202, T280, T358
words with short e, 2: T14, T24, T34, T341, T349, T355, 4: xii, T9, T19, T29,
text to world, 1: S32, S62, S92, T39H,
T41, T49, T76 T37, T43, T87, T97, T107, T115, T121,
T46, T124, T202, T280, T358,
T165, T175, T185, T193, T199, T243,
words with short i, 1: T92, T102, 2: T46, T124, T202, T280, T358,
T253, T263, T271, T277, T321, T331,
T112, T119, T127, T154 3: T46, T124, T202, T280, T358,
T341, T349, T355, 5: xii, T9, T19, T29,
4: T46, T124, T202, T280, T358,
words with short o, 1: T248, T258, T37, T43, T87, T97, T107, T115, T121,
5: T46, T124, T202, T280, T358,
T268, T275, T283, T310 T165, T175, T185, T193, T199, T243,
6: T46, T124, T202, T280, T358
T253, T263, T271, T277, T321, T331,
words with short u, 2: T92, T102, T341, T349, T355, 6: xii, T9, T19, T29, Text Features
T112, T119, T127, T154 T37, T43, T87, T97, T107, T115, T121,
T165, T175, T185, T193, T199, T243, bold print, 1: T116, T117, T117A,
words with soft c, g, dge, 3: T170,
T253, T263, T271, T277, T321, T331, T117B, 3: T38, T39B
T180, T190, T197, T205, T232
T341, T349, T355 book parts, 1: S28, S40, S52, T10
words with th, sh, -ng, 2: T248, T258,
T268, T275, T283, T310 Technology. See Computer Literacy. captions, 2: T117, T117B, 3: T273,
words with three-letter blends, 6: T273A, T273B, 4: T117, T117A,
Text Connections
T117B, T350, T351, 5: T116, T117,
T248, T258, T268, T275, T283,
make connections across texts, 1: T117A, T117B, T350, T351, 6: T38,
T310
T39B, T117B, T195B, T273, T351, T39, T39A, T39B
words with variant vowel /ô/, 6: T92, 2: T39B, T117B, T195, T273B,
T102, T112, T119, T127, T154 chart, 3: T350, T351, 4: T38, T39,
T351, 3: T39B, T117B, T195, T39A, T39B
words with variant vowel /ü/, 6: T14, T273B, T351, 4: T39B, T117B,
T24, T34, T41, T49, T76 T195, T273B, T351, 5: T39B, diagrams, 1: T350, T351, 3: T117,
T117B, T195B, T273B, T351, 6: T117B
words with wr, kn, gn, 6: T170, T180, T39B, T117, T195B, T273B, T351
T190, T197, T205, T232 directions, 5: T273, T273B, 6: T273,
Text Complexity. See Access T273B
word sort, Units 1–6: T24, T34, T41,
Complex Text. headings, 4: T273, T273B, 6: T195,
T49, T102, T112, T119, T127,
T180, T190, T197, T205, T258, Text Evidence, 1: T35H, T113I–T113J, T195A, T195B
T268, T275, T283, T326, T336, T191I–T191J, T269I–T269J, T345F, illustrations, 5: T39, T39A, T39B
T346, T353 2: T35I–T35J, T113J, T191H,
T269J, T347F, 3: T35J, T113J, labels, 1: T166, T195, T195A, T195B,
Start Smart, 1: S1–S95 T191J, T269I–T269J, T347F, 4: T347C, 2: T39, T39A, T39B, T322
Structural Analysis. See Phonics/Word T35K–T35L, T113K–T113L, T191P, list, 2: T273, T273B
Analysis. T269R, T347F, 5: T35I–T35J,
T113R, T191K–T191L, T269P, map, 2: T350, T351, 6: T350, T351
Study Skills. See Research and Study T347F, 6: T35N, T113L, T191Q–
Skills. photographs, 1: T38, T39A, T39B,
T191R, T269Q–T269R, T347F
5: T39
Syntax. See Vocabulary Skills and text to self, 1: S32, S62, S92, T35H,
Strategies: context clues. Theme Projects. See Research and
T46, T113J, T124, T191J, T202,
Inquiry.
T269J, T280, T347F, T358, 2:
T39J, T46, T113J, T124, T191H, Time for Kids, 4: T347A–T347F, T396–
T202, T269J, T280, T347F, T358, T397, 5: T347A–T347F, T396–T397,
T 3: T35J, T46, T113J, T124, T191J,

T202, T269J, T280, T347F, T358,
4: T35L, T46, T113L, T124, T191P,
T202, T269R, T280, T347F, T358,
6: T347A–T347F, T396–T397
Talk About It, 1: xii, T9, T19, T29, T37,

T43, T87, T97, T107, T115, T121,
T165, T175, T185, T193, T199, T243,
T253, T263, T271, T277, T321, T331,
5: T35J, T46, T113R, T124, T191L,
T202, T269P, T280, T347F, T358,
6: T35N, T46, T113L, T124, T191R,
T202, T269R, T280, T347F, T358
U
T341, T349, T355, 2: xii, T9, T19, T29, Uppercase Letters, 1: S13, S25, S43,
T37, T43, T87, T97, T107, T115, T121, text to text, 1: S32, S62, S92, T39H, S55, S73, S85, T13, T91, T169, T247,
T165, T175, T185, T193, T199, T243, T46, T124, T202, T280, T358, T325, 2: T13, T91, T169, T247, T325,
INDEX BM29
3: T13, T91, T169, T247, T325, 4: T13, T353, T361, 6: T14–T15, T24–T25, T283, T293, T298, T309, T361,
T91, T169, T247, T325, 5: T13, T91, T34–T35, T35D, T35H, T41, T49, T371, T376, T387
T169, T247, T325, 6: T13, T91, T169, T92–T93, T102–T103, T112–T113,
T247, T325 selection/story words, 1: T35A,
T119, T127, T170–T171, T180–
T113A, T191A, T269A, T347A,
T181, T190–T191, T197, T205,
2: T35A, T113A, T191A, T269A,
T248– T249, T258– T259, T268–
T347A, 3: T35A, T113A, T191A,
T269, T275, T283, T326–T327,
T269A, T347A, 4: T35A, T113A,
V T337, T346–T347, T353, T361

introduce, 4: T15, T93, T171, T249,
T327, 5: T15, T93, T171, T249,
T191A, T269A, T347A, 5: T35A,
T113A, T191A, T269A, T347A,
6: T35A, T113A, T191A, T269A,
Vocabulary Acquisition. See also T327, 6: T15, T93, T171, T249, T347A
Vocabulary Skills and Strategies. T327
vocabulary words, 4: T15, T93, T171,
domain-specific, 1: T39A, T117, multiple-meaning words, 1: T224, T249, T327, 5: T15, T93, T171,
T195A, T343, 2: T39A, T109, T380, 2: T68, T224, 4: T68, T113, T249, T327, 6: T15, T93, T171,
T117A, T273A, 3: T39A, T109, T269, 5: T302, 6: T146, T224, T380 T249, T327
T117A, T265, 4: T39, T117A,
T273A, 5: T39, T117, T195A, oral vocabulary, 1: T8, T20, T30, T68, words in context, 4: T25, T103, T181,
T273A, T347B, 6: T35D, T35H, T39, T74, T86, T98, T108, T146, T152, T259, T337, 5: T25, T103, T181,
T117, T195A, T273A T164, T176, T186, T224, T230, T259, T337, 6: T25, T103, T181,
T242, T254, T264, T302, T308, T259, T337
expanding, 1: T41, T119, T197, T275, T320, T332, T342, T380, T386, 2:
T253, 2: T41, T119, T197, T275, words that describe, 1: T96, T106,
T8, T20, T30, T68, T74, T86, T98,
T253, 3: T41, T119, T197, T275, T114–T115, T120–T121, T128,
T108, T146, T152, T164, T176,
T253, 4: T41, T119, T197, T275, T174, T184, T192–T193, T198–
T186, T224, T230, T242, T254,
T253, 5: T41, T119, T197, T275, T199, T206
T264, T302, T308, T320, T332,
T253, 6: T41, T119, T197, T275, T342, T380, T386, 3: T8, T20, T30, Vocabulary Skills and Strategies. See
T253 T68, T74, T86, T98, T108, T146, also Phonics/Word Analysis.
general vocabulary, 1: S7, S13, S19, T152, T164, T176, T186, T224,
T230, T242, T254, T264, T302, antonyms, 1: T146, T302, 2: 302, 3:
S25, S31, S37, S43, S49, S55, S61, T68, 5: T68, 6: T68, T113
S67, S73, S79, S85, S91, T15, T25, T308, T320, T332, T342, T380,
T35, T41, T49, T93, T103, T113, T386, 4: T8, T20, T30, T68, T74, clarify meaning of unfamiliar words,
T119, T127, T171, T181, T191, T86, T98, T108, T146, T152, T164, 4: T113, T269, 5: T35
T197, T205, T249, T259, T269, T176, T186, T224, T230, T242,
T254, T264, T302, T308, T320, compound words, 6: T269
T275, T283, T327, T337, T343,
T347, T353, T361, 2: T15, T25, T332, T342, T380, T386, 5: T8, context clues, 1: T113C, T269G, 3:
T35, T41, T49, T93, T103, T109, T20, T30, T68, T74, T86, T98, T108, T269F, 4: T113, T113F, T191J,
T113, T119, T127, T171, T181, T146, T152, T164, T176, T186, T269, T269H, 5: T35
T191, T197, T205, T249, T259, T224, T230, T242, T254, T264,
T269, T275, T283, T327, T337, T302, T308, T320, T332, T342, dictionary, using, 4: T35C, T269C,
T347, T353, T361, 3: T15, T25, T35, T380, T386, 6: T8, T20, T30, T68, 6: T35H
T41, T49, T93, T103, T109, T113, T74, T86, T98, T108, T146, T152,
inflectional endings, 5: T347
T119, T127, T171, T181, T191, T164, T176, T186, T224, T230,
T197, T205, T249, T259, T265, T242, T254, T264, T302, T308, metaphors, 6: T347
T269, T275, T283, T327, T337, T320, T332, T342, T380, T386
multiple-meaning words, 1: T224,
T347, T353, T361, 4: T14–T15, reinforce, 4: T25, T103, T181, T259, T380, 2: T68, 3: T113F, T224, 4:
T25, T34–T35, T41, T49, T92–T93, T337, 5: T25, T103, T181, T259, T68, 5: T302, 6: T224, T380
T102–T103, T112–T113, T119, T337, 6: T25, T103, T181, T259,
T127, T170–T171, T180–T181, T337 prefixes, 3: T146, 4: T302, 5: T191
T190–T191, T197, T205, T248–
T249, T258– T259, T268–T269, review, 4: T49, T59, T64, T75, T127, root words, 4: T347
T275, T283, TT327, T336–T337, T137, T142, T153, T205, T215, shades of meaning/intensity, 5:
T346–T347, T353, T361, 5: T14– T220, T231, T283, T293, T298, T113
T15, T25, T34–T35, T41, T49, T309, T361, T371, T376, T387, 5:
T92–T93, T102–T103, T112–T113, T49, T59, T64, T75, T127, T137, similes, 6: T191
T119, T127, T170–T171, T180– T142, T153, T205, T215, T220,
suffixes, 3: T380, 5: T146, T269
T181, T190–T191, T197, T205, T231, T283, T293, T298, T309,
T248– T249, T258– T259, T268– T361, T371, T376, T387, 6: T49, synonyms, 1: T68, 2: T146, T380, 3:
T269, T275, T283, T326–T327, T59, T64, T75, T127, T137, T142, T224, 4: T191F, T224, 5: T380, 6:
T336–T337, T346–T347, T347B, T153, T205, T215, T220, T231, T35

INDEX
use reference sources, 1: T35 T333, T359, T415, 5: T21, T47, T99, varying sentence length and
T125, T177, T203, T255, T281, T333, structure. See Writing Traits,
word categories, 4: T191, T191H
T359, T415, 6: T21, T47, T99, T125, sentence fluency, varying
Vowels. See Phonics/Word Analysis. T177, T203, T255, T281, T333, T359, sentence length; Writing Traits,
T415 sentence fluency, varying
sentence types.
Writer’s Checklist, 1: T403, 2: T403,
3: T403, 4: T403, 5: T403, 6: T403 weekly writing prompt, 1: T21, T99,
W Writer’s Notebook, 1: T21, T99, T177,

T255, T333, 2: T21, T99, T177, T255,
T333, 3: T21, T99, T177, T255, T333,
T177, T255, T333, 2: T21, T99,
T177, T255, T333, 3: T21, T99,
T177, T255, T333, 4: T21, T99,
Ways to Confirm Meaning. See T177, T255, T333, 5: T21, T99,
4: T21, T99, T177, T255, T333, 5: T21, T177, T255, T333, 6: T21, T99,
Comprehension Strategies, ask
and answer questions, make T99, T177, T255, T333, 6: T21, T99, T177, T255, T333
and confirm predictions, reread; T177, T255, T333
Writing Portfolio, 1: T50, T128, T206,
Vocabulary Skills and Strategies, Writing T284, T362, T403, 2: T50, T128, T206,
context clues. T284, T362, T403, 3: T50, T128, T206,
analytical writing, 1: T47, T125,
Weekly Contract, 1: T2, T84, T162, T203, T281, T359, 2: T47, T125, T284, T362, T403, 4: T50, T128, T206,
T240, T318, 2: T2, T84, T162, T240, T203, T281, T359, 3: T47, T125, T284, T362, T403, 5: T50, T128, T206,
T318, 3: T2, T84, T162, T240, T318, 4: T203, T281, T359, 4: T47, T125, T284, T362, T403, 6: T50, T128, T206,
T2, T84, T162, T240, T318, 5: T2, T84, T203, T281, T359, 5: T47, T125, T284, T362, T403
T162, T240, T318, 6: T2, T84, T162, T203, T281, T359, 6: T47, T125, Writing Process
T240, T318 T203, T281, T359
brainstorm, 1: S9, S15, S21, S27,
Words to Know. See High-Frequency analyze writing models, 1: T36–T37, S33, S39, S45, S51, S57, S63, S69,
Words. T114–T115, T192–T193, T270– S71, S75, S87, S93, T18, T36–T37,
Workstation Activities T271, T348–T349, 2: T36–T37, T96, T114–T115, T174, T192–
T114–T115, T192–T193, T270– T193, T252, T270–T271, T330,
phonics/word study, 1: T3, T85, T271, T348–T349, 3: T36–T37, T348–T349, 2: T18, T36–T37, T96,
T163, T241, T319, 2: T3, T85, T114–T115, T192–T193, T270– T114–T115, T174, T192–T193,
T163, T241, T319, 3: T3, T85, T271, T348–T349, 4: T36–T37, T252, T270–T271, T330, T348–
T163, T241, T319, 4: T3, T85, T114–T115, T192–T193, T270– T349, 3: T18, T36–T37, T96, T114–
T163, T241, T319, 5: T3, T85, T271, T348–T349, 5: T36–T37, T115, T174, T192–T193, T252,
T163, T241, T319, 6: T3, T85, T114–T115, T192–T193, T270– T270–T271, T330, T348–T349, 4:
T163, T241, T319 T271, T348–T349, 6: T36–T37, T18, T36–T37, T96, T114–T115,
T114–T115, T192–T193, T270– T174, T192–T193, T252, T270–
reading, 1: T3, T85, T163, T241,
T271, T348–T349 T271, T330, T348–T349, 5: T18,
T319, 2: T3, T85, T163, T241,
T36–T37, T96, T114–T115, T174,
T319, 3: T3, T85, T163, T241, independent, 1: S33, S63, S93, T192–T193, T252, T270–T271,
T319, 4: T3, T85, T163, T241, Units 1–6: T36–T37, T42–T43, T330, T348–T349, 6: T18, T36–
T319, 5: T3, T85, T163, T241, T50, T114–T115, T120–T121, T37, T96, T114–T115, T174, T192–
T319, 6: T3, T85, T163, T241, T319 T192–T193, T198–T199, T206, T193, T252, T270–T271, T330,
science, 1: T3, T85, T163, T241, T319, T270–T271, T276–T277, T284, T348–T349
2: T3, T85, T163, T241, T319, 3: T3487–T329, T354–T355, T361
draft, 1: T36–T37, T114–T115, T192–
T3, T85, T163, T241, T319, 4: T3, interactive, 1: S21, S27, S51, S57, T193, T270–T271, T348–T349,
T85, T163, T241, T319, 5: T3, T85, S81, S87, T28, T106, T184, T262, 2: T36–T37, T114–T115, T192–
T163, T241, T319, 6: T3, T85, T340, 2: T28, T106, T184, T262, T193, T270–T271, T348–T349, 3:
T163, T241, T319 T340, 3: T28, T106, T184, T262, T36–T37, T114–T115, T192–T193,
writing, 1: T3, T85, T163, T241, T319, T340, 4: T28, T106, T184, T262, T270–T271, T348–T349, 4: T36–
2: T3, T85, T163, T241, T319, 3: T3, T340, 5: T28, T106, T184, T262, T37, T114–T115, T192–T193,
T85, T163, T241, T319, 4: T3, T85, T340, 6: T28, T106, T184, T262, T270–T271, T348–T349, 5: T36–
T163, T241, T319, 5: T3, T85, T163, T340 T37, T114–T115, T192–T193,
T241, T319, 6: T3, T85, T163, T241, shared, 1: S9, S15, S39, S45, S69, T270–T271, T348–T349, 6: T36–
T319 S75, T18, T96, T174, T252, T330, T37, T114–T115, T192–T193,
T270–T271, T348–T349
Write About Reading, 1: T47, T125, 2: T18, T96, T174, T252, T330,
T203, T281, T359, T415, 2: T47, T125, 3: T18, T96, T174, T252, T330, 4: evaluate, 1: T50, T128, T206, T284,
T203, T281, T359, T415, 3: T47, T125, T18, T96, T174, T252, T330, 5: T361, T402–T403, 2: T50, T128,
T203, T281, T359, T415, 4: T21, T47, T18, T96, T174, T252, T330, 6: T206, T284, T361, T402–T403,
T99, T125, T177, T203, T255, T281, T18, T96, T174, T252, T330 3: T50, T128, T206, T284, T361,
INDEX BM31
T402–T403, 4: T50, T128, T206, T361, T402–T403, 6: T50, T128, T270–T271, T276–T277, T284 4:
T284, T361, T402–T403, 5: T50, T206, T284, T361, T402–T403 T18, T28, T36–T37, T42–T43, T50,
T128, T206, T284, T361, T402– 5: T174, T184, T192–T193, T198–
revise, 1: T42–T43, T120–T121, T198–
T403, 6: T50, T128, T206, T284, T199, T206 6: T18, T28, T36–T37,
T199, T276–T277, T354–T355, 2:
T361, T402–T403 T42–T43, T50
T42–T43, T120–T121, T198–T199,
focus and plan, 1: S9, S15, S21, S27, T276–T277, T354–T355, 3: T42– describing sentences, 1: T96,
S33, S39, S45, S51, S57, S63, S69, T43, T120–T121, T198–T199, T106, T114–T115, T120–T121,
S75, S71, S87, S93, T18, T36–T37, T276–T277, T354–T355, 4: T42– T128, T174, T184, T192–T193,
T96, T114–T115, T174, T192– T43, T120–T121, T198–T199, T198–T199, T206
T193, T252, T270–T271, T330, T276–T277, T354–T355, 5: T42–
letters, 6: T96, T106, T114–T115,
T348–T349, 2: T18, T36–T37, T96, T43, T120–T121, T198–T199,
T120–T121, T128
T114–T115, T174, T192–T193, T276–T277, T354–T355, 6:
T252, T270–T271, T330, T348– T42–T43, T120–T121, T198–T199, poems, 3: T18, T28, T36–T37, T42–
T349, 3: T18, T36–T37, T96, T114– T276–T277, T354–T355 T43, T50, T174, T184, T192–
T115, T174, T192–T193, T252, T193, T198–T199, T206
write, Start Smart, 1: S9, S15, S21,
T270–T271, T330, T348–T349, 4:
S27, S33, S39, S45, S51, S57, S63, using descriptive words, 4: T18,
T18, T36–T37, T96, T114–T115,
S69, S75, S71, S87, S93 T28, T36–T37, T42–T43, T50
T174, T192–T193, T252, T270–
T271, T330, T348–T349, 5: T18, Writing Text Types/Purposes opinion, 3: T96, T106, T114–T115,
T36–T37, T96, T114–T115, T174, T120–T121, T128, T252, T262,
informative/explanatory, 1: T96,
T192–T193, T252, T270–T271, T270–T271, T276–T277, T284,
T106, T114–T115, T120–T121,
T330, T348–T349, 6: T18, T36– T330, T340, T348–T349, T354–
T128, T174, T184, T192–T193, T355, T362, 4: T252, T262, T270–
T37, T96, T114–T115, T174, T192–
T198–T199, T206, 2: T174, T184, T271, T276–T277, T284, 5: T252,
T193, T252, T270–T271, T330,
T192–T193, T198–T199, T206, T262, T270–T271, T276–T277,
T348–T349
T330, T340, T348–T349, T354– T284
plan/prewrite, 1: T36–T37, T114– T355, T362, 4: T96, T106, T114–
T115, T192–T193, T270–T271, T115, T120–T121, T128, T174, Writing Traits
T348–T349, 2: T36–T37, T114– T184, T192–T193, T198–T199, ideas
T115, T192–T193, T270–T271, T206, T330, T340, T348–T349,
T348–T349, 3: T36–T37, T114– T354–T355, T362, 5: T18, T28, describing details, 1: T96, T106,
T115, T192–T193, T270–T271, T36–T37, T42–T43, T50, T96, T106, T114–T115, T120–T121, T128,
T348–T349, 4: T36–T37, T114– T114–T115, T120–T121, T128, T174, T184, T192–T193, T198–
T115, T192–T193, T270–T271, T330, T340, T348–T349, T354– T199, T206
T348–T349, 5: T36–T37, T114– T355, T362, 6: T330, T340, T348– focus on single event, 1: T18, T28,
T115, T192–T193, T270–T271, T349, T354–T355, T362 T36–T37, T42–T43, T50
T348–T349, 6: T36–T37, T114–
describing sentences, 1: T96, focus on single idea, 2: T18, T28,
T115, T192–T193, T270–T271,
T106, T114–T115, T120–T121, T36–T37, T42–T43, T50
T348–T349
T128, T174, T184, T192–T193,
proofread/edit, 1: T42–T43, T120– T198–T199, T206 main idea, 2: T174, T184,
T121, T198–T199, T276–T277, T192–T193, T198–T199, T206
explaining sentences, 2: T174,
T354–T355, 2: T42–T43, T120– main idea and details, 6: T330, T340,
T184, T192–T193, T198–T199,
T121, T198–T199, T276–T277, T348–T349, T354–T355, T362
T206, T330, T340, T348–T349,
T354–T355, 3: T42–T43, T120–
T354–T355, T362, 4: T330, T340, reason for opinion, 3: T252, T262,
T121, T198–T199, T276–T277,
T348–T349, T354–T355, T362, 5: T270–T271, T276–T277, T284,
T354–T355, 4: T42–T43, T120–
T18, T28, T36–T37, T42–T43, T50, T330, T340, T348–T349,
T121, T198–T199, T276–T277,
T330, T340, T348–T349, T354– T354–T355, T362
T354–T355, 5: T42–T43, T120–
T355, T362
T121, T198–T199, T276–T277, supporting details, 2: T330, T340,
T354–T355, 6: T42–T43, T120– letters, 6: T174, T184, T192–T193, T348–T349, T354–T355, T362
T121, T198–T199, T276–T277, T198–T199, T206, T252, T262,
T354–T355 T270–T271, T276–T277, T284 organization
publish and present, 1: T50, T128, narratives, 1: T18, T28, T36–T37, beginning, middle, end, 2: T96,
T206, T284, T361, T402–T403, T42–T43, T50, T252, T262, T270– T106, T114–T115, T120–T121,
2: T50, T128, T206, T284, T361, T271, T276–T277, T284, T330, T128, T252, T262, T270–T271,
T276–T277, T284
T402–T403, 3: T50, T128, T206, T340, T348–T349, T354–T355,
T284, T361, T402–T403, 4: T50, T362, 2: T18, T28, T36–T37, T42– compare and contrast, 1: T252,
T128, T206, T284, T361, T402– T43, T50, T96, T106, T114–T115, T262, T270–T271, T276–T277,
T403, 5: T50, T128, T206, T284, T120–T121, T128, T252, T262, T284

INDEX
concluding sentence, 4: T174, varying sentence length, figurative language, 4: T18, T28,
T184, T192–T193, T198–T199, 6: T18, T28, T36–T37, T42–T43, T36–T37, T42–T43, T50
T206, T252, T262, T270–T271, T50
sensory details, 3: T18, T28,
T276–T277, T284
varying sentence types, 6: T252, T36–T37, T42–T43, T50
introduce the topic, 4: T96, T106, T262, T270–T271, T276–T277,
strong verbs, 3: T174, T184,
T114–T115, T120–T121, T128 T284
T192–T193, T198–T199, T206
order of events, 1: T330, T340, voice
time order words, 5: T174,
T348–T349, T354–T355, T362
use your own voice, 6: T96, T106, T184, T192–T193, T198–T199,
steps in an order, 5: T330, T340, T114–T115, T120–T121, T128, T206
T348–T349, T354–T355, T362 T174, T184, T192–T193, T198–
use specific words, 3: T96,
T199, T206
sentence fluency T106, T114–T115, T120–T121,
word choice T128
use complete sentences, 5: T18,
T28, T36–T37, T42–T43, T50, describing adjectives, 5: T96, words that tell order, 4: T330,
T252, T262, T270–T271, T106, T114–T115, T120–T121, T340, T348–T349, T354–T355,
T276–T277, T284 T128 T362
INDEX BM33
Common Core State Standards Correlations
Common Core State Standards
Correlations
English Language Arts
College and Career Readiness
Anchor Standards for
READING
The K–5 standards on the following pages define what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness anchor standards below by number. The CCR and
grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define
the skills and understandings that all students must demonstrate.
Key Ideas and Details

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.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
CCSS2
C
CORRELATIONS
Grade 1
Each standard is coded in the following manner:
Strand Grade Level Standard

RL 1 1
Reading Standards for Literature

Key Ideas and Details McGraw-Hill Reading Wonders
RL.1.1 Ask and answer questions READING/WRITING WORKSHOP: Unit 1: 24, 25, 44, 45, 64, 65, 84, 85 Unit 3: 64, 65
LITERATURE ANTHOLOGY: Unit 1: 19, 40, 63 Unit 2: 21, 42, 81 Unit 3: 23, 45, 67, 73 Unit 4: 29, 91, 125
about key details in a text.
Unit 5: 155, 195, 201, 225, 255 Unit 6: 295, 325, 357, 361, 393
LEVELED READERS: Unit 1, Week 1: A Fun Day (A), We Like to Share (O, ELL), Class Party (B) Unit 1, Week 2:
What Can We See? (A), A Trip to the City (O, ELL), Harvest Time (B) Unit 1, Week 3: Mouse’s Moon Party (A), Pet Show
(O, ELL), Polly the Circus Star (B) Unit 2, Week 1: Pick Up Day (A), Ben Brings the Mail (O, ELL), At Work With Mom
(B) Unit 2, Week 2: What a Nest! (A), Staying Afloat (O, ELL), City Armadillo, Country Armadillo (B) Unit 2, Week 4:
The Sick Tree (A), Squirrel’s Help (O, ELL), Wow, Kitty! (B) Unit 3, Week 1: Busy’s Watch (A), Kate Saves the Date!
(O, ELL), Uncle George Is Coming (B) Unit 3, Week 2: Corn Fun (A), Corn Fun (O, ELL), A Tree’s Life (B) Unit 3, Week 3:
How Coquí Got Her Voice (A), The Magic Paintbrush (O, ELL), The Storytelling Stone (B) Unit 4, Week 1: The King of the
Animals (A), Fly to the Rescue! (O, ELL), Hummingbird’s Wings (B) Unit 4, Week 4: Where Is My Home? (A), The Hat
(O, ELL), Come One, Come All (B) Unit 5, Week 1: Nuts for Winter (A), Dog Bones (O, ELL), Spark’s Toys (B) Unit 5,
Week 2: Little Blue’s Dream (A), Hide and Seek (O, ELL), Foxes (B) Unit 5, Week 4: Thump, Jangle, Crash (A), Down on
the Farm (O, ELL), Going on a Bird Walk (B) Unit 6, Week 1: Two Hungry Elephants (A), What a Feast (O, ELL), Beware
of Lion (B) Unit 6, Week 3: Snow Day (A), Heat Wave (O, ELL), Rainy Day Fun (B) Unit 6, Week 4: The Quilt (A),
Latkes for Sam (O, ELL), Patty Jumps! (B)
YOUR TURN PRACTICE BOOK: 7, 17, 42, 44, 50, 117, 127, 147, 150, 162, 193, 205, 210, 217, 229, 241, 246, 253,
258, 277, 282, 301, 306, 313, 318
READING WORKSTATION ACTIVITY CARDS: 1, 3, 8, 14, 16, 23, 26, 28
WRITING WORKSTATION ACTIVITY CARDS: 9
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 5: 2, 4 Unit 2, Week 2: 3, 4 Unit 3, Week 2: 4 Unit 3,
Week 3: 4 Unit 3, Week 5: 4 Unit 4, Week 1: 3, 4 Unit 4, Week 5: 4 Unit 5, Week 1: 4 Unit 5, Week 2: 4
Unit 5, Week 4: 2, 4 Unit 5, Week 5: 3, 4 Unit 6, Week 1: 4 Unit 6, Week 2: 2, 4 Unit 6, Week 3: 3, 4
TEACHER’S EDITION: Unit 1: T26, T27, T130, T131, T191B, T191C, T221–223, T407, T412, T413 Unit 2: T60,
T113D, T296, T301, T360, T407, T412, T413, T415 Unit 3: T26, T27, T61, T191C, T407, T412, T413, T415 Unit 4: T11,
T17, T35H, T52, T62, T66, T191E, T269N, T407, T412, T413, T415 Unit 5: T245, T251, T261, T286, T296, T300, T322,
T333, T407, T412, T413, T415 Unit 6: T35C, T191C, T407, T412, T413, T415
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Genre Study, Approaching
Reproducibles, Beyond Reproducibles, ELL Reproducibles, Graphic Organizers: Graphic Organizers,
Cards: Retelling Cards
CCSS CORRELATIONS CCSS3

RL.1.2 Retell stories, including key LITERATURE ANTHOLOGY: Unit 1: 19, 40, 63 Unit 2: 21, 42, 81 Unit 3: 23, 45, 67 Unit 4: 29, 125 Unit 5:
155, 195, 255 Unit 6: 295, 357, 393
details, and demonstrate
LEVELED READERS: Unit 1, Week 3: Mouse’s Moon Party (A), Pet Show (O, ELL), Polly the Circus Star (B) Unit 2,
understanding of their central Week 1: Pick Up Day (A), Ben Brings the Mail (O, ELL), At Work With Mom (B) Unit 3, Week 3: How Coquí Got Her
message or lesson. Voice (A), The Magic Paintbrush (O, ELL), The Storytelling Stone (B) Unit 4, Week 1: The King of the Animals (A), Fly to
the Rescue! (O, ELL), The Hat (O, ELL), Come One, Come All (B) Unit 5, Week 2: Little Blue’s Dream (A), Hide and Seek
(O, ELL), Foxes (B) Unit 5, Week 4: Thump, Jangle, Crash (A), Down on the Farm (O, ELL), Going on a Bird Walk (B)
Unit 6, Week 4: The Quilt (A), Latkes for Sam (O, ELL), Patty Jumps! (B)
YOUR TURN PRACTICE BOOK: 138, 274, 277, 282, 310, 313
READING WORKSTATION ACTIVITY CARDS: 2, 6, 14, 16, 23
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 2: 4 Unit 1, Week 5: 4 Unit 2, Week 2: 3, 4
Unit 3, Week 2: 4 Unit 3, Week 3: 4 Unit 3, Week 5: 4 Unit 4, Week 1: 3, 4 Unit 4, Week 5: 4
Unit 5, Week 1: 4 Unit 5, Week 2: 4 Unit 5, Week 4: 4 Unit 5, Week 5: 3, 4 Unit 6, Week 1: 4
Unit 6, Week 2: 4 Unit 6, Week 3: 4
TEACHER’S EDITION: Unit 1: S32, T31, T113I, T113J, T414, T415 Unit 2: T35I, T35J, T73, T145, T151, T345 Unit 3:
T53, T187, T191I, T191J, T223 Unit 4: T35K, T35L, T265, T269P, T307 Unit 5: T11, T89, T140, T141, T297, T414, T415
Unit 6: T66, T67, T191Q, T191R, T269B, T269C, T300, T301
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: Retelling Cards Media: Fluency Passages
Graphic Organizers: Graphic Organizers, Think Aloud Clouds Student Practice: Approaching Reproducibles, Beyond
Reproducibles, ELL Reproducibles
RL.1.3 Describe characters, settings, READING/WRITING WORKSHOP: Unit 2: 24, 25, 44, 45, 84, 85 Unit 3: 24, 25, 44, 45 Unit 4: 28, 29 Unit 5:
150, 151, 190, 191 Unit 6: 272, 273
and major events in a story,
LITERATURE ANTHOLOGY: Unit 1: 19, 40, 63 Unit 2: 21, 42, 81 Unit 3: 23, 45, 67 Unit 4: 29, 125 Unit 5:
using key details. 155, 195, 255
LEVELED READERS: Unit 1, Week 1: A Fun Day (A), We Like to Share (O, ELL), Class Party (B) Unit 1, Week 3:
Mouse’s Moon Party (A), Pet Show (O, ELL), Polly the Circus Star (B) Unit 2,
Week 1: Pick Up Day (A), Ben Brings the Mail (O, ELL), At Work With Mom (B) Unit 2, Week 2: What a Nest! (A),
Staying Afloat (O, ELL), City Armadillo, Country Armadillo (B), Squirrel’s Help (O, ELL), Wow, Kitty! (B), Kate Saves
the Date! (O, ELL), Unit 4, Week 4: Where Is My Home? (A) Unit 5, Week 1: Dog Bones (O, ELL), Spark’s Toys (B)
Unit 6, Week 3: Snow Day (A)
YOUR TURN PRACTICE BOOK: 42, 44, 50, 104, 107, 114, 117, 124, 127, 144, 147, 150, 154, 157, 190, 193, 198,
202, 205, 210, 214, 217, 222, 226, 229, 234, 238, 241, 246, 250, 258, 277, 298, 301, 306, 313, 318
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 6, 7, 8, 12, 13, 16, 23, 28
WRITING WORKSTATION ACTIVITY CARDS: 9, 23
INTERACTIVE READ-ALOUD CARDS: Unit 2, Week 2: 4 Unit 3, Week 3: 2 Unit 3, Week 5: 2, 4 Unit 4,
Week 1: 4 Unit 4, Week 5: 4 Unit 5, Week 1: 4 Unit 5, Week 2: 3, 4 Unit 5, Week 4: 2, 4 Unit 5, Week 5:
3, 4 Unit 6, Week 1: 4 Unit 6, Week 2: 4 Unit 6, Week 3: 3, 4
TEACHER’S EDITION: Unit 1: T35E, T35F, T35H, T208, T209, T218, T219, T222, T223, T415 Unit 2: T26, T27,
T35E–35G, T69–73, T113E, T113F, T138–141, T271B–271D, T296–299, T407, T415 Unit 3: T27, T35C, T35G, T35H,
T35J, T52, T53, T69–73, T113B, T113C, T113G, T113H, T113J, T147–150, T191B, T191C, T225–228, T407, T415
Unit 4: T26, T27, T35E, T35G, T35I, T35K, T35L, T52, T53, T60–63, T65–68, T70–73, T281, T415 Unit 5: T31, T35C,
T35D, T35F, T60, T65, T104, T105, T138, T139, T269C, T269F–269H, T305–307, T407, T415 Unit 6: T35D, T35F, T35I,
T35K, T182, T183, T216, T217, T294, T306, T307, T415
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Graphic Organizers: Graphic Organizers
Cards: Retelling Cards Student Practice: Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles
Craft and Structure McGraw-Hill Reading Wonders

RL.1.4 Identify words and phrases in LITERATURE ANTHOLOGY: Unit 5: 195
READING WORKSTATION ACTIVITY CARDS: 21
stories or poems that suggest
feelings or appeal to the INTERACTIVE READ-ALOUD CARDS: Unit 3, Week 3: 1
senses. TEACHER’S EDITION: Unit 1: T272–273 Unit 2: T194–195 Unit 3: T18, T35E, T35F, T35I, T76, T194–195B
Unit 4: T194–195 Unit 5: T35H, T195–195B Unit 6: T116–117, T269K
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Teacher Resources: Word Lists, Word Games and
Activities Media: Images
CCSS4
RL.1.5 Explain major differences LITERATURE ANTHOLOGY: Unit 1: 19, 40, 63, 83, 93 Unit 2: 21, 42, 61, 81, 93 Unit 3: 23, 45, 66, 89, 101
CORRELATIONS
Unit 4: 29, 53, 89, 125, 137 Unit 5: 155, 195, 221, 255, 267 Unit 6: 295, 323, 357, 393, 405
between books that tell
LEVELED READERS: Unit 1, Week 1: We Like to Share (O, ELL), Class Party (B) Unit 1, Week 2: What Can We See?
stories and books that give (A), A Trip to the City (O, ELL), Where I Live (A, O, ELL, B), Harvest Time (B) Unit 1, Week 3: Mouse’s Moon Party (A),
information, drawing on a wide Pet Show (O, ELL), Polly the Circus Star (B) Unit 1, Week 4: Friends Are Fun (A, O, ELL, B) Unit 1, Week 5: We Can
reading of a range of text types. Move! (A, O, ELL, B) Unit 2 Week 1: Pick Up Day (A), Ben Brings the Mail (O, ELL), At Work With Mom (B) Unit 2,
Week 2: What a Nest! (A), Stone Castles (A, O, ELL, B), Staying Afloat (O, ELL), City Armadillo, Country Armadillo (B)
Unit 2, Week 3: Meerkat Family (A, O, ELL, B) Unit 2, Week 4: The Sick Tree (A), Squirrel’s Help (O, ELL), Sharing Skills
(A, O, ELL, B) Unit 2, Week 5: How Maps Help (A, O, ELL, B) Unit 3, Week 1: Busy’s Watch (A), Kate Saves the Date!
(O, ELL), Uncle George Is Coming (B) Unit 3, Week 3: How Coquí Got Her Voice (A), The Magic Paintbrush (O, ELL),
The Storytelling Stone (B) Unit 4, Week 1: The King of the Animals (A), Lions and Elephants (A, O, ELL, B), Fly to
the Rescue! (O, ELL), Animal Traits (A, O, ELL, B), Hummingbird’s Wings (B) Unit 4, Week 2: Penguins All Around
(A, O, ELL, B) Unit 4, Week 4: Come One, Come All (B) Unit 5, Week 1: Nuts for Winter (A), Dog Bones (O, ELL),
Spark’s Toys (B) Unit 5, Week 5: What Is a Yurt? (A, O, ELL, B) Unit 6, Week 1: Two Hungry Elephants (A), What a
Feast (O, ELL), Beware of Lion (B) Unit 6, Week 4: The Quilt (A), Latkes for Sam (O, ELL)
TEACHER’S EDITION: Unit 1: S14, S32, S56, S62, S92, T113F, T269F Unit 2: T26, T113G, T191H, T260, T269E, T338
Unit 3: T35E, T269D Unit 4: T26, T35H, T113H, T191I, T269D, T347D Unit 5: T35C, T35J, T113K, T182, T191L, T269P,
T338, T347F Unit 6: T26, T35J, T113L, T191R, T269R, T347F
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Teacher Resources: Theme Bibliography,
Literature/Informational Text Chart, Book Talk, Reader Response Graphic Organizers: Graphic Organizers
RL.1.6 Identify who is telling the story READING/WRITING WORKSHOP: Unit 2: 24, 25, 44, 45, 84, 85 Unit 3: 24, 25, 44, 45 Unit 4: 28, 29
Unit 5: 150, 151, 190, 191 Unit 6: 272, 273
at various points in a text.
LITERATURE ANTHOLOGY: Unit 4: 125 Unit 5: 155
TEACHER’S EDITION: Unit 3: T26, T113B, T113I Unit 4: T261, T269E, T269F, T269H, T269K, T269O, T269R
Unit 5: T26–27, T35B, T35C, T35D, T35E, T35G, T35I–35J, T395
Integration of Knowledge and Ideas McGraw-Hill Reading Wonders

RL.1.7 Use illustrations and details in a READING/WRITING WORKSHOP: Unit 4: 88–89 Unit 5: 130–131
LITERATURE ANTHOLOGY: Unit 1: 63 Unit 2: 21, 42, 81 Unit 3: 23
story to describe its characters,
LEVELED READERS: Unit 1, Week 1: A Fun Day (A) Unit 2, Week 1: Pick Up Day (A), Ben Brings the Mail (O, ELL),
setting, or events. Unit 6, Week 3: Heat Wave (O, ELL)
202, 205, 210, 214, 217, 222, 226, 229, 234, 238, 241, 246, 250, 258, 277, 298, 301, 306, 313, 318
READING WORKSTATION ACTIVITY CARDS: 2, 4, 28
INTERACTIVE READ-ALOUD CARDS: Unit 6, Week 1: 4 Unit 6, Week 2: 2, 4
TEACHER’S EDITION: Unit 1: T35E–35G, T70–73, T104, T105, T113H, T113I, T216 Unit 2: T53, T138, T143, T271C,
T271D, T271H, T271J, T308 Unit 3: T65, T113D, T141, T167, T191D, T208, T298 Unit 4: T11, T35J, T71, T269G
Unit 5: T71, T150, T269D, T269O, T305–307, T323 Unit 6: T169, T191E, T191I, T191P, T227, T269G, T269P,
T306, T307
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Graphic Organizers: Graphic Organizers,
Tier 2 Intervention: Comprehension Media: Images Cards: Retelling Cards, Student Practice: Approaching
Reproducibles, Beyond Reproducibles, ELL Reproducibles
RL.1.8 (Not applicable to Literature)

RL.1.9 Compare and contrast the LEVELED READERS: Unit 3, Week 3: How Coquí Got Her Voice (A), El Coquí/The Coquí (A), The Magic Paintbrush
(O, ELL), Wanted: A Friend (O, ELL)
adventures and experiences of
characters in stories. INTERACTIVE READ-ALOUD CARDS: Unit 6, Week 1: 3
TEACHER’S EDITION: Unit 1: T124, T202 Unit 2: T124 Unit 3: T124, T191I, T202 Unit 4: T46 Unit 5: T46, T124,
T280 Unit 6: T46, T202

Range of Reading and Level of Text McGraw-Hill Reading Wonders
Complexity
RL.1.10 With prompting and support, READING/WRITING WORKSHOP: Unit 1: 7, 14–23, 34–43, 54–63, 74–83 Unit 2: 7, 14–23, 34–43, 74–83
Unit 3: 7, 14–23, 34–43, 54–63 Unit 4: 11, 18–27, 78–87 Unit 5: 113, 120–129, 140–149, 180–189
read prose and poetry of
Unit 6: 215, 222–231, 262–271, 282–291
appropriate complexity for LITERATURE ANTHOLOGY: These Units reflect the range of text complexity found throughout the book. Unit 3,
grade 1. Week 2: The Big Yuca Plant, 28 Unit 3, Week 3: The Gingerbread Man, 50 Unit 5, Week 1: A Lost Button, 140
Unit 5 Week 2: Kitten’s First Full Moon, 162 Unit 5, Week 3: Windshield Wipers, 222 Unit 6, Week 2: Abuelita’s
Lap, 324 Unit 6, Week 3: Rain School, 236
LEVELED READERS: These Units reflect the range of text complexity found throughout the books. Unit 1,
Week 4: I Like to Play (A), I Like to Play (O, ELL), I Like to Play (B) Unit 2, Week 3: I Live in a House (A), I Live in
a House (O, ELL), I Live in a House (B) Unit 3, Week 2: Corn Fun (A), A Tree’s Life (B) Unit 3, Week 3: El Coquí/
The Coquí (A), Wanted: A Friend (O, ELL), Family Stories (B) Unit 4, Week 3: Ducklings (A), Ducklings (O, ELL),
Ducklings (B) Unit 5, Week 3: Fly Away Butterfly (A), Fly Away Butterfly (O, ELL), Fly Away Butterfly (B) Unit 6,
Week 2: Fire (A), Fire (O, ELL), Fire (B)
YOUR TURN PRACTICE BOOK: 5, 6, 15, 16, 25, 26, 35, 36, 42, 45, 46, 50, 55, 56, 65, 66, 75, 76, 85, 86, 105, 106,
115, 116, 125, 126, 145, 146, 155, 156, 191, 192, 203, 204, 215, 216, 227, 228, 239, 240, 251, 252, 275, 276, 299,
300, 311, 312
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 6, 7, 8, 12, 14, 16, 20, 23, 25, 26, 28
TEACHER’S EDITION: Unit 1: T52, T53, T139–141, T208, T209, T225–229, T412–414 Unit 2: T61–63, T70–73,
T147–151, T297–299, T305–307 Unit 3: T65–67, T130, T131, T195–195B, T225–227, T407 Unit 4: T70–73,
T219, T299, T303–307, T412–414 Unit 5: T69–73, T143–145, T260, T261, T295–297, T303–307 Unit 6: T61–63,
T151, T217, T303, T407
LITERATURE BIG BOOKS: Unit 1, Week 1: This School Year Will be the Best Unit 1, Week 2: Alicia’s Happy Day
Unit 1, Week 3: Cool Dog, School Dog Unit 2, Week 1: Millie Waits for the Mail Unit 2, Week 2: The 3 Little Dassies
Unit 2, Week 3: Babies in the Bayou Unit 3, Week 1: A Second is a Hiccup Unit 3, Week 2: Mystery Vine
Unit 3, Week 3: Interrupting Chicken Unit 3, Week 4: The Last Train
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Teacher Resources: Theme Bibliography,
Literature/Informational Texts Chart Student Practice: Approaching Reproducibles, Beyond Reproducibles,
ELL Reproducibles
CCSS6
Reading Standards for Informational Text
CORRELATIONS
RI.1.1 Ask and answer questions READING/WRITING WORKSHOP: Unit 1: 84–85, 104–105 Unit 2: 64–65, 104–105 Unit 3: 84–85,
104–105 Unit 4: 48–49, 68–69
about key details in a text.
LITERATURE ANTHOLOGY: Unit 1: 83, 93, 94, 95 Unit 2: 61, 88, 89, 91, 93 Unit 3: 26, 49, 75, 89, 101, 103
Unit 4: 35, 55, 89, 137 Unit 5: 221, 267 Unit 6: 301, 323, 405
LEVELED READERS: Unit 1, Week 1: We Share (A, O, ELL, B), Look at Signs (A, O, ELL, B), Our Classroom Rules
(A, O, ELL, B) Unit 1, Week 3: A Mouse in the House (A, O, ELL, B) Unit 1, Week 4: Friends Are Fun (A, O, ELL, B)
Unit 2, Week 3: Meerkat Family (A, O, ELL, B) Unit 2, Week 5: How Maps Help (A, O, ELL, B) Unit 3, Week 1:
Use a Calendar (A, O, ELL, B) Unit 3, Week 2: Ear of Corn (A, O, ELL, B), Strawberry Plant (A, O, ELL, B), Inside Trees
(A, O, ELL, B) Unit 3, Week 4: Schools Then and Now (A, O, ELL, B) Unit 3, Week 5: Apples from Farm to Table
(A, O, ELL, B), What is a Hummingbird? (A, O, ELL, B) Unit 4, Week 2: Penguins All Around (A, O, ELL, B) Unit 4,
Week 3: Go, Gator! (A, O, ELL, B) Unit 5, Week 3: The Wright Brothers (A, O, ELL, B) Unit 5, Week 5: What Is a
Yurt? (A, O, ELL, B) Unit 6, Week 1: Dogs Helping People (A, O, ELL, B), Helpers Bring Food (A, O, ELL, B), Pete Seeger
(A, O, ELL, B) Unit 6, Week 2: Helping Me, Helping You! (A, O, ELL, B) Unit 6, Week 5: It’s Labor Day (A, O, ELL, B),
Four Voyages (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 94, 97, 100, 137, 161, 169, 181, 221, 257, 265, 270, 286, 289, 294, 305, 317,
322, 325, 330
READING WORKSTATION ACTIVITY CARDS: 5, 9, 11, 13, 15, 27
WRITING WORKSTATION ACTIVITY CARDS: 27, 29, 30
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 3: 4 Unit 2, Week 1: 3, 4 Unit 2, Week 3: 1, 4
Unit 2, Week 4: 3, 4 Unit 2, Week 5: 1, 3, 4 Unit 3, Week 1: 4 Unit 3, Week 4: 4 Unit 4, Week 2: 2, 4
Unit 4, Week 3: 1, 4 Unit 4, Week 4: 3, 4 Unit 5, Week 3: 4 Unit 5, Week 4: 4 Unit 6, Week 5: 3, 4
TEACHER’S EDITION: Unit 1: T244, T245, T269C, T322, T323, T332, T333, T338, T339, T358, T374, T375, T404,
T412, T413 Unit 2: T218, T374, T394, T395, T407, T412, T413, T415 Unit 3: T260, T261, T269C, T294, T358, T372,
T389, T394, T395, T407, T412, T413, T415 Unit 4: T89, T130, T140, T144, T148, T149, T167, T208, T216, T218, T222,
T227–229, T328, T394, T395, T407, T412, T413, T415 Unit 5: T167, T191D, T208, T218, T222, T280, T338, T339,
T364, T374, T379, T382, T383, T394, T395, T407, T412, T413, T415 Unit 6: T113F–113J, T124, T372, T394, T395,
T407, T412, T413, T415
Think Aloud Clouds Tier 2 Intervention: Comprehension Student Practice: Approaching Reproducibles, Beyond
RI.1.2 Identify the main topic and READING/WRITING WORKSHOP: Unit 2: 64, 65, 104, 105 Unit 4: 48, 49, 68, 69, 109
LITERATURE ANTHOLOGY: Unit 1: 83 Unit 2: 61, 93 Unit 3: 89 Unit 4: 55, 89 Unit 5: 221 Unit 6: 323
retell key details of a text.
LEVELED READERS: Unit 2, Week 3: Meerkat Family (A, O, ELL, B) Unit 2, Week 5: How Maps Help (A, O, ELL, B)
Unit 4, Week 2: Penguins All Around (A, O, ELL, B) Unit 4, Week 3: Go, Gator! (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 94, 97, 100, 166, 169, 174, 178, 181, 186, 197, 305, 317, 330
READING WORKSTATION ACTIVITY CARDS: 5, 10, 11, 27
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 3: 4 Unit 2, Week 1: 4 Unit 2, Week 3: 2, 4
Unit 2, Week 4: 3, 4 Unit 2, Week 5: 1, 3, 4 Unit 3, Week 1: 4 Unit 3, Week 4: 4 Unit 4, Week 2: 4
Unit 4, Week 3: 1, 4 Unit 4, Week 4: 4 Unit 5, Week 3: 4 Unit 6, Week 4: 4 Unit 6, Week 5: 4
TEACHER’S EDITION: Unit 1: S32, S62, S92, T264–265, T269D–269J, T342, T343, T414, T415 Unit 2: T182, T183,
T191B, T191E, T191F, T191H, T218–221, T227–231, T383–387, T397, T405 Unit 3: T269I, T269J, T307, T347B–347F,
T338, T339, T375 Unit 4: T89, T151, T245, T347B, T347C, T347E, T347F, T379 Unit 5: T167, T191H, T191K, T191L,
T223, T385, T414, T415 Unit 6: T109, T131, T245, T347F, T359
Think Aloud Clouds Tier 2 Intervention: Comprehension Student Practice: Approaching Reproducibles,
Beyond Reproducibles, ELL Reproducibles Cards: Retelling Cards

RI.1.3 Describe the connection READING/WRITING WORKSHOP: Unit 3: 84, 85, 104, 105 Unit 5: 170, 171, 210, 211
LITERATURE ANTHOLOGY: Unit 1: 94 Unit 2: 61, 93 Unit 3: 49, 89, 101 Unit 4: 35, 37–53, 55, 89, 137
between two individuals,
Unit 5: 221, 267 Unit 6: 323
events, ideas, or pieces of LEVELED READERS: Unit 2, Week 5: How Maps Help (A, O, ELL, B) On the Map (A, O, ELL, B) Unit 3, Week 5:
information in a text. Apples from Farm to Table (A, O, ELL, B) Unit 4, Week 4: Wings (A, O, ELL, B) Unit 4, Week 5: Teach A Dog!
(A, O, ELL, B) Unit 5, Week 5: What Is a Yurt? (A, O, ELL, B), Treehouses (A, O, ELL, B) Unit 6, Week 5: It’s Labor Day
(A, O, ELL, B), Four Voyages (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 100, 134, 137, 257, 262, 265, 270, 317
READING WORKSTATION ACTIVITY CARDS: 9, 13, 15, 17
INTERACTIVE READ-ALOUD CARDS: Unit 6, Week 4: 4 Unit 6, Week 5: 3
TEACHER’S EDITION: Unit 1: T404, T405, T406 Unit 2: T404, T405, T406 Unit 3: T286, T287, T295–297,
T299–301, T303–307, T365, T373, T375, T377, T379, T381, T385, T404, T405 Unit 4: T113D, T113F, T113H,
T404–406 Unit 5: T183, T187, T191B, T191E, T191H, T191I, T208, T209, T216–219, T223, T225–229, T339, T347C,
T347E, T347F, T339, T364, T365, T373, T375, T377, T379, T384, T385 Unit 6: T113D, T113E, T404–406
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Approaching Reproducibles,
Beyond Reproducibles, ELL Reproducibles Graphic Organizers: Graphic Organizers, Interactive Games &
Activities: Comprehension
Craft and Structure McGraw-Hill Reading Wonders

RI.1.4 Ask and answer questions to READING/WRITING WORKSHOP: Unit 1: 338 Unit 2: 182, 338 Unit 3: 260, 338 Unit 4: 104, 338
Unit 5: 338 Unit 6: 338
help determine or clarify the
TEACHER’S EDITION: Unit 2: T396 Unit 3: T269F Unit 4: T113, T113F, T191G, T347 Unit 5: T347
meaning of words and phrases Unit 6: T113F
in a text. www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Media: Visual Glossary Tier 2 Intervention:
Vocabulary Interactive Games & Activities: Vocabulary
RI.1.5 Know and use various text LITERATURE ANTHOLOGY: Unit 1: 93, 94 Unit 2: 59
LEVELED READERS: Unit 1, Week 1: Look at Signs (A, O, ELL, B)
features (e.g., headings,
tables of contents, glossaries, 281, 305, 329
electronic menus, icons) to READING WORKSTATION ACTIVITY CARDS: 18, 19, 20
locate key facts or information TEACHER’S EDITION: Unit 1: T38–39B, T347C, T347F, T350, T396, T415 Unit 2: T117, T274, T275, T275B, T349F,
T352, T385, T396, T415 Unit 3: T322, T350, T351, T396, T415 Unit 4: T38, T39A, T39B, T273, T273B, T280, T396,
in a text. T415 Unit 5: T396, T415 Unit 6: T195–195B, T350, T396, T415
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Media: Images, Time for Kids Online Articles,
Research & Inquiry: Weekly Lessons Student Practice: Approaching Reproducibles, Beyond Reproducibles,
ELL Reproducibles
RI.1.6 Distinguish between READING/WRITING WORKSHOP: Unit 2: 104, 105 Unit 4: 68, 69
information provided by YOUR TURN PRACTICE BOOK: 173, 181, 209, 233, 269, 281
pictures or other illustrations READING WORKSTATION ACTIVITY CARDS: 20
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 1: 1, 2, 4 Unit 1, Week 3: 4 Unit 1, Week 4: 4
and information provided by
Unit 2, Week 1: 4 Unit 2, Week 3: 4 Unit 2, Week 4: 2, 4 Unit 2, Week 5: 3, 4 Unit 3, Week 1: 4
the words in a text. Unit 3, Week 4: 4 Unit 4, Week 2: 4 Unit 4, Week 3: 3, 4 Unit 4, Week 4: 2, 4 Unit 5, Week 3: 4
Unit 6, Week 4: 3, 4 Unit 6, Week 5: 4
TEACHER’S EDITION: Unit 1: T269C, T269E, T269F, T347B, T347C Unit 2: T191C Unit 3: T269D Unit 4:
T182 Unit 5: T182, T273 Unit 6: T113E, T113F, T113H, T338
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Media: Images, Graphic Organizers: Graphic
Organizers, Student Practice: Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles Interactive
Games & Activities: Comprehension
CCSS8
Integration of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
RI.1.7 Use the illustrations and READING/WRITING WORKSHOP: Unit 1: 104, 105 Unit 2: 104, 105
LITERATURE ANTHOLOGY: Unit 1: 83, 93, 95 Unit 2: 59, 61 Unit 3: 49, 89, 103
details in a text to describe its
LEVELED READERS: Unit 1, Week 1: A Fun Day (A), Class Party (B) Unit 3, Week 1: Make a Clock (A, O, ELL, B),
key ideas. So Many Clocks! (A, O, ELL, B) Unit 3, Week 4: Schools Then and Now (A, O, ELL, B) Unit 4, Week 3: Go, Gator!
(A, O, ELL, B) Unit 4, Week 4: Wings (A, O, ELL, B) Unit 5, Week 1: Sort by Color (A, O, ELL, B), Sorting Balls
(A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 99, 100, 137, 166, 169, 174, 181, 186, 221, 233, 269, 270, 281, 294, 305, 317, 330
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 1: 1, 2, 4 Unit 1, Week 3: 4 Unit 1, Week 4: 4
Unit 6, Week 4: 3, 4 Unit 6, Week 5: 4
TEACHER’S EDITION: Unit 1: T38, T269D–269G, T304–307, T347D–347F, T372–375 Unit 2: T39, T117,
T191C–191H, T274, T275, T349B–349F, T385–387 Unit 3: T39, T269D, T269I, T269J, T273, T273B, T287, T307, T350,
T365, T372, T383–385 Unit 4: T38, T149, T150, T167, T191G, T191I, T191O, T229, T245, T339, T365, T374, T375,
T384, T385 Unit 5: T38, T39, T39A, T39B, T191B, T191D, T228, T347F, T372 Unit 6: T31, T38, T39A, T113E–113H,
T113I, T113K, T113L, T148–151, T273, T273A, T338, T339, T347B–347D, T365, T383
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Media: Images, Tier 2 Intervention:
Comprehension, Student Practice: Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles
RI.1.8 Identify the reasons an author READING/WRITING WORKSHOP: Unit 1: 104, 105 Unit 2: 104, 105
gives to support points LITERATURE ANTHOLOGY: Unit 6: 323, 405
in a text. LEVELED READERS: Unit 6, Week 2: Helping Me, Helping You! (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: T260, T261, T269D, T269F, T281 Unit 2: T183, T191D, T191F, T203 Unit 3: T261,
T282, T347D, T330 Unit 4: T105, T113C, T113E, T125 Unit 5: T183, T203, T339, T359 Unit 6: T104, T105, T113C,
T113G, T113I, T125, T339, T347C, T359
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: Retelling Cards, Graphic Organizers:
Graphic Organizers
RI.1.9 Identify basic similarities in LITERATURE ANTHOLOGY: Unit 1: 84, 94 Unit 2: 22, 44, 61, 62, 82, 94 Unit 3: 24, 46, 90, 102 Unit 4: 30, 56,
59, 90, 126, 138, 139 Unit 5: 156, 201, 222, 256, 268 Unit 6: 296, 301, 324, 394, 406
and differences between
LEVELED READERS: Unit 1, Week 5: What’s Under Your Skin? (A, O, ELL, B) Unit 2, Week 5: On the Map (A, O, ELL, B)
two texts on the same topic Unit 3, Week 4: School Days (A, O, ELL, B) Unit 4, Week 1: Lions and Elephants (A, O, ELL, B) Unit 4, Week 2:
(e.g., in illustrations, Penguins All Around (A, O, ELL, B), Animals Work Together (A, O, ELL, B) Unit 4, Week 5: Teach a Dog! (A, O, ELL, B),
descriptions, or procedures.) Working with Dolphins (A, O, ELL, B) Unit 5, Week 5: What Is a Yurt? (A, O, ELL, B), Treehouses (A, O, ELL, B)
TEACHER’S EDITION: Unit 1: S32, S62, S92, T46, T124, T280, T351, T358, T379, T385 Unit 2: T195, T202, T275B,
T353, T360, T361, T367, T381, T387 Unit 3: T46, T124, T131, T145, T280, T281, T286, T287, T297, T307, T358, T359,
T379 Unit 4: T46, T53, T63, T67, T124, T131, T141, T145, T151, T202, T209, T219, T273B, T280, T287, T297, T301,
T307, T351, T358, T365, T375, T379, T385 Unit 5: T117B, T124, T202, T209, T219, T223, T280, T281, T297, T301,
T351, T358, T365, T375, T385 Unit 6: T53, T63, T67, T73, T117, T124, T131, T141, T145, T151, T202, T209, T219,
T223, T229, T280, T287, T297, T301, T307, T351, T358, T365, T375, T379, T385
www.connected.mcgraw-hill.com: RESOURCES Units 1–6: Graphic Organizers: Graphic Organizers,
Cards: Retelling Cards

Range of Reading and Level of Text McGraw-Hill Reading Wonders
Complexity
RI.1.10 With prompting and support, READING/WRITING WORKSHOP: Unit 1: 94–103 Unit 2: 54–63, 94–103 Unit 3: 74–83, 94–103
Unit 4: 38–47, 58–67, 98–107 Unit 5: 160–169, 200–209 Unit 6: 242–251, 302–311
read informational texts
LITERATURE ANTHOLOGY: These Units reflect the range of text complexity found throughout the book.
appropriately complex Unit 1, Week 4: Friends, 68 Unit 2, Week 5: Fun with Maps, 86 Unit 3, Week 4: Long Ago and Now, 74
for grade 1. Unit 4, Week 2: Animal Teams, 36 Unit 4, Week 5: Koko and Penny, 130 Unit 5, Week 3: Thomas Edison,
Inventor, 202 Unit 6, Week 5: Happy Birthday, U.S.A.!, 398
LEVELED READERS: These Units reflect the range of text complexity found throughout the books.
Unit 1, Week 1: We Share (A, O, ELL, B), Look at Signs (A, O, ELL, B), Our Classroom Rules (A, O, ELL, B) Unit 2,
Week 2: Stone Castles (A, O, ELL, B), A Day on a Houseboat (A, O, ELL, B), City or Country? (A, O, ELL, B) Unit 3,
Week 4: Schools Then and Now (A, O, ELL, B), School Days (A, O, ELL, B) Unit 4, Week 3: Go, Gator! (A, O, ELL, B)
Unit 5, Week 1: Sort by Color (A, O, ELL, B), Sorting Balls (A, O, ELL, B), Sorting Fruit (A, O, ELL, B) Unit 6, Week 4:
Making a Quilt Square (A, O, ELL, B) What is a Taco? (A, O, ELL, B) How To Play Four Square (A, O, ELL, B)
YOUR TURN PRACTICE BOOK: 95, 96, 135, 136, 167, 168, 179, 180, 197, 263, 264, 287, 288, 305, 317, 323, 324
READING WORKSTATION ACTIVITY CARDS: 5, 9, 10, 11, 13, 15, 17, 19, 22, 27
TEACHER’S EDITION: Unit 1: T52, T53, T144, T145, T238, T239, T373–375, T404–407 Unit 2: T141, T223–225,
T340–341, T383–387, T412–414 Unit 3: T53, T151, T286, T287, T304–307, T377–379 Unit 4: T73, T140, T141,
T226, T227, T328, T329, T382, T383 Unit 5: T73, T208, T209, T221–223, T338, T339, T381–385 Unit 6: T139, T144,
T145, T364, T365, T374, T375, T384, T385
LITERATURE BIG BOOKS: Unit 1, Week 4: Friends All Around Unit 1, Week 5: Move!
Unit 2, Week 4: The Story of Martin Luther King, Jr. Unit 2, Week 5: Me on the Map Unit 3, Week 5: Where Does
Food Come From?
www.connected.mcgraw-hill.com: RESOURCES: Unit 1: Teacher Resources: Theme Bibliography,
Literature/Informational Text Chart Student Practice: Approaching Reproducibles, Beyond Reproducibles,
ELL Reproducibles
CCSS10
Reading Standards: Foundational Skills
Print Concepts McGraw-Hill Reading Wonders
CORRELATIONS
RF.1.1 Demonstrate understanding of the organization and basic features of print.
RF.1.1a Recognize the distinguishing TEACHER’S EDITION: Unit 1: S34, S64, T28, T29, T185, T206, T349 Unit 2: T10, T88, T166, T324, T333, T351,
T365 Unit 3: T12, T13, T54 Unit 4: T54, T115 Unit 5: T97, T107, T115, T129
features of a sentence
www.connected.mcgraw-hill.com: RESOURCES: Units 1–5: Student Practice: Grammar Practice Interactive
(e.g., first word, capitalization, Games & Activities: Writing & Grammar
Phonological Awareness McGraw-Hill Reading Wonders
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.2a Distinguish long from short TEACHER’S EDITION: Unit 3: T12, T13, T54 Unit 4: T52
vowel sounds in spoken www.connected.mcgraw-hill.com: RESOURCES: Unit 3: Interactive Games & Activities: Phonemic
Awareness, Cards: Word-Building Cards Tier 2 Intervention: Phonemic Awareness Unit 4: Interactive Games &
single-syllable words. Activities: Phonemic Awareness, Cards: Word-Building Cards Tier 2 Intervention: Phonemic Awareness
RF.1.2b Orally produce single-syllable YOUR TURN PRACTICE BOOK: SS1, SS2, SS6, SS7, SS11, SS13, SS14, SS18, SS19, SS23, SS25, SS26, SS30, SS31,
SS35, 1, 41, 121, 171
words by blending sounds
PHONICS WORKSTATION ACTIVITY CARDS: 5, 15, 16, 20, 23, 28, 29
(phonemes) including TEACHER’S EDITION: Unit 1: S53, S65, S71, T32, T55, T91, T110, T111, T126, T132, T168, T169, T178, T210, T282,
consonant blends. T289, T367 Unit 2: T12, T48, T54, T55, T110, T126, T133, T176, T212, T291, T362, T368 Unit 3: T126, T188, T211,
T282, T289, T334, T366 Unit 4: T32, T55, T132, T178, T179, T204, T210, T344, T345, T366 Unit 5: T32, T55, T110,
T126, T132, T176, T177, T188, T189, T266, T282, T288, T324, T325, T352, T366, T367 Unit 6: T110, T111, T132, T133,
T266, T282, T288, T334, T366
www.connected.mcgraw-hill.com: RESOURCES: Units 16: Interactive Games & Activities: Phonemic
Awareness, Student Practice: Phonics/Spelling Practice, Approaching Reproducibles, Beyond Reproducibles,
ELL Reproducibles Cards: Word-Building Cards
RF.1.2c Isolate and pronounce initial, YOUR TURN PRACTICE BOOK: SS1, SS2, SS6, SS7, SS11, SS13, SS14, SS18, SS19, SS23, SS25, SS26, SS30, SS31,
SS35, 31, 39, 129, 245
medial vowel, and final sounds
TEACHER’S EDITION: Unit 1: S41, T22, T100, T101, T133, T196, T210, T211, T288, T324, T366, T367 Unit 2: T22,
(phonemes) in spoken T40, T54, T55, T100, T118, T132, T168, T188, T198, T212, T213, T248, T258, T276, T290, T291, T369 Unit 3: T32, T40,
single-syllable words. T55, T132, T133, T210, T256, T274, T288, T367 Unit 4: T22, T23, T54, T90, T110, T118, T132, T133, T168, T188, T196,
T210, T211, T246, T288, T289, T324, T352, T366, T367 Unit 5: T12, T22, T40, T54, T132, T133, T168, T210, T211, T256,
T274, T288, T289, T334, T366 Unit 6: T12, T54, T90, T118, T132, T133, T168, T196, T210, T211, T289, T366, T367
www.connected.mcgraw-hill.com: RESOURCES: Units 16: Interactive Games & Activities: Phonemic
Awareness, Student Practice: Phonics/Spelling Practice, Approaching Reproducibles, Beyond Reproducibles,
ELL Reproducibles Cards: Word-Building Cards
RF.1.2d Segment spoken single- TEACHER’S EDITION: Unit 1: S77, S83, T48, T55, T126, T204, T211, T256, T257, T266, T267, T282, T289, T334, T360,
T366 Unit 2: T48, T126, T206, T213, T284, T326, T362, T368, T369 Unit 3: T54, T110, T119, T132, T246, T288, T289,
syllable words into their
T366, T367 Unit 4: T48, T55, T100, T126, T133, T289 Unit 5: T55, T204, T210, T266, T334, T360, T367 Unit 6: T22,
complete sequence of T48, T55, T126, T178, T204, T210, T256, T274, T288, T367
individual sounds (phonemes). www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Interactive Games & Activities:
Phonemic Awareness Student Practice: Phonics/Spelling Practice Tier 2 Intervention: Phonemic Awareness
Cards: Word-Building Cards
Phonics and Word Recognition McGraw-Hill Reading Wonders

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3a Know the spelling-sound READING/WRITING WORKSHOP: Unit 2: 72, 73, 92, 93
YOUR TURN PRACTICE BOOK: SS25, 13, 18, 23, 25, 26, 28, 29, 31, 33, 49, 91, 93, 103
correspondences for common
PHONICS WORKSTATION ACTIVITY CARDS: 9, 10
consonant digraphs TEACHER’S EDITION: Unit 2: T258, T259, T268, T269, T276, T292, T293, T300, T326, T327, T336, T337, T348, T354,
(two letters that represent T355, T363 Unit 6: T212, T220
one sound). www.connected.mcgraw-hill.com: RESOURCES: Unit 2: Tier 2 Intervention: Phonics Cards: Sound-Spelling
Cards Teacher Resources: Sound-Spelling Songs, Interactive Games & Activities: Phonics Student Practice:
Phonics/Spelling Practice, Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles Unit 6: Tier 2
Intervention: Phonics Cards: Sound-Spelling Cards Teacher Resources: Sound-Spelling Songs, Interactive
Games & Activities: Phonics Student Practice: Phonics/Spelling Practice, Approaching Reproducibles, Beyond

Phonics and Word Recognition McGraw-Hill Reading Wonders
RF.1.3b Decode regularly spelled READING/WRITING WORKSHOP: Unit 1: 12, 13, 32, 33, 52, 53, 72, 73, 92, 93 Unit 2: 10–13, 31–33, 50–53, 70,
71, 90–93 Unit 3: 10, 11, 30, 31, 50–53, 70, 71, 90, 91 Unit 4: 54, 55, 74, 75, 96, 97 Unit 5: 116–119, 138, 139,
one-syllable words.
158, 159, 178, 179, 198, 199 Unit 6: 220, 221, 240, 241, 260, 261, 280, 281, 300, 301
YOUR TURN PRACTICE BOOK: SS3, SS4, SS9, SS10, SS15, SS16, SS21, SS22, SS27, SS28, SS33, SS34, 1, 3, 5, 6,
8, 11, 13, 15, 16, 18, 19, 21, 23, 25, 26, 28, 29, 31, 33, 35, 36, 39, 41, 43, 45, 46, 49, 51, 53, 55, 56, 59, 61, 62, 63,
65, 66, 69, 71, 73, 75, 76, 79, 81, 82, 83, 85, 86, 91, 92, 93, 95, 96, 101, 102, 103, 105, 106, 111, 112, 113, 115,
116, 119, 121, 122, 123, 125, 126, 129, 133, 135, 136, 138, 141, 142, 143, 145, 146, 151, 152, 155, 156, 159, 163,
164, 167, 168, 171, 175, 176, 179, 180, 183, 187, 188, 191, 192, 195, 199, 200, 203, 204, 207, 211, 212, 215, 216,
219, 223, 224, 227, 228, 231, 235, 236, 239, 240, 243, 245, 247, 248, 251, 252, 253, 255, 257, 259, 260, 263, 264,
267, 271, 272, 275, 276, 279, 283, 284, 287, 288, 291, 295, 296, 299, 300, 303, 307, 308, 311, 312, 315, 319, 320,
323, 324, 327
PHONICS WORKSTATION ACTIVITY CARDS: 3, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24,
25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: S30, S31, S48, S49, T32, T33, T110, T111, T196, T266, T267, T368, T369 Unit 2: T32,
T33, T118, T119, T188, T189, T214, T215, T252, T253, T336, T337 Unit 3: T16, T17, T56, T57, T168, T169, T266, T267,
T324, T325 Unit 4: T17, T22, T23, T32, T33, T64, T95, T101, T134, T135, T173, T188, T189, T212, T213, T250, T251,
T369 Unit 6: T16, T17, T22, T23, T32, T33, T40, T48, T56, T57, T64, T90, T91, T94, T95, T100, T101, T134, T135, T142,
T168, T169, T172, T173, T188, T189, T196, T197, T204, T205, T212, T213, T246, T247, T250, T251, T256, T257, T266,
T267, T274, T275, T290, T291, T298, T324, T325, T328, T329, T334, T335, T344, T345, T352, T353, T368, T369, T376
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Tier 2 Intervention: Phonics Cards:
Word-Building Cards, Spelling Word Cards Interactive Games & Activities: Phonics Student Practice:
Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles
RF.1.3c Know final -e and common READING/WRITING WORKSHOP: Unit 3: 12–13, 32–33, 72–73 Unit 4: 16, 17, 36, 37, 56, 57, 76, 77
YOUR TURN PRACTICE BOOK: 101, 103, 111, 113, 131, 133, 138, 151, 159, 163, 171, 175, 183, 187, 195, 199,
vowel team conventions
207, 271, 279, 292
for representing long vowel PHONICS WORKSTATION ACTIVITY CARDS: 3, 11, 12, 13, 14, 16, 17, 18, 19, 20
sounds. TEACHER’S EDITION: Unit 3: T12, T13, T17, T22, T23, T32–35, T40, T48, T56, T57, T64, T90, T91, T100, T101,
T110–113, T118, T126, T134, T135, T142, T210, T246, T247, T256, T257, T290, T291 Unit 4: T12, T13, T24, T32, T33,
T40, T48, T56, T57, T64, T76, T90, T91, T101, T110, T111, T118, T119, T126, T127, T134, T142, T168, T169, T213, T220,
T246, T247, T256, T257, T266, T267, T282, T290, T291, T334, T335, T352, T353, T360, T361, T368, T369, T376, T388
www.connected.mcgraw-hill.com: RESOURCES: Unit 3: Tier 2 Intervention: Phonics Cards: Word-Building
Cards, Spelling Word Cards Interactive Games & Activities: Phonics Student Practice: Approaching Reproducibles,
Beyond Reproducibles, ELL Reproducibles Unit 4: Tier 2 Intervention: Phonics Cards: Word-Building Cards,
Spelling Word Cards Interactive Games & Activities: Phonics Student Practice: Approaching Reproducibles,
Beyond Reproducibles, ELL Reproducibles
RF.1.3d Use knowledge that every YOUR TURN PRACTICE BOOK: 138, 328
TEACHER’S EDITION: Unit 2: T179, T257 Unit 3: T257 Unit 4: T179, T214 Unit 5: T335, T370 Unit 6: T101,
syllable must have a vowel
T335, T370
sound to determine the www.connected.mcgraw-hill.com: RESOURCES: Unit 1: Cards: Word-Building Cards Interactive Games &
number of syllables in a Activities: Phonics Unit 4: Cards: Word-Building Cards Interactive Games & Activities: Phonics Unit 5:
printed word. Cards: Word-Building Cards Interactive Games & Activities: Phonics Unit 6: Cards: Word-Building Cards
Interactive Games & Activities: Phonics
RF.1.3e Decode two-syllable words READING/WRITING WORKSHOP: Unit 2: 73, 93 Unit 4: 56, 57, 76, 77, 94–97 Unit 5: 116–119, 139, 156–159,
176–179, 198, 199 Unit 6: 220, 221, 240, 241, 260, 261, 280, 281, 298–301
following basic patterns
YOUR TURN PRACTICE BOOK: 138, 184, 196, 208, 268, 283, 304, 314, 316, 328
by breaking the words PHONICS WORKSTATION ACTIVITY CARDS: 8, 28
into syllables. TEACHER’S EDITION: Unit 1: S23, S47, T41, T49 Unit 2: T259, T269, T277, T285 Unit 3: T257, T267, T275, T283,
T292 Unit 4: T179, T189, T196, T204, T214 Unit 5: T335, T345, T352, T360 Unit 6: T101, T111, T118, T126, T136,
T179, T335, T345, T360
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: Word-Building Cards Student Practice:
CCSS12
RF.1.3f Read words with inflectional READING/WRITING WORKSHOP: Unit 1: 52, 53, 72, 73, 92, 93 Unit 2: 32, 33, 73 Unit 3: 32, 33, 72, 73,
CORRELATIONS
92, 93 Unit 4: 36, 37, 56, 57 Unit 5: 118, 119, 138, 139, 158, 159, 178, 179, 198, 199 Unit 6: 240, 241, 260, 261,
endings.
280, 281
YOUR TURN PRACTICE BOOK: 8, 28, 58, 78, 98, 118, 128, 148, 196, 225, 232, 249, 256, 266, 316
PHONICS WORKSTATION ACTIVITY CARDS: 8, 13, 15
TEACHER’S EDITION: Unit 1: T23, T33, T58, T179, T189, T197, T205 Unit 2: T22, T33, T41, T48, T58, T179, T189,
T352, T360, T370 Unit 4: T197, T257, T267, T274, T282, T292, T353 Unit 5: T101, T111, T113C, T118, T126, T136,
T257, T267, T274, T282, T392 Unit 6: T40, T257, T267, T274, T282, T292
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: Word-Building Cards Student Practice:
Phonics/Spelling Practice, Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles
RF.1.3g Recognize and read READING/WRITING WORKSHOP: Unit 1: 10, 11, 30, 31, 50, 51, 70, 71, 90, 91 Unit 2: 10, 11, 30, 31, 50, 51, 70,
71, 90, 91 Unit 3: 10–13, 30, 31, 50–53, 70, 71, 90, 91 Unit 4: 14, 15, 34, 35, 54, 55, 74, 75, 94, 95 Unit 5: 116,
grade-appropriate irregularly
117, 136–139, 156, 157, 176, 177, 196, 197 Unit 6: 218, 219, 238, 239, 258, 259, 278, 279, 298, 299
spelled words. YOUR TURN PRACTICE BOOK: 188, 200, 220, 296
PHONICS WORKSTATION ACTIVITY CARDS: 28
TEACHER’S EDITION: Unit 1: S49, T93–95, T170–173, T326–329, T376 Unit 2: T14–17, T92–95, T170–173,
T250–253, T338, T339 Unit 3: T59, T137, T205, T311, T386 Unit 4: T49, T112, T113, T180, T181, T258, T259, T326,
T327 Unit 5: T14–17, T92–95, T170–173, T248–251, T346–347 Unit 6: T25, T103, T220, T298, T371
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: High-Frequency Word Cards, Spelling
Word Cards, Word-Building Cards Student Practice: Approaching Reproducibles, Beyond Reproducibles,
ELL Reproducibles
Fluency McGraw-Hill Reading Wonders

RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read grade-level text with YOUR TURN PRACTICE BOOK: SS3, SS4, SS9, SS10, SS15, SS16, SS21, SS22, SS27, SS28, SS33, SS34, 5, 6, 11, 12,
13, 15, 16, 18, 21, 22, 23, 25, 26, 28, 31, 32, 33, 35, 36, 42, 43, 45, 46, 47, 55, 56, 65, 66, 75, 76, 82, 85, 86, 95, 96,
purpose and understanding.
99, 101, 103, 105, 106, 109, 111, 113, 115, 116, 121, 123, 125, 126, 131, 132, 133, 135, 136, 138, 139, 141, 143,
145, 146, 149, 151, 155, 156, 157, 159, 161, 163, 167, 168, 169, 171, 173, 175, 179, 180, 181, 183, 185, 187, 191,
192, 193, 195, 197, 199, 203, 204, 205, 207, 209, 211, 215, 216, 219, 221, 223, 227, 228, 231, 233, 235, 239, 240,
241, 243, 247, 251, 252, 255, 257, 259, 263, 264, 265, 267, 269, 271, 275, 276, 277, 279, 281, 283, 287, 288, 289,
291, 293, 295, 299, 300, 301, 303, 305, 307, 311, 312, 313, 315, 317, 319, 323, 324, 325, 327, 329
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 21, 22, 23,
24, 25, 26, 27, 28
TEACHER’S EDITION: Unit 1: T16–17, T104–105, T374–375, T394–395 Unit 2: T94–95, T182–183, T394–395
Unit 3: T94–95, T280–281, T394–395 Unit 4: T104–105, T172–173, T394–395 Unit 5: T16–17, T260–261,
T394–395 Unit 6: T94–95, T182–183, T394–395
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Reader’s Theater, Approaching
Reproducibles, Beyond Reproducibles, ELL Reproducibles
RF.1.4b Read grade-level text orally YOUR TURN PRACTICE BOOK: 157, 169, 181, 193, 205, 241, 265, 277, 289, 301, 313, 325
READING WORKSTATION ACTIVITY CARDS: 24, 25
with accuracy, appropriate rate,
TEACHER’S EDITION: Unit 1: T31, T113, T127, T191, T265, T394, T395 Unit 2: T31, T63, T109, T141, T151, T187,
and expression. T221, T267, T299, T394, T395 Unit 3: T31, T63, T141, T187, T219, T265, T294, T343, T375, T394, T395 Unit 4: T31,
T49, T109, T187, T205, T219, T265, T297, T343, T361, T375, T394, T395 Unit 5: T31, T49, T63, T109, T127, T141,
T187, T205, T265, T283, T297, T343, T361, T375, T394, T395 Unit 6: T31, T49, T63, T109, T127, T141, T187, T205,
T219, T283, T297, T343, T361, T375, T394, T395
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Media: Fluency Passages Student Practice:
Reader’s Theater, Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles Tier 2 Intervention:
Comprehension Interactive Games & Activities: Fluency
RF.1.4c Use context to confirm or self- YOUR TURN PRACTICE BOOK: 53, 73, 83, 103, 112, 123, 132, 133, 142, 152, 164, 175, 176, 183, 187, 188, 200,
201, 207, 212, 219, 223, 231, 236, 237, 243, 259, 260, 272, 284, 295, 296, 303, 308, 319, 320
correct word recognition and
TEACHER’S EDITION: Unit 1: T39, T394, T395 Unit 2: T394, T395 Unit 3: T394, T395 Unit 4: T394, T395
understanding, rereading as Unit 5: T394, T395 Unit 6: T394, T395
necessary. www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Reader’s Theater, Approaching
Reproducibles, Beyond Reproducibles, ELL Reproducibles Media: Fluency Passages Interactive Games &
Activities: Fluency

WRITING
Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewritings, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
CCSS14
C
CORRELATIONS
Grade 1
Writing Standards
Text Types and Purposes McGraw-Hill Reading Wonders
W.1.1 Write opinion pieces in which READING/WRITING WORKSHOP: Unit 3: 46, 86, 106 Unit 4: 90 Unit 5: 192
they introduce the topic or
WRITING WORKSTATION ACTIVITY CARDS: 4, 11, 26, 30
name the book they are writing TEACHER’S EDITION: Unit 1: S9, S15, S21, S27, S33, T69 Unit 2: T69, T397 Unit 3: T96, T106, T114, T115, T120,
about, state an opinion, supply T121, T128, T252, T262, T270, T271, T276, T277, T284, T310, T330, T340, T348, T349, T354, T355, T362, T388
a reason for the opinion, and Unit 4: T69, T252, T262, T270, T271, T276, T277, T284, T303 Unit 5: T252, T262, T270, T271, T276, T277, T284,
T379, T381 Unit 6: T303, T381
provide some sense of closure.
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Teacher Resources: Writer’s Checklists/
Proofreading Marks
W.1.2 Write informative/explanatory READING/WRITING WORKSHOP: Unit 1: 86 Unit 2: 66, 106 Unit 4: 50, 70, 110 Unit 5: 212
LITERATURE ANTHOLOGY: Unit 2: 60, 80 Unit 3: 44, 88 Unit 4: 54
texts in which they name a
LEVELED READERS: Unit 4, Week 2: Penguins All Around (A, O, ELL, B) Unit 4, Week 3: Duckling (B)
topic, supply some facts about Unit 5, Week 3: Fly Away Butterfly (B) Unit 6, Week 5: Four Voyages (A, O, ELL, B)
the topic, and provide some READING WORKSTATION ACTIVITY CARDS: 10
sense of closure. SCIENCE & SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 9, 19, 27
READING WORKSTATION ACTIVITY CARDS: 5, 6, 9, 10, 27, 28, 29
TEACHER’S EDITION: Unit 1: S39, S45, S51, S57, S63, S69, S75, S81, S87, S93, T301 Unit 2: T174, T184, T192,
T208, T293, T350, T351, T356, T357, T364 Unit 3: T378, T379, T379 Unit 4: T96, T106, T114, T115, T120, T121,
T128, T174, T184, T192, T193, T198, T199, T232, T310 Unit 5: T18, T28, T36, T37, T42, T43, T50, T301, T310, T397
Unit 6: T67, T122, T123, T330, T340, T348, T349, T354, T355, T362
Proofreading Marks
W.1.3 Write narratives in which READING/WRITING WORKSHOP: Unit 1: 26, 46, 66, 106 Unit 2: 26, 46, 86 Unit 4: 30, 110 Unit 5: 172
Unit 6: 234
they recount two or more
LITERATURE ANTHOLOGY: Unit 3: 22, 66 Unit 4: 124 Unit 5: 154, 254 Unit 6: 321
appropriately sequenced LEVELED READERS: Unit 2, Week 1: At Work with Mom (B), Staying Afloat (O, ELL) Unit 3, Week 3:
events, include some details Family Stories (B) Unit 4, Week 1: What Is a Hummingbird? (A, O, ELL, B) Unit 5, Week 1: Dog Bones (O, ELL),
regarding what happened, use Spark’s Toys (B) Unit 6, Theme 1: Beware of Lion (B) Unit 6, Week 4: Patty Jumps! (B)
READING WORKSTATION ACTIVITY CARDS: 10, 16
temporal words to signal event WRITING WORKSTATION ACTIVITY CARDS: 21, 23
order, and provide some sense TEACHER’S EDITION: Unit 1: T67, T225, T270, T271, T330, T340, T348, T349, T354, T355, T362, T363, T388
of closure. Unit 2: T18, T28, T36, T37, T50, T96, T106, T114, T115, T120, T121, T128, T154, T254, T264, T272, T273, T286, T312
Unit 4: T28, T118, T330, T340, T348, T349, T354, T355, T381 Unit 5: T174, T184, T192, T193, T198, T199, T206, T232,
T330, T340, T348, T349, T354, T355, T362, T388 Unit 6: T18, T28, T36, T37, T42, T43, T50
Proofreading Marks

Writing Standards
Production and Distribution McGraw-Hill Reading Wonders
of Writing
W.1.4 (Begins in grade 3)
W.1.5 With guidance and support WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27, 28, 29, 30
from adults, focus on a topic,
TEACHER’S EDITION: Unit 1: T18, T36, T37, T114, T115, T192, T193, T270, T271, T348, T349, T354, T355 Unit 2:
respond to questions and T36, T37, T114, T115, T192, T193, T200, T201, T272, T273, T356, T357 Unit 3: T18, T28, T36, T37, T42, T43, T76, T96,
suggestions from peers, and T106, T114, T115, T120, T121, T154, T174, T184, T192, T193, T198, T199, T252, T262, T270, T271, T276, T277, T310,
add details to strengthen T330, T340, T348, T349, T354, T355, T388 Unit 4: T18, T28, T36, T37, T42, T96, T106, T114, T115, T120, T121, T154,
T174, T184, T192, T193, T198, T199, T252, T262, T270, T271, T276, T277, T330, T340, T348, T349, T354, T355
writing as needed. Unit 5: T18, T28, T36, T37, T42, T43, T96, T106, T114, T115, T120, T121, T128, T174, T184, T192, T193, T198, T199,
T252, T262, T270, T271, T276, T277, T330, T340, T348, T349, T354, T355 Unit 6: T18, T28, T36, T37, T42, T43, T51,
T270, T271, T276, T277, T284, T310, T330, T340, T348, T349, T354, T355, T362
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Graphic Organizers: Graphic Organizers Teacher
Resources: Writer’s Checklists/Proofreading Marks
W.1.6 With guidance and support TEACHER’S EDITION: Unit 1: T122, T397–402 Unit 2: T286, T397–402 Unit 3: T397–402 Unit 4: T397–402
Unit 5: T397–402 Unit 6: T397–402
from adults, use a variety of
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Time for Kids Online Articles, Research &
digital tools to produce and Inquiry: Weekly Lessons Teacher Resources: Writer’s Checklists/Proofreading Marks
publish writing, including in
collaboration with peers.
Research to Build and Present McGraw-Hill Reading Wonders
Knowledge
W.1.7 Participate in shared research TEACHER’S EDITION: Unit 1: T44, T45, T47, T122, T123, T203, T223, T278, T279, T281, T356, T357, T359, T379,
T397–401 Unit 2: T44, T45, T47, T122, T123, T125, T203–205, T225, T281, T283, T358, T359, T361, T397–401
and writing projects (e.g.,
Unit 3: T44, T45, T47, T122, T123, T125, T200, T201, T203, T278, T279, T281, T356, T357, T359, T397–401
explore a number of “how–to” Unit 4: T44, T45, T47, T122, T123, T125, T200, T201, T203, T278, T279, T281, T356, T357, T359, T397–401
books on a given topic and use Unit 5: T44, T45, T47, T122, T123, T125, T200, T201, T278, T279, T281, T356, T357, T359, T397–401
them to write a sequence of Unit 6: T47, T122, T123, T125, T200, T201, T203, T278, T279, T281, T356, T357, T359, T397–401
instructions). www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Research & Inquiry: Weekly Lessons Teacher
Resources: Writer’s Checklists/Proofreading Marks Graphic Organizers: Foldables
W.1.8 With guidance and support LEVELED READERS: Unit 1, Week 3: A Mouse in the House (A, O, ELL, B), Love That Llama! (A, O, ELL, B), Birds That
Talk (A, O, ELL, B) Unit 1, Week 4: I Like to Play (A), I Like to Play (O, ELL), I Like to Play (B) Unit 2, Week 3: I Live in a
from adults, recall information
House (A), I Live in a House (O, ELL), I Live in a House (B) Unit 4, Week 2: Animals Work Together (A, O, ELL, B)
from experiences or gather Unit 4, Week 3: Duckling (A) Unit 4, Week 4: Let’s Look at Insects! (A, O, ELL, B), Compare Insects (A, O, ELL, B)
information from provided Unit 5, Week 2: Hello, Little Dipper! (A, O, ELL, B), Our Sun Is a Star! (A, O, ELL, B), Sunrise and Sunset (A, O, ELL, B)
sources to answer a question. Unit 5, Week 3: Fly Away Butterfly (A), Fly Away Butterfly (O, ELL) Unit 6, Week 5: Four Voyages (A, O, ELL, B)
SCIENCE & SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18,
19, 20, 22, 23, 24, 25, 26, 27, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27, 29, 30
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 3: 1 Unit 3, Week 1: 1, 3 Unit 5,
Week 1: 3 Unit 5, Week 2: 1 Unit 5, Week 4: 1 Unit 6, Week 2: 1 Unit 6, Week 5: 2
TEACHER’S EDITION: Unit 1: T200, T398–400 Unit 2: T303, T358, T361, T398–400 Unit 3: T67, T145, T203,
T361, T398–401 Unit 4: T35D, T122, T398–400 Unit 5: T44, T122, T200, T201, T278, T397–400 Unit 6: T44, T125,
T223, T278, T398–400
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Research & Inquiry: Weekly Lessons,
Note–taking Tools Graphic Organizers: Graphic Organizers

Range of Writing McGraw-Hill Reading Wonders
CCSS16
CORRELATIONS
SPEAKING AND LISTENING
Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.

C
Grade 1
Speaking and Listening Standards

Comprehension and McGraw-Hill Reading Wonders
Collaboration
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
SL.1.1a Follow agreed-upon PHONICS WORKSTATION ACTIVITY CARDS: 3, 10, 11, 12, 17, 18, 19, 20, 22, 23, 24, 30
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 21, 22, 23, 24, 25,
rules for discussions
26, 27, 28
(e.g., listening to others TEACHER’S EDITION: Unit 1: T9, T44, T87, T107, T122, T165, T243, T278, T403 Unit 2: T87, T122, T164, T204, T323, T358,
with care, speaking T403 Unit 3: T9, T165, T200, T243, T278, T321, T356, T403 Unit 4: T9, T44, T87, T122, T165, T200, T243, T278, T356, T403 Unit 5:
one at a time about the T44, T87, T122, T165, T200, T243, T278, T321, T403 Unit 6: T87, T122, T165, T200, T243, T321, T356, T403
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Media: Images, Videos Teacher Resources: Speaking and
topics and texts under Listening Checklists
discussion).
SL.1.1b Build on others’ talk READING WORKSTATION ACTIVITY CARDS: 2, 5, 10, 13, 16
TEACHER’S EDITION: Unit 1: T321, T356, T403 Unit 2: T9, T44, T403 Unit 3: T87, T122, T403 Unit 4: T403 Unit 5: T403
in conversations by
Unit 6: T278, T403
responding to the www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Media: Images, Videos Teacher Resources: Speaking and
comments of others Listening Checklists
through multiple
exchanges.
SL.1.1c Ask questions to clear TEACHER’S EDITION: Unit 1: T68, T99, T165, T17, T200, T201, T403 Unit 2: T245, T403 Unit 3: T177, T255, T321, T356, T403
Unit 4: T9, T44, T122, T403 Unit 5: T9, T243, T278, T356, T403 Unit 6: T9, T44, T321, T403
up any confusion
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Graphic Organizers: Graphic Organizers, Think Aloud Clouds
about the topics and Teacher Resources: Speaking and Listening Checklists
texts under discussion.
SL.1.2 Ask and answer READING WORKSTATION ACTIVITY CARDS: 2, 6, 11, 13, 14
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 1: 1, 2, 4 Unit 1, Week 2: 1, 3, 4 Unit 1, Week 3: 4 Unit 1, Week 4: 4
questions about key
Unit 2, Week 3: 4 Unit 2, Week 4: 2 Unit 3, Week 1: 4 Unit 3, Week 2: 4 Unit 3, Week 3: 2, 4 Unit 3, Week 4: 1, 3, 4
details in a text read Unit 3, Week 5: 4 Unit 4, Week 1: 3 Unit 4, Week 2: 2, 4 Unit 4, Week 3: 1, 3, 4 Unit 4, Week 4: 2 Unit 5, Week 1: 4
aloud or information Unit 5, Week 2: 4 Unit 5, Week 3: 4 Unit 5, Week 4: 4 Unit 5, Week 5: 4 Unit 6, Week 1: 4 Unit 6, Week 2: 4
presented orally or Unit 6, Week 3: 4 Unit 6, Week 4: 4
TEACHER’S EDITION: Unit 1: S8, S14, S26, S38, S44, S50, S56, S68, S74, S80, S86, T50, T245, T254, T255, T402, T403
through other media. Unit 2: T20, T99, T177, T257, T324, T402, T403 Unit 3: T11, T21, T31, T89, T99, T109, T167, T177, T245, T255, T333, T402, T403
Unit 4: T11, T21, T89, T98, T167, T177, T255, T333, T402, T403 Unit 5: T21, T99, T245, T255, T323, T333, T278, T402, T403
Unit 6: T21, T99, T245, T265, T323, T333, T402, T403
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Graphic Organizers: Think Aloud Clouds Teacher Resources:
Speaking and Listening Checklists
SL.1.3 Ask and answer TEACHER’S EDITION: Unit 1: T128, T165, T243, T403 Unit 2: T50, T243, T403 Unit 3: T9, T321, T362, T403 Unit 4: T9, T87,
T206, T321, T403 Unit 5: T9, T165, T243, T284, T403 Unit 6: T9, T50, T321, T403
questions about what
www.connected.mcgraw-hill.com: RESOURCES: Units 16: Research & Inquiry: Note–taking tools Graphic Organizers:
a speaker says in order Graphic Organizers Teacher Resources: Speaking and Listening Checklists
to gather additional
information or clarify
something that is not
understood.
CCSS18
Speaking and Listening Standards
Presentation of Knowledge McGraw-Hill Reading Wonders
CORRELATIONS
and Ideas
SL.1.4 Describe people, LITERATURE ANTHOLOGY: Unit 1: 47, 63, 85, 86, 94, 95 Unit 2: 25, 43, 47 Unit 5: 195, 259 Unit 6: 392
LEVELED READERS: Unit 1, Week 2: My Home (A, O, ELL, B), Where I Live (A, O, ELL, B), Where We Live (A, O, ELL, B) Unit 2,
places, things, and
Week 3: I Live in a House (A, O, ELL, B) Unit 2, Week 4: The Sick Tree (A), Squirrel’s Help (O, ELL) Unit 3, Week 4: School Days
events with relevant (A, O, ELL, B), Animal Traits (A, O, ELL, B) Unit 4, Week 5: Working with Dolphins (A, O, ELL, B) Unit 5, Week 1: Nuts for Winter (A),
details, expressing Spark’s Toys (B) Unit 5, Week 2: Hello, Little Dipper! (A, O, ELL, B), Our Sun Is a Star! (A, O, ELL, B), Sunrise and Sunset (A, O, ELL, B)
ideas and feelings Unit 6, Week 4: The Quilt (A), Latkes for Sam (O, ELL) Unit 6, Week 5: Four Voyages (A, O, ELL, B)
clearly. PHONICS WORKSTATION ACTIVITY CARDS: 4, 10, 11, 19, 26
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 7, 8, 9, 10, 13, 15
SCIENCE & SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 1: 2 Unit 1, Week 2: 3 Unit 1, Week 3: 3 Unit 3, Week 1: 2, 3
Unit 3, Week 2: 1 Unit 3, Week 4: 1 Unit 6, Week 4: 3
TEACHER’S EDITION: Unit 1: S26, S39, S51, S69, S81, T45, T87, T98, T107, T123, T154, T280, T284, T321 Unit 2: T9, T87, T203,
T245, T275, T323 Unit 3: T9, T76, T87, T89, T113J, T123, T165, T232, T243, T245, T323 Unit 4: T9, T45, T76, T87, T165, T243, T245,
T269R, T279, T273 Unit 5: T9, T11, T87, T89, T107, T113R, T165, T243, T273, T321 Unit 6: T87, T123, T177, T243
www.connected.mcgraw-hill.com: RESOURCES: Unit 1: Graphic Organizers: Graphic Organizers
SL.1.5 Add drawings or LITERATURE ANTHOLOGY: Unit 1: 18, 40, 62, 82 Unit 2: 20, 42, 80 Unit 3: 22, 44, 66, 88 Unit 4: 28, 88, 124 Unit 5: 194
Unit 6: 356, 392
other visual displays
LEVELED READERS: Unit 1, Week 2: My Home (A, O, ELL, B), Where I Live (A, O, ELL, B), Where We Live (A, O, ELL, B)
to descriptions when Unit 1, Week 3: A Mouse in the House (A, O, ELL, B), Love That Llama! (A, O, ELL, B), Birds That Talk (A, O, ELL, B) Unit 1, Week 4:
appropriate to clarify I Like to Play (A, O, ELL, B), What’s Under Your Skin? (A, O, ELL, B) Unit 2, Week 3: I Live in a House (A, O, ELL, B) Unit 2, Week 4:
ideas, thoughts, and The Sick Tree (A), Squirrel’s Help (O, ELL) Unit 2, Week 5: On the Map (A, O, ELL, B) Unit 3, Week 3: Wanted: A Friend (O, ELL),
feelings. Family Stories (B) Unit 3, Week 4: School Days (A, O, ELL, B), Animal Traits (A, O, ELL, B) Unit 4, Week 3: Duckling (A) Unit 4,
Week 5: Working with Dolphins (A, O, ELL, B) Unit 5, Week 2: Hello, Little Dipper! (A, O, ELL, B), Our Sun Is a Star! (A, O, ELL, B),
Sunrise and Sunset (A, O, ELL, B) Unit 5, Week 3: Fly Away Butterfly (A, O, ELL, B) Unit 6, Week 1: What a Feast (O, ELL)
Unit 6, Week 2: Fire (A) Unit 6, Week 4: The Quilt (A), Latkes for Sam (O, ELL)
YOUR TURN PRACTICE BOOK: 165, 189, 225, 249, 261, 285
PHONICS WORKSTATION ACTIVITY CARDS: 1, 3, 4, 6, 8, 9, 10, 16, 17, 18, 20, 21, 22, 25, 26, 29
READING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 17, 19, 20, 23, 26, 27, 28
SCIENCE & SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27, 28, 29, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 9, 10, 13, 14, 17, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29
TEACHER’S EDITION: Unit 1: T43, T45, T50, T113H, T121, T123, T128, T147, T152, T191G–191J, T279, T284, T355, T362, T399–402
Unit 2: T43, T50, T121, T123, T128, T201, T208, T279, T286, T364, T399–402 Unit 3: T121, T128, T199, T206, T277, T279, T284,
T362, T399–402 Unit 4: T43, T45, T50, T121, T123, T128, T199, T206, T285, T357, T399–402 Unit 5: T43, T45, T121, T123, T199,
T201, T206, T277, T284, T362, T397, T399–402 Unit 6: T43, T50, T121, T123, T128, T206, T277, T279, T284, T362, T397, T399–402
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Research & Inquiry: Weekly Lessons Student Practice:
SL.1.6 Produce complete LEVELED READERS: Unit 3, Week 1: Busy’s Watch (A), Kate Saves the Date! (O, ELL), Uncle George Is Coming (B) Unit 3, Week 4:
School Days (A, O, ELL, B) Unit 5, Week 2: Sunrise and Sunset (A, O, ELL, B) Unit 5, Week 3: Fly Away Butterfly (O, ELL)
sentences when
Unit 6, Week 1: Two Hungry Elephants (A) Unit 6, Week 2: Fire (O, ELL), Fire (B)
appropriate to task YOUR TURN PRACTICE BOOK: 2, 12, 17, 22, 32, 51, 52, 58, 61, 62, 71, 72, 81, 91, 92, 93, 101, 111, 151, 165, 189, 211, 221, 225,
and situation. 249, 261, 285, 314
PHONICS WORKSTATION ACTIVITY CARDS: 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29
SCIENCE & SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 7, 8, 9, 12, 14, 15, 17, 18, 19, 20, 23, 24, 25, 26, 27, 28, 30
WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25,
26, 27, 28, 29, 30
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 4: 3 Unit 1, Week 5: 1 Unit 2, Week 1: 1 Unit 2, Week 3: 3
Unit 3, Week 4: 2 Unit 4, Week 1: 2 Unit 4, Week 4: 1 Unit 5, Week 5: 2 Unit 6, Week 3: 1
TEACHER’S EDITION: Unit 1: T42, T43, T119, T120, T152, T153, T230, T231, T386, T387 Unit 2: T19, T97, T152, T216, T217, T388,
T389 Unit 3: T15, T74, T75, T199, T275, T349 Unit 4: T15, T68, T199, T253, T355 Unit 5: T19, T103, T277, T307–309, T386,
T387 Unit 6: T43, T137, T215, T298, T341
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Approaching Reproducibles, Beyond

LANGUAGE
Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain–specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
CCSS20
C
CORRELATIONS
Grade 1
Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.1.1a Print all upper- and lowercase YOUR TURN PRACTICE BOOK: SS5, SS8, SS12, SS17, SS20, SS24, SS29, SS32, SS36
letters. TEACHER’S EDITION: Unit 1: T13, T91, T169, T247, T325 Unit 2: T13, T91, T169, T247, T325 Unit 3: T13, T91,
T169, T247, T325 Unit 4: T13, T91, T169, T247, T325 Unit 5: T13, T91, T169, T247, T325 Unit 6: T13, T91, T169,
T247, T325
www.connected.mcgraw-hill.com: RESOURCES: Unit 1: Student Practice: Grammar Practice, Approaching
Reproducibles, Beyond Reproducibles, ELL Reproducibles Interactive Games & Activities: Writing & Grammar
L.1.1b Use common, proper, and READING/WRITING WORKSHOP: Unit 1: 47, 93 Unit 2: 13, 27, 47, 67, 87, 107
possessive nouns. YOUR TURN PRACTICE BOOK: 2, 32, 49, 59, 92, 102, 112, 132, 152, 165, 176, 200, 213, 237, 248, 260, 261, 272,
273, 284, 296, 297, 321
PHONICS WORKSTATION ACTIVITY CARDS: 5
TEACHER’S EDITION: Unit 2: T28, T29, T106, T107, T184, T185, T200, T201, T272, T273, T278, T279 Unit 4: T97,
T107, T199 Unit 5: T19, T29, T37, T42, T43, T51, T115, T121, T129
Reproducibles, Beyond Reproducibles, ELL Reproducibles Interactive Games & Activities: Writing &
Grammar Unit 4: Student Practice: Grammar Practice, Approaching Reproducibles, Beyond Reproducibles,
ELL Reproducibles Interactive Games & Activities: Writing & Grammar Unit 5: Student Practice: Grammar
Practice, Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles Interactive Games & Activities:
Writing & Grammar
L.1.1c Use singular and plural nouns READING/WRITING WORKSHOP: Unit 3: 47, 87 Unit 4: 31, 51
with matching verbs in basic YOUR TURN PRACTICE BOOK: 2, 8, 220
sentences (e.g., He hops; PHONICS WORKSTATION ACTIVITY CARDS: 5
TEACHER’S EDITION: Unit 3: T97, T106, T107, T155, T253, T263, T271, T277, T285, T311 Unit 4: T19, T29, T37,
We hop).
T42, T43, T51
www.connected.mcgraw-hill.com: RESOURCES: Units 3: Student Practice: Grammar Practice, Approaching
Unit 4: Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles, Grammar Practice, Interactive Games
& Activities (Writing & Grammar)
L.1.1d Use personal, possessive, and READING/WRITING WORKSHOP: Unit 6: 235, 254, 255, 275, 295
indefinite pronouns (e.g., I, me, YOUR TURN PRACTICE BOOK: SS3, SS4, SS9, SS10, SS15, SS16, SS21, SS22, SS27, SS28, SS33, SS34, 32, 152,
296, 308, 309
my; they, them, their; anyone,
everything).
TEACHER’S EDITION: Unit 6: T19, T29, T36, T37, T42, T43, T51, T77, T97, T106, T107, T115, T120, T121, T129, T155,
T175, T185, T193, T198, T199, T207, T233, T253, T262, T263, T271, T276, T277, T285, T311

Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.1.1e Use verbs to convey a sense READING/WRITING WORKSHOP: Unit 3: 47, 66 Unit 4: 71, 91
of past, present, and future YOUR TURN PRACTICE BOOK: 58, 78, 225
(e.g., Yesterday I walked home; PHONICS WORKSTATION ACTIVITY CARDS: 5
TEACHER’S EDITION: Unit 3: T97, T106, T107, T115, T120, T121, T129, T155, T175, T185, T193, T198, T199, T207,
Today I walk home; Tomorrow
T233, T253, T276, T277, T285 Unit 4: T19, T28, T29, T36, T42, T43, T77, T175, T185, T193, T198, T199, T207, T233,
I will walk home). T253, T263, T271, T276, T277, T285, T311
Unit 4: Student Practice: Grammar Practice, Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles
Interactive Games & Activities: Writing & Grammar
L.1.1f Use frequently occurring READING/WRITING WORKSHOP: Unit 5: 152–153, 173

adjectives. YOUR TURN PRACTICE BOOK: SS15, SS16, SS33, SS34, 22, 42, 52, 62, 92, 102, 112, 122, 132, 142, 152, 153, 164,
165, 176, 185, 189, 200, 201, 212, 213, 236, 237, 248, 256, 272, 293, 309, 320
WRITING WORKSTATION ACTIVITY CARDS: 17, 22, 25
TEACHER’S EDITION: Unit 5: T97, T106, T107, T115, T120, T121, T129, T154, T155, T175, T185, T193, T198,
T207, T233
L.1.1g Use frequently occurring READING/WRITING WORKSHOP: Unit 5: 132–133

conjunctions (e.g., and, but, or, YOUR TURN PRACTICE BOOK: SS15, SS16, SS21, SS22, 164
so, because). TEACHER’S EDITION: Unit 5: T19, T28, T29, T37, T42, T43, T51, T77
L.1.1h Use determiners (e.g., articles, READING/WRITING WORKSHOP: Unit 5: 193

demonstratives). YOUR TURN PRACTICE BOOK: SS3, SS4, SS9, SS10, SS15, SS16, SS21, SS22, SS27, SS28, SS33, SS34
TEACHER’S EDITION: Unit 5: T253, T262, T263, T271, T276, T277, T285, T311
L.1.1i Use frequently occurring READING/WRITING WORKSHOP: Unit 5: 212, 213

prepositions (e.g., during, YOUR TURN PRACTICE BOOK: SS9, SS10, SS33, SS34, 72, 92, 122, 142, 152, 164, 176, 200, 260, 308
beyond, toward). TEACHER’S EDITION: Unit 5: T331, T340, T341, T348, T349, T354, T355, T363, T389
L.1.1j Produce and expand complete READING/WRITING WORKSHOP: Unit 5: 132

simple and compound YOUR TURN PRACTICE BOOK: 2, 12, 17, 22, 51, 52, 58, 61, 62, 71, 72, 81, 91, 92, 93, 101, 111, 148, 151, 165,
189, 211, 221, 225, 249, 261, 285, 314
declarative, interrogative,
PHONICS WORKSTATION ACTIVITY CARDS: 1, 2, 4, 9, 10, 11, 12, 15, 17, 18, 19, 22, 23, 29, 30
imperative, and exclamatory
SCIENCE & SOCIAL STUDIES WORKSTATION ACTIVITY CARDS: 2, 4, 5, 6, 7, 8, 9, 12, 14, 15, 17, 18, 19, 20, 23,
sentences in response to 24, 25, 26, 27, 28, 30
prompts. WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27, 28, 29, 30
TEACHER’S EDITION: Unit 1: T19, T28, T37, T43, T51, T77, T175, T185, T192, T193, T198, T199, T233, T311, T363
Graphic Organizers: Graphic Organizers Teacher’s Resources: Writer’s Checklists/Proofreading Marks
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.
L.1.2a Capitalize dates and names READING/WRITING WORKSHOP: Unit 6: 254, 255
of people. TEACHER’S EDITION: Unit 2: T265, T272, T273, T279, T287 Unit 4: T97, T175, T185, T193, T207 Unit 5: T129,
T185, T193, T198, T207 Unit 6: T97, T107, T120, T121, T129
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Grammar Practice, Interactive
Games & Activities: Writing & Grammar Teacher Resources: Writer’s Checklists/Proofreading Marks
CCSS22
Language Standards
L.1.2b Use end punctuation for READING/WRITING WORKSHOP: Unit 1: 67, 87, 107
CORRELATIONS
sentences. TEACHER’S EDITION: Unit 1: T96, T106, T114, T120, T128, T174, T184, T206, T252, T262, T270, T276, T284, T330,
T340, T348, T354, T362 Unit 2: T77, T333, T343, T351, T357, T365 Unit 4: T97, T107, T115, T120, T121, T129
Unit 5: T97, T107, T115, T121, T129
L.1.2c Use commas in dates and READING/WRITING WORKSHOP: Unit 3: 27, 66

to separate single words in TEACHER’S EDITION: Unit 2: T19, T28, T29, T37, T43, T51 Unit 3: T19, T28, T29, T37, T42, T43, T51, T175, T185,
T198, T199, T207, T253, T263, T271, T276, T277, T285 Unit 4: T331, T341, T349, T354, T355, T363 Unit 6: T175,
a series. T185, T193, T198, T199, T207, T253, T263, T263, T271, T276, T277, T285
L.1.2d Use conventional spelling for YOUR TURN PRACTICE BOOK: 196, 220, 232, 256
words with common spelling PHONICS WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27, 28, 29, 30
patterns and for frequently
TEACHER’S EDITION: Unit 1: T14, T92, T196, T274, T388 Unit 2: T24, T25, T92, T93, T112, T113, T190, T191, T270,
occurring irregular words. T271 Unit 3: T34, T35, T102, T103, T180, T181, T258, T259, T326, T327 Unit 4: T92, T93, T170, T171, T268, T269,
T336, T337, T346, T347 Unit 5: T49, T154, T232, T310, T353 Unit 6: T41, T127, T283, T326, T327, T360, T361
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Phonics/Spelling Practice,
Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles Interactive Games & Activities: Phonics
Cards: Spelling Word Cards, Sound-Spelling Cards Teacher Resources: Sound-Spelling Songs
L.1.2e Spell untaught words PHONICS WORKSTATION ACTIVITY CARDS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27, 28, 29, 30
phonetically, drawing on
TEACHER’S EDITION: Unit 1: T170, T171 Unit 2: T14, T170, T250 Unit 3: T14, T92, T170, T248, T326
phonemic awareness and Unit 4: T15, T170, T248, T326 Unit 5: T14, T34, T92, T170, T248, T326 Unit 6: T14, T92, T170, T248, T326
spelling conventions. www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Phonics/Spelling Practice,
Approaching Reproducibles, Beyond Reproducibles, ELL Reproducibles Interactive Games & Activities: Phonemic
Awareness Cards: Spelling Word Cards, Sound-Spelling Cards Teacher Resources: Sound-Spelling Songs
Knowledge of Language McGraw-Hill Reading Wonders

L.1.3 (Begins in grade 2)
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4a Use sentence-level context as a READING/WRITING WORKSHOP: Unit 4: 14, 15, 34, 35, 54, 55, 74, 75, 94, 95 Unit 5: 116, 117, 136, 137, 156,
157, 176, 177 Unit 6: 218, 219, 238, 239, 258, 259, 278, 279, 298, 299
clue to the meaning of a word
YOUR TURN PRACTICE BOOK: 170, 194
or phrase.
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 1: 3 Unit 4, Week 2: 3 Unit 5, Week 3: 3
Unit 6, Week 3: 2
TEACHER’S EDITION: Unit 1: T68, T117, T195A, T224, T302, T380 Unit 2: T39A, T113C, T146, T226, T275A, T311,
T382, T396 Unit 3: T39A, T68, T146, T224, T269F, T273A Unit 4: T68, T113, T113F, T117A, T269 Unit 5: T35, T39,
T117, T224, T273A, T302 Unit 6: T39, T113F, T146, T195A, T273A, T302, T380
Beyond Reproducibles, ELL Reproducibles Interactive Games & Activities: Vocabulary Cards: Visual
Vocabulary Cards
L.1.4b Use frequently occurring affixes YOUR TURN PRACTICE BOOK: 172, 206, 218, 242, 254, 280
as a clue to the meaning PHONICS WORKSTATION ACTIVITY CARDS: 17
of a word. TEACHER’S EDITION: Unit 3: T302 Unit 4: T101, T111, T118, T126, T136, T302, T380 Unit 5: T146, T269, T269K,
T380 Unit 6: T22, T33, T58
Vocabulary Cards

Language Standards
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders
L.1.4c Identify frequently occurring YOUR TURN PRACTICE BOOK: 118, 128, 148, 196, 266, 316
root words (e.g., look) and their TEACHER’S EDITION: Unit 3: T302 Unit 4: T146, T347 Unit 5: T113C, T269K, T347 Unit 6: T41, T48, T119, T197
inflectional forms (e.g., looks, www.connected.mcgraw-hill.com: RESOURCES: Units 3–6: Student Practice: Approaching Reproducibles,
looked, looking). Vocabulary Cards
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word
relationships and nuances in word meaning.
L.1.5a Sort words into categories TEACHER’S EDITION: Unit 3: T35I Unit 4: T39A, T39B, T191H Unit 5: T35J, T39, T39A, T39B
(e.g., colors, clothing) to gain www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: High-Frequency Word Cards,
Visual Vocabulary Cards Teacher Resources: Word Games and Activities, Word Lists Interactive Games &
a sense of the concepts the Activities: Vocabulary
categories represent.
L.1.5b Define words by category and TEACHER’S EDITION: Unit 3: T35I Unit 4: T39A, T39B, T191H Unit 5: T35J, T39, T39A, T39B, T191, T191H
by one or more key attributes www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: High-Frequency Word Cards,
Visual Vocabulary Cards Teacher Resources: Word Games and Activities, Word Lists, Interactive Games &
(e.g., a duck is a bird that Activities: Vocabulary
swims; a tiger is a large cat
with stripes).
L.1.5c Identify real-life connections TEACHER’S EDITION: Unit 1: T20, T30, T194 Unit 2: T38, T39A, T116, T304 Unit 3: T30, T38, T116, T186
Unit 4: T186, T194, T332, T350 Unit 5: T186, T194, T264, T272 Unit 6: T30, T38, T264, T350
between words and their use
www.connected.mcgraw-hill.com: RESOURCES: UNITS 16: Cards: HIGH-FREQUENCY WORD CARDS, WORD
(e.g., note places at home that LISTS, VISUAL VOCABULARY CARDS, INTERACTIVE GAMES & ACTIVITIES (VOCABULARY)
are cozy).
L.1.5d Distinguish shades of meaning YOUR TURN PRACTICE BOOK: 177, 189, 230
among verbs differing in TEACHER’S EDITION: Unit 2: T191G Unit 4: T191D, T191G Unit 5: T113, T113R Unit 6: T117, T269E, T269K
manner (e.g., look, peek, www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Cards: High-Frequency Word Cards,
Visual Vocabulary Cards Teacher Resources: Word Games and Activities, Word Lists Interactive Games &
glance, stare, glare, scowl) and Activities: Vocabulary
adjectives differing in intensity
(e.g., large, gigantic) by
defining or choosing them or
by acting out the meanings.
L.1.6 Use words and phrases WRITING WORKSTATION ACTIVITY CARDS: 26
acquired through INTERACTIVE READ ALOUD CARDS: Unit 1: Weeks 1–4 Unit 2: Weeks 1–4 Unit 3: Weeks 1–4
Unit 4: Weeks 1–4 Unit 5: Weeks 1–4 Unit 6: Weeks 1–4
conversations, reading
TEACHER’S EDITION: Unit 1: T29, T37, T66, T108, T115, T129, T146, T194, T199, T253, T263, T285, T331, T341,
and being read to, and T363 Unit 2: T19, T29, T37, T43, T51, T97, T107, T116, T121, T129, T175, T185, T193, T201, T209, T265, T273, T279,
responding to texts, including T28, T333 Unit 3: T19, T29, T37, T43, T51, T107, T115, T121, T129, T175, T185, T193, T199, T207, T253, T263, T271,
using frequently occurring T276, T285, T331, T341, T349, T355, T363, T384, T397 Unit 4: T19, T29, T43, T51, T97, T107, T115, T121, T129,
T175, T185, T193, T199, T205, T207, T253, T263, T271, T277, T285, T331, T363 Unit 5: T19, T29, T37, T43, T51, T97,
conjunctions to signal simple
relationships (e.g., because). T363 Unit 6: T19, T29, T37, T43, T51, T97, T107, T115, T121, T129, T175, T185, T193, T199, T207, T253, T263, T271,
T277, T285, T331, T341, T349, T355, T363
www.connected.mcgraw-hill.com: RESOURCES: Units 1–6: Student Practice: Grammar Practice Interactive
Games & Activities: (Writing & Grammar) Cards: Retelling Cards, Visual Vocabulary Cards
CCSS24

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Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

Cover and Title Pages: Nathan Love

Copyright © 2014 by The McGraw-Hill Companies, Inc.

All rights reserved. No part of this publication may be

Send all inquiries to:

Printed in the United States of America.

Common Core State Standards© Copyright 2010. National

Dr. Douglas Fisher Dr. Scott G. Paris

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

Marjorie J. Archer David P. Frydman LaVita Johnson Spears Eddie Thompson

Whitney Augustine Fran Gregory Randall B. Kincaid Patricia Vasseur Sosa

TEACHING WITH READING WONDERS vii

Assessing the Common Core State Standards

Retelling Cards Sound- High-Frequency Response Board Weekly U i

Plan Assess Professional My To-Do List

Teach Collaborate Additional Online Resources RRead PPlay

Week 2 Where I Live . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T78

Week 3 Our Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T156

Week 4 Let’s Be Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T234

Week 5 Let’s Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T312

Week 6 Review and Assess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T390

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1

Week 1 Week 2 Week 3

ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION

Build Background Build Background Build Background

Oral Vocabulary Oral Vocabulary Oral Vocabulary

Writing Writing Writing

Grammar Grammar Grammar

Comprehension Comprehension Unit 1 Assessment

Writing Writing Writing

READING/WRITING WORKSHOP, pp. 6–7

The Big Idea What makes you special?

COLLABORATE WRITER’S WORKSPACE

What’s more, it offers the

005_CR14_TP1_SS_119529.indd 1 2/8/12 8:24 AM

A. Say each picture name. Write an m below the

Copyright © The McGraw-Hill Companies, Inc.

007_CR14_TP1_SS_119529.indd 1 2/7/12 2:20 PM

Practice Book, S1–S12

Week 2 The grass is red.

A. Say each picture name. Write a c below the

The air is damp

B. Say each picture name. Write c or f to complete

Copyright © The McGraw-Hill Companies, Inc.

009_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM

Practice Book, S13–S24

Week 3 Who is in my family?

A. Say each picture name. Write a k below the

011_CR14_TP1_SS_119529.indd 1 2/7/12 2:24 PM C. Use the letters ck to make new words.

Practice Book, S25–S36

Phonics: /m/m, /s/s Phonemic Awareness: Phoneme Isolation

Build Background, S34 Build Background, S40

Phonological Awareness: Onset/Rime Phonemic Awareness: Phoneme Isolation

Build Background, S64 Build Background, S70

Word Work, S65–S67 Word Work, S71–S73

Administer Placement and Diagnostic Assessment

DAY 3 DAY 4 DAY 5