ELAR – Grade 1

Week of October 7, 2019

Monday Tuesday Wednesday Thursday Friday
October 7, 2019 October 8, 2019 October 9, 2019 October 10, 2019 October 11, 2019
1.1A: Listen actively, ask  1.1A: Listen actively, ask 
relevant questions to clarify relevant questions to clarify
information, and answer information, and answer
questions using multi-word respon questions using multi-word response
ses. s.

1.1C: Share information and  1.1C: Share information and 
ideas about the topic under  ideas about the topic under 
discussion, speaking clearly at an  discussion, speaking clearly at an 
appropriate pace and using the  appropriate pace and using the 
conventions of language. conventions of language.

1.1D: Work collaboratively with 1.1D: Work collaboratively with
others by following agreed-upon r others by following agreed-upon rul
ules for discussion,  es for discussion, 
including listening to others,  including listening to others, 
speaking when speaking when
recognized, and making  recognized, and making 
appropriate contributions. appropriate contributions.

1.2A-Demonstrate phonological 1.2A-Demonstrate phonological

awareness by: awareness by:

1.2A.i: producing a series of  1.2A.i: producing a series of 
rhyming words; rhyming words;

1.2A.ii: recognizing spoken allitera 1.2A.ii: recognizing spoken alliterati
tion or groups of words that begin  on or groups of words that begin wit
with the same spoken onset or  h the same spoken onset or 
initial sound; initial sound;

1
1.2A.iv: recognizing the change in  1.2A.iv: recognizing the change in sp
spoken word when a specified  oken word when a specified 
phoneme is added, changed, or  phoneme is added, changed, or 
removed; removed;
1.2A.vi: manipulating phonemes  1.2A.vi: manipulating phonemes 
within base words; and within base words; and

1.2B.i: decoding words in isolation  1.2B.i: decoding words in isolation a
and in context by applying commo nd in context by applying common l
n letter sound correspondences. etter sound correspondences.

1.2B.ii: decoding words with initial  1.2B.ii: decoding words with initial a
and final consonant blends,  nd final consonant blends, 
digraphs, and trigraphs; digraphs, and trigraphs;

1.2B.iii: decoding words with close 1.2B.iii: decoding words with closed 
d syllables; open syllables; VCe syllables; open syllables; VCe
syllables; vowel teams, including  syllables; vowel teams, including 
vowel digraphs and diphthongs;  vowel digraphs and diphthongs; 
and r-controlled syllables; and r-controlled syllables;

1.2B.vi: identifying and reading 1.2B.vi: identifying and reading
at least 100 high-frequency  at least 100 high-frequency 
words from a research-based list. words from a research-based list.

1.2C: Demonstrate and apply  1.2C: Demonstrate and apply 
spelling knowledge by: spelling knowledge by:

1.2C.i: spelling words with closed s 1.2C.i: spelling words with closed syl
yllables, open syllables, VCe lables, open syllables, VCe
syllables, vowel teams, and r- syllables, vowel teams, and r-
controlled syllables; controlled syllables;

1.2C.ii: spelling words with initial  1.2C.ii: spelling words with initial an
and final consonant blends, d final consonant blends,
 digraphs, and trigraphs;  digraphs, and trigraphs;
2
1.2C.iii: spelling words using soun 1.2C.iii: spelling words using sound-
d-spelling patterns; and spelling patterns; and

1.2C.iv: spelling high-frequency w 1.2C.iv: spelling high-frequency wor
ords from a research-based list. ds from a research-based list.

1.6B: Generate questions about  1.6B: Generate questions about 
text before, during, and after  text before, during, and after 
reading to deepen understanding  reading to deepen understanding 
and gain information with adult and gain information with adult
assistance. assistance.

1.6C: Make and correct or  1.6C: Make and correct or 
confirm predictions using text  confirm predictions using text 
features, characteristics of  features, characteristics of 
genre, and structures with genre, and structures with
adult assistance. adult assistance.

1.6I: Monitor comprehension and  1.6I: Monitor comprehension and m
make adjustments such as re- ake adjustments such as re-reading, 
reading, using background using background
 knowledge, checking for visual   knowledge, checking for visual 
cues, and asking questions when  cues, and asking questions when 
understanding breaks down. understanding breaks down.

1.7C: Use text evidence to support  1.7C: Use text evidence to support a
an appropriate response. n appropriate response.

1.7D: Retell texts in ways that 1.7D: Retell texts in ways that
maintain meaning. maintain meaning.

1.7E: Interact with sources in  1.7E: Interact with sources in 
meaningful ways such as  meaningful ways such as 
illustrating or writing. illustrating or writing.

3
1.10C: Discuss with adult  1.10C: Discuss with adult 
assistance the author's use of print assistance the author's use of printa
and graphic features to achieve  nd graphic features to achieve 
specific purposes. specific purposes.

Objective: We will make, correct Objective: We will identify the Objective: Objective: Objective:
and/or confirm predictions using features of a folktale.
text features. Product: Product: Product:
Product: I will discuss how the
Product: I will be able to make a author uses describing words and
prediction before reading. phrases that help the reader
create mental images.
Phonological Awareness Phonological Awareness
Picture cards: can, pan; ring, swing; Word Cards all, down, four, from, her,
and peas, keys. now, off, saw, tell, well, went, will
Printable Word List 8
Picture Cards bat (baseball), cap, comb,
Phonics: cow, hat, hay, map, tray, wolf, wood
Sound/Spelling Cards duck, fish,
goat, lion, seahorse, tiger, zebra
Phonics:
Letter Cards a, e, ff, i, j, ll, m, ss, t, Sound/Spelling Cards duck, fish, lion,
u, zz seahorse, zebra
Articulation Videos /d/, /f/, /g/, /l/, Letter Cards dd, e, f, ff, i, J, ll, o, ss, u,
/s/, /t/, /z/FO zz
Display and Engage Blend and
Spelling Cards: add, cuff, miss, and Read 3.6
buzz. Start Right Reader Book 2, p. 44
Printable Letter Cards
Mini Lesson: Know It, Show It p. 75
Anchor Chart 35
Text Organization Mini Lesson:
Printable Anchor Anchor Chart 3
Create Mental Images
Chart 35: Text
Printable Anchor
Organization
Chart 3: Create
Read Aloud Book Mental Images
Whose Eye Am I? Teaching Pal Book 2,

4
BookStix 3.2 pp. 38–49
myBook Blue Bird and
Coyote, Book 2, pp. 38–49

Collaboration —  the process of two Collaboration —  the process of two or

or more people working together to more people working together to
create or achieve the same thing create or achieve the same thing
wherein each member speaks, is wherein each member speaks, is heard,
heard, and takes ownership of the and takes ownership of the resulting
resulting product or activity product or activity

Complete sentence — an Complete sentence — an independent

independent clause that contains a clause that contains a group of words
group of words expressing a expressing a complete thought that
complete thought that contains a contains a subject (who or what) and a
subject (who or what) and a predicate (verb or action)
predicate (verb or action)
Consonant blends — a sequence of
Consonant blends — a sequence of two or more consonants; each
two or more consonants; each consonant sound is distinct within the
consonant sound is distinct within blend
the blend
Conventions — standard rules of
Conventions — standard rules of grammar and language, including
grammar and language, including written mechanics such as punctuation,
written mechanics such as capitalization, spelling, and paragraphs
punctuation, capitalization, spelling, and written/oral usage such as word
and paragraphs and written/oral order, subject-verb agreement, and
usage such as word order, subject- sentence structure
verb agreement, and sentence
structure Decoding — applying knowledge of
letter-sound relationships in order to
Decoding — applying knowledge of sound out a word; in reading practice,
letter-sound relationships in order to the term is used primarily to refer to
sound out a word; in reading word identification rather than word
practice, the term is used primarily

5
to refer to word identification rather comprehension
than word comprehension
Editing — a stage in the writing
Editing — a stage in the writing process when a written text is prepared
process when a written text is for an audience by attending to and
prepared for an audience by correcting mechanics, grammar, and
attending to and correcting spelling
mechanics, grammar, and spelling
Phoneme — the smallest unit of sound
Phoneme — the smallest unit of in speech
sound in speech
Phonemic awareness — the ability to
Phonemic awareness — the ability to identify, distinguish, and manipulate
identify, distinguish, and manipulate the individual sounds (phonemes)
the individual sounds (phonemes) and/or syllables in words
and/or syllables in words
Prediction  — a form of inference in
Prediction  — a form of inference in which the reader gathers and analyzes
which the reader gathers and details in order to anticipate and
analyzes details in order to anticipate foresee forthcoming events and
and foresee forthcoming events and information
information
Text/print feature — any characteristic
Text/print feature — any of the text outside the main body of
characteristic of the text outside the the text that helps convey meaning
main body of the text that helps
convey meaning Graphic feature — picture or other
image within a text
Graphic feature — picture or other
image within a text Social communication — verbal and
non-verbal language used in social
Social communication — verbal and situations and interactions
non-verbal language used in social
situations and interactions Text evidence — paraphrased or
directly quoted detail(s) from a text

6
 Text evidence — paraphrased or that supports a reader’s claim,
directly quoted detail(s) from a text thought, inference, or analysis about
that supports a reader’s claim, the text
thought, inference, or analysis about
the text Verb  — a part of speech that
describes an action or state of being of
Verb  — a part of speech that a noun/pronoun and is the grammatical
describes an action or state of being center of the predicate
of a noun/pronoun and is the
grammatical center of the predicate Verb tense — different forms of a verb
that show action or state of being in
Verb tense — different forms of a the present, past, or future.
verb that show action or state of
being in the present, past, or future
P
Remind children that Remind children that they
H working with the sounds in words know how to listen for words that
O can help them become better readers rhyme and that rhyming words end
N and writers. Explain that words with with the same sound chunks.
the same sound chunks at the end Explain that children will be
O
rhyme and that children will be listening for rhyming words. When
L listening for words that rhyme, like they hear words that rhyme, they
O hid, kid, and did. Tell children that should wave their hands in the air.
G they will be listening to tell whether If the words don’t rhyme, they
pairs of should keep their hands on their
I
desks.
C words you say rhyme.
A
L
Model: Let me show you.
Model: Let me show you Listen: leg, peg. Both words end
A what I mean. Listen: red, reed. Red with /ĕg/. Leg, peg, /ĕg/. They
W
ends with /ĕd/. Reed ends with /ēd/. rhyme! Wave your hands in the air.
Red
A

7
R
and reed do not rhyme.
E
N Your turn! Do these words
E rhyme? Listen:
Now you try it. Do the
S
words bit and sit rhyme? Listen for tote, dot. What sound chunk
S the ending do you hear at the end of tote? (/ōt/)
What sound chunk is at the end of
chunks. How does bit end? dot? (/ŏt/) Listen: /ōt/, /ŏt/. Are the
(/it/) How does sit end? (/it/) The sound chunks the same? (no)
sound That’s right. Tote and dot don’t
rhyme. Where
chunks are the same. Do bit
and sit rhyme? (yes) Tell me another should your hands be? (on
the desk)
word that rhymes with bit
and sit. (sample answers: fit, hit, Continue with the following
mitt) pairs: beat, get (no); late, date
(yes); gem, heel (no);hut, cut (yes);
Continue with: seen, lean find, kind (yes); joke, poke (yes).
(yes); box, bone (no); game, name
(yes); wipe, type (yes); miss, mice  Have children listen for and
(no); set, met (yes).
identify the vowel sound in
rhyming words you say. Explain:
For each pair of rhyming words I
Then tell children that they say, say the vowel sound you hear
will now tell whether pairs of and identify the vowel sound.
Listen as I do one: leg, peg. The
picture names rhyme. vowel sound in leg and peg
Display Picture Cards in the is /ĕ/. /ĕ/ is the short e sound.
following 
 Say: Now you try it. Say the
pairs: can, pan; gate, goat;
words, say the vowel sound, and
ring, swing; peas, keys; tub, cube.
tell what sound it is. Listen: late,
8
For date. What sound do you hear in
the middle of late and date? (/ā/)
each pair, ask: What are the Is /ā/ the long a or short a sound?
picture names? Do the words rhyme? (long a) Keep going: hut, cut (/ŭ/,
short u); find, kind (/ī/, long i);
(can, pan – yes; gate, goat – joke, poke (/ō/, long o).
no; ring, swing – yes; peas, keys –

yes; tub, cube – no)  Then display the following
Picture Cards pairs, one pair at a
After children have time: bat, hat; tray, hay;and map,
identified the pairs of rhyming cap. For each pair, have children
words, prompt them to name say the picture names, say the
another word that rhymes with middle sound in the words, and
the words. identify the vowel sound. (bat, hat
– /ă/, short a; tray, hay – /ā/, long a;
Part 2: Have children listen for and
map, cap – /ă/, short a)
identify the vowel sound in rhyming
words, as follows: I will say a pair of
rhyming words, and you will say the
vowel sound you hear and name the
vowel sound. Listen as I do the first
one: bit, sit. The vowel sound is /i/,
or the short i sound.

Say: Now it’s your turn. I

will say a pair of rhyming words.
You say

the vowel sound and identify

the vowel. Listen: seen, lean. What

sound do you hear in the

middle of seen and lean? (/ē/) Is /ē/
the long e or short e sound? (long e)

9
Let’s keep going: game, name

(/ā/, long a); wipe, type (/ī/,

long i); set, met (/ĕ/, short e).

Display the following

Picture Cards pairs, one pair at a
time:

can, pan; ring, swing; and

peas, keys. For each pair, ask: What

are the rhyming picture

names? What vowel sound do you
hear in

the middle? Is the vowel

sound short or long? (can, pan – /ă/,

short a; ring, swing – /i/,

short i; peas, keys – /ē/, long

WE DO:

Write tell and use Letter Cards t, e, ll

.
1. Display cards as shown.
Say the first letter and sound.
2. Slide the second letter over.
Say its sound. Then blend the
two sounds.
3. Slide the double consonants

10
over. Double consonants at the
end of a word stand for one
sound. Say the sound. Say the
first two blended sounds, the
last sound, and the blended word:
/tĕ/ /l/, tell.
 Display cards as shown. Say
the first letter and sound.
 Slide the second letter over.
Say its sound. Then blend
the two sounds.

 Slide the double

consonants over. Double
consonants at the end of a
word stand for one sound.
Say the sound. Say the
first two blended sounds,
the last sound, and the
blended word: /tĕ/ /l/, tell.

Sound-by-Sound Blending
Repeat the with cards for the words
muff, jazz, and miss, having children
say the sounds and blend.a

YOU DO:

Blending Practice Write the words

below.

pass
egg
odd
11
fuzz
leg
puff
sad
sell toss mess
off
less
if
add
cuff
Remember, only some words end
with double consonants. Have
children find one word in each row
that ends with a single consonant
and blend the word. Choose a
volunteer to model the next part of
the activity. Explain that you will
point to two words in random order
and the child will read them aloud.
Repeat the blending routine as
needed. Continue until each child
has had a turn.

Connect and Engage: Connect and Engage: Connect and Engage: Connect and Engage: Connect and Engage:

Remind children that authors Tell children that as they

of read, they should create mental
informational texts organize images of what they are reading.
their Explain that when you create a
mental image, you use the words
writing to fit the topic and and phrases in the text to make a Teach/Model: Teach/Model: Teach/Model:
their picture in your mind about
purpose for writing. something that is happening in the
story.

Project or display the

12
Anchor Project or display Anchor
Chart 3: Create Mental Images. Guided Practice: Guided Practice: Guided Practice:
Chart 35: Text Organization.

Teach/Model: Teach/Model:

Remind children that one  Tell children that creating Independent Practice: Independent Practice: Independent Practice:
type of text organization, or mental images can help them
structure, is description. remember what happens in a story
and what changes as they read. It
can also help them keep their mind
Point out that a text that is
in a book as they read.
organized in this way describes one
thing after 

another. The author gives  Finally, point out that

details children can look for describing
words in phrases orsentences to
about what things are like
help them form a mental image.
one by one.
Mental images may include
As you point to the pictures, sounds, tastes, and smells.
corresponding part of the Anchor
Chart, tell children that authors can
provide details that describe what Guided Practice:
things look, smell, sound, feel, and
act like. Point out that authors might Tell children they will
provide examples as well. practice creating mental images
when they read the folktale called
Blue Bird and Coyote.
Guided Practice:
Read aloud the title Blue Bird and
Tell children they will Coyote and introduce the story.
practice analyzing text organization
when they listen to a Read Aloud
Today we will read a folktale.
Book called Whose Eye Am I?
Folktales are stories from long ago
Today we will read an informational that have been told over and over.
Have children examine the cover
text about animals. Informational
13
 texts give facts about a topic. and think about what the story will
be about. Ask: Who are the
 Have children examine the
characters in this story? What do
cover. What do you think this book
you think they might do?
is about?

Set a Purpose Read the Set a
 Set a Purpose Remind Purpose section on page 38.
children that the purpose for reading Prompt children to set their own
informational texts is to get facts purpose for reading Blue Bird
about a topic. Ask: What do you and Coyote.
think we might learn about animals’
eyes? Use your question to set a Independent Practice:
purpose for reading.  Use the Turn and Talk
 Tell children that as you routine with the questions on
read, you are going to demonstrate Teaching Pal and myBook page 49.
how to read with expression. Have children not only point out
the words but also the phrases that
 Demonstrate how to vary
helped them create mental images.
your voice to reflect what is
happening in the text, such as when 
you are reading a question or  Read the Listening Tip.
interesting Remind children to follow agreed-
 information in the text. upon rules for discussion, such as
listening carefully and thinking

about what others say.
 Read and Comprehend Read

aloud the book with children,
pausing occasionally to ask the  You may want to have
questions on BookStix 3.2 and to children conduct their discussions
have them analyze the book’s text during daily small-group time.
organization. Refer back to the
Anchor Chart to discuss the text  Independent Writing:
organization of Whose Eye Am I?,
PROMPT
as needed.
Coyote still wants blue fur! How wi
14
 ll he get it? Make up an ending to a

dd to Blue Bird and Coyote.
 Independent Writing: PLAN
What is Coyote’s new plan to get bl
Remind children that in the ue fur? Add three ideas to the chart.
Read Aloud Book Whose Eye Am
I?,
the author describes the
different kinds of eyes that
animals have.

Ask children to draw a

picture of one of the animals from
the book. Then have them write a
sentence to tell a fact they
learned about that animal’s
eyes.
Ask partners to share and
compare their responses.
Encourage them to
recognize how the facts they wrote
are
similar or different.

You may want to have

children complete their writing
during
daily small-group time.

15
Small group / one on one Small group / one on one
Teacher reads questions/answer Teacher reads questions/answer
choices at student request choices at student request
graphic organizer graphic organizer
extra time for completing work extra time for completing work
break apart/chunk work break apart/chunk work
shorten instructions shorten instructions
extra time for written responses extra time for written responses
peer tutors/partners peer tutors/partners
Manipulatives Manipulatives
Word list Word list
Student should be able to share the Have partners discuss how Blue Bird
main idea of the read aloud. and Coyote change in the story.

Word Journeys Word Journeys

Reading Passage Reading Passage
Reading logs Reading logs

Word Study: Word Study: Word Study: Word Study: Word Study:
where where
yellow yellow Reading Response: Reading Response: Reading Response:
play play
run run Writing: Writing: Writing:

Comprehension: Comprehension: Comprehension:

Phonics: a, e, ff, i, j, ll, m, ss, t, u, Phonics: a, e, ff, i, j, ll, m, ss, t, u, zz
zz
I Do
Tell children that they will
be reading words that end in double Spotlight on Letters Review
consonants. Sound/Spelling Card duck. Duck
begins with the /d/ sound. The
First, they will practice
consonant d can stand for the /d/
listening for the ending sounds in
sound at the beginning or end of a
words. I will say two
word. The double final
16
 consonants dd stand for one
words. You tell me if the
sound, /d/.
words rhyme, or have the same
vowel and ending sound. Listen:
We Do
tell/well. The words tell and well
rhyme. They end with the same
Blend and Read
sounds, /ĕl/. Say the words with me:
Project Display and
tell/well. Do the words rhyme? (yes)
Engage: Blend and
What sounds are
Read 3.6 or use
the same? (/ĕl/) Now listen Start Right Reader
and tell me if these words rhyme: page 44.
miss/mess (no); sad/add (rhyme); DISPLAY AND ENGAGE:
buzz/fizz (no); cuff/muff (rhyme); Blend and Read 3.6

guess/mess (rhyme).

1.Line 1 Have children read

Then model how to generate the line. Then prompt a
rhymes. I can say rhyming words by conversation about the
changing the beginning sound in words: How are the words alike?
words. I will think of a word that How are they different? If
rhymes with hill. I can change the necessary, lead children to compare
beginning sound /h/ to /f/ to make the words (same: double final
the rhyming word fill. Can you consonants; short vowels; different:
change the beginning sound to make beginning, middle, ending sounds;
another word that rhymes with hill, dull, well begin with consonants;
fill? (Sample answers: Bill, chill, odd, add,
dill, mill, pill, sill, will) Continue, off begin with vowels). Point to
having children generate rhymes for each word, and have children
read the line chorally. Provide
these words: less (Bess,
corrective feedback as
guess, mess); ball (fall, hall, tall);
needed.
buzz (does, fuzz, was).
Spotlight on Letters Display You Do
the Sound/Spelling Card for l, lion.
Name the picture, and say the sound. Write these Blend and Read words:

17
 well, will. Have children read the
Lion begins with the /l/ sound. Point
words and write them as column
to l on the Sound/Spelling Card. You
heads. Then have children find other
know the letter l can stand for the Blend and Read words that
sound /l/ at the beginning or end of a rhyme with the column heads, list
word. them in the appropriate column, and
underline the parts that are the same
Write bell. Point to the ll in bell and (short vowel and double final
on the Sound/Spelling Card. consonants). Have children take turns
The word is bell. The double reading the words they found as others
consonants ll can stand for the /l/ check their own lists.
sound at the end of a word. The two
letters together stand for one
sound, /l/. When a word has one Reading Response:
vowel and it is followed by double Play the audio about James Bruchac.
consonants, the vowel usually has Help children make connections
the short vowel sound. between the information
about James Bruchac and the features
Repeat for dd, ff, ss, and zz, using of folktales.
Sound/Spelling Cards for duck,
fish, seahorse, Writing:
zebra and the words add, cuff, Now the bird is _________.
miss, and buzz. Now the coyote is __________.

Explain that less often, some words

end in other double consonants that Comprehension:
stand for Guide children to read the story all
one sound, such as the tt in mitt and
the way through. Pause
mutt and the gg in egg. Point out
occasionally, using the prompts in
those spellings on the Sound/
Spelling Cards for tiger and goat. your Teaching Pal to gauge
children’s understanding and to
Reading Response: have them create mental images.
As each character changes
Writing: color, ask children how their
BASIC mental images have changed.

18
1. 1. will Will you go Have them refer back to the Anchor
tomorrow? Chart to help them name
2. 2. egg I ate an egg for the describing words and phrases
breakfast. from the text that helped
3. 3. grass The grass is green. them create mental images.
4. 4. tell He can tell a good
story. Writing:
5. 5. miss I miss him when he BASIC
is away.
8. 1. will Will you go tomorrow?
6. 6. well Do you feel well or
9. 2. egg I ate an egg for
sick?
breakfast.
7. REVIEW
10. 3. grass The grass is green.
7. 7. wet I got wet in the rain.
11. 4. tell He can tell a good story.
8. 8. yet Are we home yet?
12. 5. miss I miss him when he is
9. 9. leg She fell and hurt her away.
leg.
13. 6. well Do you feel well or
10. 10. web A spider may spin a sick?
web.
14. REVIEW
11.
12. 7. wet I got wet in the rain.
CHALLENGE
13. 8. yet Are we home yet?
11. 11. game We played a game
14. 9. leg She fell and hurt her leg.
of tag.
15. 10. web A spider may spin a
12. 12. these These books are
web.
mine.
16.
CHALLENGE
13. 11. game We played a game of
tag.
14. 12. these These books are
mine.

Writing
19
1.11A: Plan a first draft by  1.11A: Plan a first draft by 
generating ideas for writing such generating ideas for writing such
 as by drawing and brainstorming.  as by drawing and brainstorming.

1.11B: Develop drafts in oral,  1.11B: Develop drafts in oral, 
pictorial, or written form by: pictorial, or written form by:

1.11D: Edit drafts using standard  1.11D: Edit drafts using standard E
English conventions, including: nglish conventions, including:

1.11D.i: complete sentences with s 1.11D.i: complete sentences with sub
ubject-verb agreement; ject-verb agreement;

1.11D.ii: past and present verb  1.11D.ii: past and present verb 
tense; tense;

1.11D.vi: prepositions; 1.11D.vi: prepositions;

1.11D.viii: capitalization for the  1.11D.viii: capitalization for the 
beginning of sentences and the  beginning of sentences and the 
pronoun "I"; pronoun "I";

1.11D.ix: punctuation marks at  1.11D.ix: punctuation marks at 
the end of declarative,  the end of declarative, 
exclamatory, and interrogative  exclamatory, and interrogative 
sentences; and sentences; and

1.11E: Publish and share writing 1.11E: Publish and share writing
Objective: We will begin the Objective: We will edit our 1st draft
drafting for research on our favorite for research on our favorite animal.
animal.
Product: I will edit a draft with for my
Product: I will be able a draft with animal research project.
for my animal research project.

20
Teacher will provide students with
sentence stems to help guide the
students papers. Sentences such as: Teacher will provide students with
sentence stems to help guide the
students as they edit their papers.
My animal lives… Sentences such as:
My animal is…
My animal eats…
My animal has… My animal lives…
My animal is…
The teacher will provide draft paper My animal eats…
and conferencing to help Tier 3 My animal has…
learners.
The teacher will provide draft paper
and conferencing to help Tier 3
learners.

Monday Tuesday Wednesday Thursday Friday

Display a sentence or group of Invitation to Notice More-Students Invitation to Collect: Invitation to Imitate/Celebrate: Invitation to Edit:
sentences from a familiar piece of will notice subject/predicate, verbs, Teacher will guide students to look You will need to teach students how to Student shows what they know.
text (this is the mentor sentence of). nous, and punctuation. through book boxes and familiar texts. imitate.  Type the mentor text
Extend the invitation for students to The students are looking for sentences  Deconstruct the sentence for incorrectly several different
notice what is done correctly in the containing the convention from the its prominent features. ways. Students choose correct
sentence. Chart a list showing what mentor sentence of the week. When  Show an imitation of your mentor sentence.
students noticed in the sentences. students find a sentence, they write it own or a students’ and connect  Students circle capitals and
Ask specifically directed grammar down in their writer’s notebook. After back to the prominent features. punctuation on a collected
questions. they are collected, share a few and Show students how to insert their ideas sentence form the week.
celebrate the most powerful examples. and experiences and still imitate the Provide space for students to imitate
structure or pattern. sentence.

21
E (15 minutes) Mini Lesson – (15 minutes) Mini Lesson – (15 minutes) Mini Lesson – (15 minutes) Mini Lesson – (25 minutes) Independent writing/
M
P Empowering Writers Empowering Writers Empowering Writers Empowering Writers small group – Students will use this
O Introduce Vocabulary Lessons – Top Beginning, Middle, End page 40 See Options (for Day 2) on page 40 of Narrative Story Pattern Activity: See time to complete Unit 2 PA 3.
W Banana Page 235-236 of follow procedure 1-4. Empowering Writers. Follow bullet page 43 of Empowering Writers.
W
E Empowering Writers. This lesson Continue lesson the next day. points. Follow procedures 1-5.
R can be done weekly to describe the
I
N
“top banana” of the week. Use the
G song “Top Banana” on page 292, to
introduce your “top banana.” Follow
W procedure 1-5 page 236.
R
I
T
E
R
S

22