Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Unit 01: Exchanging Ideas and Messages (suggested 20 days)
IFD Pacing Tool 01 of 01 – Sharing Ideas Through Oral and Written Communication (suggested 12 days)
Synopsis The focus during Unit 1 should be on developing teacher-student relationships and peer relationships. In addition, classroom procedures and
routines should be explicitly introduced and practiced before instructional content is addressed.
Performance
Assessments Students develop phonological skills by isolating sounds in words and blending, segmenting, and manipulating phonemes to make new
words. Letter-sounds continue to be introduced and practiced in isolation and within the context of reading and writing.. Students ask literal
questions of text, make and confirm predictions, and retell events in logical order. Fairy tales and folktales are read aloud with an emphasis
on recurring phrases. Students practice planning and drafting stories about personal experiences and learn basic conventions of complete
sentences.
Using the conventions of oral language, repeat poems, songs, and rhymes. Generate, write, and read aloud a series of rhyming words and a sentence
demonstrating alliteration. (. 2A , 1 .3B , 1 .3D , 1.8A , 1.21A, 1.22A , 1.22E , 1.28A) E LPS.c.1H , ELPS.c.2A , ELPS.c.2B , ELPS.c.2C , ELPS.c.2E ,
ELPS.c.3A , E LPS.c.4A , E LPS.c.5A , E LPS.c.5B , ELPS.c.5C
Write the alphabet in order. Use knowledge of letter-sound relationships to write a list of 5 to 10 words containing the CVC pattern. Read the words aloud.
(1.1C; 1.21A; 1.22A, 1.22Bi; 1.28A) 5A, 5B, 5C
Think about a fun day you have experienced. Plan your story by telling the events of that day to a friend. Write or dictate the story. Illustrate the story and
write labels to name people, places, things, and actions. Using appropriate oral conventions, read the story aloud. (1.6A; 1.17A, 1.17B, 1.17E; 1.20Ai,
1.20Aii, 1.20B; 1.21A, 1.21Bii, 1.21C; 1.22A, 1.22Bi 1.22C, 1.22E; 1.27A; 1.28A) 1C,1E; 2C, 2D, 2E; 4A, 4B, 4F; 5A, 5B, 5C, 5F, 5G
Record multiple notebook entries through writing, drawing, or dictation that demonstrate connections and thoughts about texts read aloud and read
independently. (1.Fig19B, 1.Fig19E; 1.12A; 1.19C) 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5G
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
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Page 1 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Suggested WORD STUDY SHARED READING INDEPENDENT WRITING
Sequence 1 READING
1.3Ai , Aii,B,Ci,1D,H 1.20B 1.17A
Content SE 1.22A, Bi,C 1.28A 1.3I
1.12A
Unit ● Letters and letter combinations ● Listening and speaking are ● Letters and letter combinations ● Writers use personal experiences
Understandings represent sounds. critical in learning new words. represent sounds. to develop stories which they
and communicate with others.
Guiding ⎯ How does knowing sight words ⎯ How can you share information ⎯ How can you make sure that
Questions help you as a reader and in a discussion? the words you are reading are ⎯ How can I plan my story?
writer? correct?
High Impact
Vocabulary ● High-frequency word ● Complete sentence ● Monitor ● Plan
● Topic ● Decode ● Draft
Learning
Objective ● Students recognize the ● Students speak in complete ● Students monitor accuracy of ● Students plan a draft for a writing
relationship between letters sentences and stay on topic decoding while reading piece based on a self-selected
and sounds. Students read and during a discussion. independently. topic.
spell high-frequency words.
Why is it important to speak in What fix-up strategies do good How do authors choose a topic to
What relationship do sounds and complete sentences when sharing readers use when decoding words write about?
letters have when I read and write with others? during independent reading?
high-frequency words?
Teacher Notes High-frequency word - a small Decode - apply knowledge of
group of 300–500 words that letter-sound relationships in order
account for a large percentage of to sound out a word. In reading
words in print. Often, they are practice, the term is used primarily
referred to as "sight words" to refer to word identification
because automatic recognition of rather than word comprehension.
these words is required for fluent
reading.
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 2 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Formative Closed syllable – has one and ● During whole group and/or ● The student will be able to ● The student will be able to
Assessment or only one vowel, and it ends in a small group discussion, the decode words in independent contribute to a class list of
Evidence of consonant. Examples include in, student is able to speak clearly text based on phonological potential topics for self-selected
Learning ask, truck, sock, stretch, twelfth, and in complete sentences knowledge of letter sound and/or shared writing.
and on. during the discussion. relationships.
Resources ● The student will be able to
● Given a list of high-frequency ● During whole group and/or ● The student is able to read for generate a list of potential topics
words, the student will be able small group discussion, the a sustained period of time for self-selected writing.
to read the list. student is able to stay on topic while monitoring accuracy of
when sharing and responding decoding. See W riter’s Workshop Launch and
● Given a set of letter tiles, the to ideas. Stories Inside Me
student will be able to spell
high-frequency words.
Mondo Lesson 1 TE pg 27
Mondo Letter Cards
Esperanza Bilingual Phonics Stories Inside Me
Writers Workshop
Las reglas del salon- David va al Cuentos Dentro De Mi
colegio. Writers Workshop Spanish
Writers Workshop Status Cards
Spanish
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Page 3 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Personal Narrative Anchor Chart
Cartel para narrativa personal
Lesson Review Kinder HFW Suggested text: ● Have students help you Escritura Narrativa Spanish
Activities Review of Kindergarten HFW Rules at School- MMH Unit 1 develop a class rules Generating Ideas List
chart for expectations • Select a story to read aloud.
Esperanza Lección 1 MMH TE25K during independent • Model how to make connections
● Repaso del nombre y David Goes to School reading. from the story to personal
sonido de las letras. experiences. “This reminds me of
● Repasar el abecedario ● Have students help you ● Model the expected something that happened to me that I
● Contar las letras develop a class rules behavior during could write about.”
● Explicar las rutinas del chart for expectations in independent reading. • Model how to record story ideas on
programa. school. a list.
● Have some students • Students add ideas to their own lists.
● Have each student sign model as well in front of
the class rules. the class. Generating Ideas List
• Select a story to read aloud.
● It may be helpful to create ● Set the timer for 1-2 • Model how to make connections
sentence stems to help minutes. from the story to personal
students respond in a experiences. “This reminds me of
complete sentence. something that happened to me that I
could write about.”
¡No es mi Culpa! TumbleBooks • Model how to record story ideas on
(through your ClassLink-Library a list.
Resources) • Students add ideas to their own lists.
David va al Colegio
David va al Colegio Read-Aloud
● Have students help you
develop a class rules
chart for expectations in
school.
● Have each student sign
the class rules.
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Page 4 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
● It may be helpful to create
sentence stems to help
students respond in a
complete sentence.
Suggested WORD STUDY SHARED READING INDEPENDENT WRITING
Sequence 2 READING
1.2E 1.6A 1.17B
Content SE 1.3Ai,ii, B, Ci, D 1.20Ai, ii 1.3I 1.20Aii, vi
1.22A, Bi 1.12A 1.22C, E
Unit ● Letters and letter combinations ● Listening and speaking are ● Writers use personal experiences
Understandings critical in learning new words. ● Letters and letter combinations
and represent sounds. represent sounds. to develop stories which they
Guiding ⎯ How do listening and speaking communicate with others.
Questions ⎯ How are words made? help you learn new words? ⎯ How do you use letters and
Vocabulary letter sounds to read words? ⎯ How do writers tell stories?
● Beginning sound ● Noun
● Verb ● Monitor ● Draft
● Pronoun
● Time-order transition word
Learning ● Students recognize the ● Students identify nouns and ● Students monitor accuracy of ● Students write drafts based on
Objective relationship between letters and action verbs. decoding while reading a personal experience.
sounds. Students isolate initial independently. Students spell high-frequency
sounds in spoken words. Why is it important to identify words from a commonly used
nouns and action verbs when What fix-up strategies do good list.
What relationship do sounds and reading and speaking? readers use when decoding words
letters have when I am isolating the during independent reading? How do writers use a generated list
of topics to develop drafts?
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 5 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
initial sound in words I read and
write?
Teacher Notes Noun - names a person, place or Pronoun - a word that is used in
thing place of a noun; can be a subject
(e.g., I , you, he, she, it, we, they) or
Verb - a word that describes action object (e.g., me, you, him, her, it,
or state of being (e.g., jump) us, them)
Transitional words and phrases -
words or phrases that help to
sustain a thought or idea through
the writing. They link sentences
and paragraphs together smoothly
so that there are not abrupt jumps
or breaks between ideas.
Formative ● Orally presented with CVC ● Given a mentor sentence ● The student will be able to Possible examples of time-order
Assessment words, the student will be able to orally, the student will be able decode words in independent
/Evidence of isolate the initial sound. to identify the noun and action text based on phonological transition words: first, soon,
Learning verb. knowledge of letter sound
● Given a set of letter tiles, the relationships. immediately, while, during,
student will be able to decode ● Given a list of words, read
words with common spelling orally, the student will be able ● The student is able to read for a occasionally, second, then, at,
patterns when the initial sound is to identify each word as a noun sustained period of time while
changed such as “cat” and “bat”. or verb. monitoring accuracy of that time, meanwhile, when,
decoding.
frequently, last, now, until,
already, after, in the meantime,
next, finally
● The student will be able to
contribute to the development
of a class draft based on
generated topics.
● The student will be able to
develop a draft by sequencing
ideas through writing sentences
based on a self or class
generated list of topics.
● The student will be able to use
phonological knowledge and/or
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 6 of 42
Resources Esperanza Bilingual Phonics Schoolhouse Rock Nouns Song: Grade 01
http://tinyurl.com/bzyajms English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
a Word Wall to spell
high-frequency words correctly
in a draft.
Example of a picture plan.
Ejemplo de un plan de dibujo.
Lesson Esperanza Lección 2 ● Nouns MMH Unit 2 TE ● Create the stamina chart . Select a Topic & Tell Your Story
Activities ● Letra E 7G ● Set stamina goals with
● Seguir el procedimiento de • Model choosing one of your ideas
Esperanza. ● Create a chart to list students for stations each to write about (talk aloud as you
nouns by category – day, raising the length of decide which story you can tell
person, place, thing time as possible. the most about)
● Debrief with students as
● Verbs MMH TE 7G whole group. • Students review their own lists
● Create a chart “Vicki and choose a story to write
about
Verb” to list verbs- action
words. • Students share with table groups
● Identify verbs in • Choose a student partner and tell
sentences and act them
out. your story to your partner
• Ask your partner if any part was
unclear and restate to clarify
• Repeat this process with the
student telling the story
• Students take turns being the
“storyteller or listener” a partner
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 7 of 42
● Nouns MMH Unit 2 TE Grade 01
11G English Language Arts and Reading
● Create a chart to list Unit: 01 Pacing Tool: 01 of 01
nouns by category – Suggested Duration: 12 Days
person, place, thing
Make a Plan
● Verbos en Infinitivo MMH • Model sketching a picture plan or
Unit 3 TE 11G
completing a storyboard for
● Create a chart “Vicki your story (Remind students
Verb” to list verbs- action that the purpose of the sketches
words. is to record the events of the
story you are writing – these are
● Identify verbs in NOT illustrations.)
sentences and act them • When you have finished your
out. sketches, point to each one and
retell your story.
• Ask your writing partner if you left
anything out and make changes
as needed
• Students do the same
Select a Topic & Tell Your Story
• Model choosing one of your ideas
to write about (talk aloud as you
decide which story you can tell
the most about)
• Students review their own lists
and choose a story to write
about
• Students share with table groups
• Choose a student partner and tell
your story to your partner
• Ask your partner if any part was
unclear and restate to clarify
• Repeat this process with the
student telling the story
• Students take turns being the
“storyteller or listener” a partner
Make a Plan
• Model sketching a picture plan or
completing a storyboard for
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 8 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
your story (Remind students
that the purpose of the sketches
is to record the events of the
story you are writing – these are
NOT illustrations.)
• When you have finished your
sketches, point to each one and
retell your story.
• Ask your writing partner if you left
anything out and make changes
as needed
• Students do the same
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 3
Content SE 1.2E 1.4B 1.4B 1.6A
1.3Ai,ii 1.Fig19B,C 1.Fig19B,C 1.17B
Unit 1.3B, Ci 1.20C 1.12A 1.20Aii,vi,vii
Understandings 1.3D 1.20C
and 1.22A, Bi ● Readers use strategies to
Guiding ● Letters and letter combinations support understanding of text. ● Readers use strategies to ● Writers use personal
Questions support understanding of text. experiences to develop stories
represent sounds. ⎯ Why do readers ask questions which they communicate with
before, during and after reading? ⎯ Why do readers ask questions others.
⎯ How can you make sure that the before, during and after reading?
words you are reading and ⎯ How do writers tell their stories?
writing are correct?
● Listening and speaking are
critical in learning new words.
⎯ How do you learn new words?
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 9 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
High Impact ● Ending sound ● Question ● Question ● Draft
Vocabulary ● Noun
● Students recognize the ● Students use correct ● Students ask literal questions ● Singular
Learning relationship between letters and subject-verb agreement when about text before reading. ● Plural
Objective sounds. Students isolate ending asking literal questions about ● Students write drafts based on
sounds in spoken words. text before, during, and after How does asking yourself questions
reading. about the story before reading help a personal experience.
What relationship do sounds and you as a reader? Students use singular and plural
letters have when I am isolating the What types of questions can you nouns.
final sound in words I read and ask yourself before, during, and
write? after reading? How do writers develop drafts
based on personal experiences?
Teacher Notes The Independent Reading Noun - names a person, place or
component reinforces the skill thing
introduced in Shared Reading.
Plural noun - names more than one
Independent reading can person, place or thing
be modeled in different ways.
Singular noun - names a single
Students can have free choice when person, place or thing
selecting books to place in their
book
tub.
Each student can have a book tub
with different books they have
selected previously.
Students would select a permanent
spot around the room, where they
would like to sit during
independent reading.
Students are expected to read
silently for 5-7 minutes. They can
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 10 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
build stamina with time
Independent reading can
be modeled in different ways.
Students can have free choice when
selecting books to place in their
book
tub.
Each student can have a book tub
with different books they have
selected previously.
Students would select a permanent
spot around the room, where they
would like to sit during
independent reading.
Suggested ● Orally presented with CVC ● During shared reading, the Students are expected to read ● The student will be able to
Formative words, the student will be able to student will be able to ask literal silently for 5-7 minutes. They can contribute to the development of
Assessment/ isolate the final sound. questions about the text using build stamina with time. a class draft based on
Demos of correct subject-verb inversion. generated topics.
Learning ● Given a set of letter tiles, the ● Before reading independently,
student will be able to spell ● Given a question stem, the the student will be able to relay a ● The student will be able to
common CVC words using student will be able to ask a literal question about the text. develop a draft by sequencing
phonological knowledge. literal question of text read ideas through writing sentences
orally. ● The student is able to read for a using time-order transition
sustained period of time while words based on a self or class
monitoring accuracy of decoding. generated list of topics.
● The student will be able to use
singular and plural nouns
correctly in a draft.
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 11 of 42
Resources Esperanza Bilingual Phonics Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
My Draft Book Cover Page
My Draft Book Cover Page
Spanish
Lesson Esperanza Lección 3 Comprehension Toolkit Lesson 8 Building Stamina Chart Draft
Activities ● Letra T ● View and Read to Learn ● Set stamina goals with • Model drafting a sentence for
● Seguir el procedimiento de and Wonder students for stations each
Esperanza. day, raising the length of each sketch in your picture plan
Text Option time as possible. • Students draft a sentence for each
● Spiders Toolkit Poster
Pack ● Set stamina goals with sketch in their picture plans
● Animals on the Move students for stations each • Model reading your sentences
-Time For Kids day, raising the length of
time as possible. aloud to your “partner” to be
Magazine P.44 sure they make sense and make
● Thanks, Mom and Dad any revisions needed
-Time For Kids • Students read their drafts aloud to
partners to be sure their
Magazine P32 sentences make sense and
make any revisions needed
Comprehension Toolkit Lesson 8
● View and Read to Learn Draft
and Wonder • Model drafting a sentence for
Text Option: each sketch in your picture plan
● ¡A moverse! MMH Time • Students draft a sentence for each
For Kids pg. 42-43 MMH
Time For kids Spanish sketch in their picture plans
• Model reading your sentences
● Gracias mamá y papá
MMH Time For Kids pg. aloud to your “partner” to be
30-31 MMH Time For kids sure they make sense and make
Spanish any revisions needed
• Students read their drafts aloud to
partners to be sure their
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 12 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
sentences make sense and
make any revisions needed
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 4
Content SE 1.2E 1.4B 1.4B 1.6A
1.3Ai,Aii,B,Ci,D 1.Fig19B,C 1.Fig19B,C 1.17E
1.22A, Bi 1.20C 1.12A 1.20Ai
1.19C
1.20C
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 13 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Unit ● Awareness of sound structure of ● Readers use strategies to ● Readers use strategies to ● Writers use personal
Understandings a spoken word supports the support understanding of text. support understanding of text. experiences to develop stories
and development of word reading, which they communicate with
Guiding comprehension, and spelling ⎯ Why do you ask questions ⎯ What types of questions can you others.
Questions before, during, and after ask while reading?
⎯ How can you make sure that the reading? ⎯ Why do writers share their
words you are reading are stories?
correct?
High Impact ● Middle sound ● Question ● Question ● Noun
Vocabulary ● Vowel ● Common
Learning ● Students read independently ● Proper
Objective ● Students recognize the ● Students ask literal questions and write or draw about what ● Students share completed drafts
relationship between letters and about text before, during, and they read.
Teacher Notes sounds. Students isolate medial after reading. with others.
sounds in spoken words. How does writing or drawing about
What types of questions can you what you read help you better How do authors share their stories
What relationship do sounds and ask yourself before, during, and understand the text? with others?
letters have when I am isolating the after reading?
medial sound in words I read and
write?
Common noun - a general name of
a person, place, thing, or idea
Proper noun - names a specific
person, place, thing, or idea and is
always capitalized
Formative ● Orally presented with CVC ● During shared reading, the ● While reading independently, the ● Completed drafts which includes
Assessment or words, the student will be able to student will be able to ask literal student will be able to ask literal appropriate use of nouns,
Evidence of isolate the medial sound. questions about the text using questions about the text using pronouns, verbs, and time-order
Learning correct subject-verb inversion. correct subject-verb inversion. transition words as Evidence of
● Given a set of letter tiles, the Learning
student will be able to spell ● Given a question stem(s), the ● Given a question stem(s), the
common CVC words using student will be able to ask a student will be able to ask literal
phonological knowledge. literal question of text read questions of text read
orally. independently.
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 14 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
● Given a list of words with ● The student will be able to
common spelling patterns, the respond, by writing or drawing, to
student will be able to decode the text read independently.
words using phonological
Resources knowledge.
Bookshop Phonics
Esperanza Bilingual Phonics
Lesson Lesson 2, p 28 Comprehension Toolkit Lesson 8 ● After students have Edit and Publish
Activities Intensive & Strategic (continue as needed) practiced building their ● Students read their drafts
• Letter Names ● View and Read to Learn independent reading aloud to partners to be sure
• Blending Phonemes and Wonder stamina have them take a their sentences make
• Segmenting Words few minute to draw a sense and make any
• New Sound (A, a) Text Option picture in their writing revisions needed
• HF Word Cumulative Review ● Spiders -Toolkit Poster journal and write about ● Review the class’s Editing
Pack what they read. Checklist Anchor Chart
Esperanza Lección 4 ● Animals on the Move -Time ● Model using the anchor
● Letra P For Kids Magazine P.44 ● After students have chart to edit your draft
● Seguir el procedimiento de ● Thanks, Mom and Dad- practiced building their ● After each editing step that
Esperanz Time For Kids Magazine independent reading you model, have students
P32 stamina have them take a do the same to their papers
few minute to draw a
Comprehension Toolkit Lesson 8 picture in their writing
(Continue as needed)
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 15 of 42
● View and Read to Learn journal and write about Grade 01
and Wonder what they read. English Language Arts and Reading
Text Option: Unit: 01 Pacing Tool: 01 of 01
● ¡A moverse! MMH Time Suggested Duration: 12 Days
For Kids pg. 42-43
● Time For kids Spanish ● Students share writing with
● Gracias mama y papa each other in the Author’s
MMH Time For Kids pg. Chair
30-31
Edit and Publish
● Students read their drafts
aloud to partners to be sure
their sentences make
sense and make any
revisions needed
● Review the class’s E diting
Checklist Anchor Chart
● Model using the anchor
chart to edit your draft
● After each editing step that
you model, have students
do the same to their papers
● Students share writing with
each other in the Author’s
Chair
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 5
Content SE 1.3Ai ,Aii, B, Cii,D, D,H 1.Fig19E 1.4B 1.6A
1.22A, Bi,C 1.16A 1.Fig19B,C 1.17A, B
Unit 1.7B 1.12A 1.20Ai, vi, vii
Understandings ● Readers use strategies to ● Readers use strategies to ● Readers use strategies to
and support understanding of text. ● Writers use personal
support understanding of text. support understanding of text. experiences to develop stories
⎯ How does knowing sight words which they communicate with
help you as a reader and writer? ⎯ What are some things that all ⎯ How can asking questions while others.
fairy tales have in common? reading help you as a reader?
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Page 16 of 42
Guiding Grade 01
Questions English Language Arts and Reading
High Impact
Vocabulary Unit: 01 Pacing Tool: 01 of 01
Learning Suggested Duration: 12 Days
Objective
⎯ How do you plan a story?
Teacher Notes
● High-frequency word ● Fairy tale ● Question ● Plan
● Retell ● Verb
● Venn diagram
● Students recognize the ● Students explain the function of ● Students ask literal questions ● Students generate ideas and
relationship between letters and recurring phrases “once upon a about text during reading. write about personal
sounds. Students read and time” and “happily ever after” in experiences. Students
spell high frequency words. fairy tales. How does asking yourself questions understand and use verbs.
about the story during reading help
What relationship do sounds and Why do authors use recurring you as a reader? How do authors choose a topic to
letters have when I read and write phrases such as “once upon a time” write about and then use the list of
high frequency words? and “happily ever after” when topics to develop a draft?
writing fairy tales?
Sight word - a word that is Select tales that follow the Verb - a word that describes action
recognized immediately. Note: traditional pattern and start with or state of being
Sometimes sight words are thought “Once upon a time…” and end with
to be only words that are irregular “happily ever after.” These are the Teachers are encouraged to
or high-frequency words (e.g., on recurring phrases that will be brainstorm, sketch and write a new
the Dolch and Fry lists). However, emphasized. Students will also be piece each day. Students can also
any word that is recognized challenged to find additional start a new piece of writing each
automatically is a sight word. These similarities in the fairy tales (kings, day, but if they need to continue a
words may be phonetically regular queens, princesses, villains, piece of writing over a couple of
or irregular. castles, etc). days that is acceptable. This is the
typical pattern of Writer’s Workshop
where students will be at different
places in the writing process.
While writing, teachers demonstrate
the distinguishing features of a
sentence: a sentence is a complete
thought, starts with a an upper-case
letter and ends with punctuation
(Unit 01 only addresses periods).
This standard is taught in the
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 17 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
context of writing so students can
apply it in a meaningful way.
ELAR Grade 1 Unit 01 –
Performance Assessment 4
Record multiple notebook
entries through writing,
drawing, or dictation that
demonstrate connections and
thoughts about texts read
aloud and read independently.
Formative ● Given a list of high-frequency ● The student will be able to ● While reading independently, the ● The student will be able to
Assessment or words, the student will be able to identify recurring phrases in fairy student will be able to ask literal contribute to a class list of
Evidence of read the list. tales read orally. questions about the text using potential topics for self-selected
Learning correct subject-verb inversion. and/or shared writing then
● Given a set of letter tiles, the ● The student will be able to find contribute to the development of
student will be able to spell similarities between fairy tales ● Given a question stem(s), the a class draft based on
high-frequency words. read orally. student will be able to ask literal generated topics..
questions of text read
● The student will be able to retell independently. ● The student will be able to
or act out at least one important generate a list or use a class list
event from a fairy tale read of potential topics for
orally. self-selected writing then
develop a draft by sequencing
ideas through writing sentences.
● The student will be able to use
verbs (past, present, and future)
correctly in a draft.
Resources Kinder HFW Stories Inside Me
Esperanza Bilingual Phonics Cuentos Dentro De Mi
Lesson
Activities Esperanza Lección 5 ● MMH Oral Vocabulary In small Group teacher can select a ● From the Stories Inside Me
● Letra A Cards- The Princess and leveled reader and review the list completed previously.
● Seguir el procedimiento de the Pea toolkit lesson 8. Practice asking
Esperanza guided questions. ● Have students select
another story.
● Complete a picture plan.
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 18 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
● MMH Oral Vocabulary In small Group teacher can select a Make a Plan
Cards- The Princess and leveled reader and review the • Model sketching a picture plan or
the Pea toolkit lesson 8. Practice asking
guided questions. completing a storyboard for your
story (Remind students that the
purpose of the sketches is to
record the events of the story
you are writing – these are NOT
illustrations.)
• When you have finished your
sketches, point to each one and
retell your story.
• Ask your writing partner if you left
anything out and make changes
as needed
• Students do the same
● From the Stories Inside Me
list completed previously.
● Have students select
another story.
● Complete a picture plan.
Make a Plan
• Model sketching a picture plan or
completing a storyboard for your
story (Remind students that the
purpose of the sketches is to
record the events of the story
you are writing – these are NOT
illustrations.)
• When you have finished your
sketches, point to each one and
retell your story.
• Ask your writing partner if you left
anything out and make changes
as needed
• Students do the same
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 19 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 6
Content SE 1.2D 1.Fig19E 1.4B 1.6A
1.7B 1.Fig19B, C 1.17A, B
Unit ● Readers use strategies to 1.19C 1.12A 1.20Ai, vi, vii
Understandings support understanding of text. ● Readers use strategies to ● Readers use strategies to ● Writers use personal
and
Guiding ⎯ How does blending words help support understanding of text. support understanding of text. experiences to develop stories
Questions you as a reader? which they communicate with
⎯ How does writing about what ⎯ How can asking questions after others.
you read help you? reading help you understand the
author’s message? ⎯ How can you use personal
experiences to tell a story?
High Impact ● Blend ● Fairy tale ● Question ● Verb
Vocabulary ● Sound ● Past
● Present
● Future
Learning ● Students recognize the ● Students explain the function of ● Students ask literal questions ● Students generate ideas and
Objective relationship between letters and recurring phrases “once upon a about text after reading. write about personal
sounds. Students blend spoken time” and “happily ever after” in experiences. Students
phonemes to form words. fairy tales. How does asking yourself questions understand and use verbs.
about the story before and during
How do I blend individual sounds to Why do authors use recurring reading help you as a reader? How do authors choose a topic to
make words? phrases such as “once upon a time” write about and then use the list of
and “happily ever after” when topics to develop a draft?
writing fairy tales?
Teacher Notes Past tense verb - states an action
that already happened
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 20 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Present tense verb - states an
action that is happening now
Future tense verb - states an action
that will happen
Formative ● Orally presented with two or ● The student will be able to ● While reading independently, the ● The student will be able to
Assessment or three phonemes, the student will identify recurring phrases in fairy student will be able to ask literal contribute to the development of
Evidence of be able to blend the sounds to tales read orally. questions about the text using a class draft which includes the
Learning make one-syllable words such as correct subject-verb inversion. correct use of nouns, pronouns,
/s/ /a/ /t/ is sat. ● The student will be able to find and verbs.
similarities between fairy tales ● Given a question stem(s), the
● Given a set of letter tiles, the read orally. student will be able to ask literal ● The student will be able to
student will be able to spell questions of text read develop a draft by sequencing
common CVC words using ● The student will be able to retell independently. ideas through writing sentences
phonological knowledge. or act out at least one important which includes the correct use of
event from a fairy tale read nouns, pronouns, and verbs.
● Given a list of words with orally.
common spelling patterns, the ● The student will be able to use
student will be able to decode ● The student will be able to verbs (past, present, and future)
the words using phonological respond to a literary text by correctly in a draft.
knowledge. writing or drawing brief
comments.
Resources Esperanza Bilingual Phonics
Lesson Lesson 3, p 29 Suggested Text: ● Continue setting stamina Draft
Activities Intensive Group goals with students for • Model drafting a sentence for each
• Blending Phonemes Little Red Riding Hood Read stations each day, raising
• Segmenting Words Aloud the length of time as sketch in your picture plan
• New Sound (T , t) ● After reading partner talk to possible. • Students draft a sentence for each
• Word Analysis retell and then share out.
• HF Word Cum. Review ● Then have students draw ● Debrief expectations with sketch in their picture plans
and write at least 1 the students. • Model reading your sentences
Esperanza Lección 8 important event from the
● Letra M story. ● In small Group teacher can aloud to your “partner” to be
● Seguir el procedimiento de select a leveled reader and sure they make sense and make
Esperanza Suggested Text: review the toolkit lesson 8. any revisions needed
La Caperucita Roja Bilingual Practice asking guided • Students read their drafts aloud to
questions. partners to be sure their
classroom library sentences make sense and
● After reading partner talk to ● Continue setting stamina make any revisions needed
goals with students for Make a Plan
retell and then share out. stations each day, raising • Model sketching a picture plan or
● Then have students draw completing a storyboard for your
story (Remind students that the
and write at least 1 purpose of the sketches is to
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 21 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
important event from the the length of time as record the events of the story
story. possible. you are writing – these are NOT
● Debrief expectations with illustrations.)
the students. • When you have finished your
● In small Group teacher can sketches, point to each one and
select a leveled reader and retell your story.
review the toolkit lesson 8. • Ask your writing partner if you left
Practice asking guided anything out and make changes
questions. as needed
• Students do the same
Draft
• Model drafting a sentence for each
sketch in your picture plan
• Students draft a sentence for each
sketch in their picture plans
• Model reading your sentences
aloud to your “partner” to be
sure they make sense and make
any revisions needed
• Students read their drafts aloud to
partners to be sure their
sentences make sense and
make any revisions needed
Make a Plan
• Model sketching a picture plan or
completing a storyboard for your
story (Remind students that the
purpose of the sketches is to
record the events of the story
you are writing – these are NOT
illustrations.)
• When you have finished your
sketches, point to each one and
retell your story.
• Ask your writing partner if you left
anything out and make changes
as needed
• Students do the same
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 22 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 7
Content SE 1.2F 1.4A 1.4A 1.17A, B
1.Fig19D 1.Fig19D 1.20Avi
1.21Bi,ii,iii,
1.21C
Unit ● Readers use strategies to ● Readers use strategies to ● Readers use strategies to ● Writers use personal
Understandings support understanding of text. support understanding of text. support understanding of text. experiences to develop stories
and which they communicate with
Guiding ⎯ How does segmenting words ⎯ Why is predicting an important ⎯ Why is predicting an important others.
Questions strategy when reading?
help you as a reader and writer? strategy when reading? ⎯ How can I use my personal
experiences to tell a story?
High Impact ● Segment ● Prediction ● Prediction ● Sentence
Vocabulary ● Sound ● Clue ● Clue ● Upper-case
● Punctuation mark
● Period
Learning ● Students recognize the ● Students make and confirm ● Students make and confirm ● Students generate ideas and use
Objective relationship between letters and predictions using textual predictions. appropriate sentence
sounds. Students segment evidence. conventions to write about
spoken words with 3-5 How do readers confirm predictions personal experiences.
phonemes. How do readers confirm predictions about text?
about text? Why is it important to use the correct
conventions including capitalization
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 23 of 42
How do I segment words into Grade 01
individual sounds? English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
and punctuation in your personal
writing?
Teacher Notes ● Orally presented with a word ● During shared reading, the ● During independent reading, the ● The student will be able to
Formative containing 3-5 phonemes, the student will be able to make and student will be able to make and contribute to the development of
Assessment or student will be able to segment confirm predictions on what will confirm predictions on what will a class draft which includes the
Evidence of the sounds into individual happen next. happen next. correct use of nouns, pronouns,
Learning phonemes such as “slip” is /s/ /l/ verbs, and conventions. .
/i/ /p/. ● During shared reading, the ● During independent reading, the
Resource student will be able to use textual student will be able to use textual ● The student will be able to
● Given a list of closed syllable evidence to support inferences. evidence to support inferences. develop a draft by sequencing
words, the student will be able to ideas through writing sentences
decode the words using which includes the correct use of
syllabication patterns and nouns, pronouns, verbs, and
phonological knowledge. conventions.
Bookshop Phonics ● The student will be able to use
Esperanza Bilingual Phonics age-appropriate conventions
including capitalization and
punctuation in drafts.
My Draft Book Cover Page
My Draft Book Cover Page
Spanish
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 24 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Lesson Activity Lesson 6, p 33 Toolkit Lesson 12 Infer Meaning ● Continue setting stamina Draft
Intensive & Strategic goals with students for • Model drafting a sentence for each
Text Options- ● stations each day, raising
● Blending Phonemes ● No David by David ● the length of time as sketch in your picture plan
● Segmenting Words Shannon possible. • Students draft a sentence for each
● High Frequency (HF) ● Sunflakes Time For Kids Debrief expectations with
Magazine p 58 the students. sketch in their picture plans
Words: (t o, said, from) In small Group teacher can • Model reading your sentences
select a leveled reader and
Esperanza Lección 9 Toolkit Lesson 12 Infer Meaning review the toolkit lesson 12. aloud to your “partner” to be sure
● Letra I Text Options Practice inferring and they make sense and make any
● Seguir el procedimiento de predicting. revisions needed
Esperanza ● No David by David • Students read their drafts aloud to
Shannon partners to be sure their
sentences make sense and make
● No David Read Aloud any revisions needed
Spanish
● Continue setting stamina Draft
● Copos de sol TFK goals with students for • Model drafting a sentence for each
Magazine p 58 Poesía ● stations each day, raising
● the length of time as sketch in your picture plan
● Time For kids Spanish possible. • Students draft a sentence for each
Debrief expectations with
the students. sketch in their picture plans
In small Group teacher can • Model reading your sentences
select a leveled reader and
review the toolkit lesson 12. aloud to your “partner” to be sure
Practice inferring and they make sense and make any
predicting. revisions needed
• Students read their drafts aloud to
partners to be sure their
sentences make sense and make
any revisions needed
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 8
Content SE 1.1A,D,F 1.4A 1.4A 1.17A,B
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 25 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
1.Fig19D 1.Fig19D 1.20Avi
1.19C 1.21Bi,ii,iii,
● Readers use strategies to 1.21C
Unit ● Letters and letter combinations ● Readers use strategies to support understanding of text. ● Writers use personal
Understandings represent sounds. support understanding of text.
and ⎯ How does predicting help you experiences to develop stories
Guiding ⎯ How does blending and ⎯ How does predicting help you think about what you are which they communicate with
Questions segmenting words help you as a think about what you are reading? others.
reader and writer? reading?
High Impact ● Prediction ⎯ How can you use personal
Vocabulary ● Blend ● Prediction ● Clue experiences to tell a story?
● Segment ● Clue
● Sound ● Sentence
● Letter ● Upper-case
● Punctuation mark
● Period
Learning ● Students recognize the ● Students make and confirm ● Students use text features to ● Students generate ideas and use
Objective relationship between letters and predictions and support the make predictions about appropriate sentence
sounds. Students blend and predictions with textual evidence. self-selected texts. conventions to write about
segment spoken words and personal experiences.
connect the sounds to print. How do readers confirm predictions How do text features help a reader
about text? make predictions about text? Why is it important to use the correct
How does blending sounds and conventions including capitalization
segmenting words help me as a and punctuation in your personal
reader and writer? writing?
Teacher Notes Review blending and segmenting
phonemes and makes the
connection to letters in correct
sequence.
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 26 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Formative ● Orally presented with two or three ● During shared reading, the ● During independent reading, the ● The student will be able to
Assessment or phonemes, the student will be student will be able to make and student will be able to make and contribute to the development of
Evidence of able to blend the sounds to make confirm predictions on what will confirm predictions on what will a class draft which includes the
Learning one-syllable words such as /s/ /a/ happen next. happen next. correct use of nouns, pronouns,
/t/ is sat. verbs, and conventions. .
● During shared reading, the ● During independent reading, the
● Orally presented with a word student will be able to use textual student will be able to use text ● Completed drafts which includes
containing 3-5 phonemes, the evidence to support inferences. features to support inferences. appropriate use of nouns,
student will be able to segment pronouns, verbs, and
the sounds into individual ● The student will be able to conventions as Evidence of
phonemes such as “slip” is /s/ /l/ respond, by writing or drawing, to Learning
/i/ /p/. text read aloud.
● Given a set of letter tiles, the
student will be able to spell
common CVC words using
phonological knowledge including
blending and segmenting.
Resources Bookshop Phonics
Esperanza Bilingual Phonics
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 27 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Lesson Lesson 1, p 27 Toolkit Lesson 12 Infer Meaning ● Continue setting stamina Edit and Publish
Activity Intensive & Strategic (continue as needed) goals with students for ● Students read their drafts
• Blending Phonemes Text Options- ● stations each day, raising aloud to partners to be sure
• Segmenting Words ● the length of time as their sentences make sense
• High Frequency (HF) Words: (y ou, ● No David by David possible. and make any revisions
Shannon Debrief expectations with needed
come, want) the students. ● Review the class’s E diting
● Sunflakes Time For Kids In small Group teacher can Checklist Anchor Chart
Esperanza Lección 10 Magazine p 58 select a leveled reader and ● Model using the anchor
● Letra D review the toolkit lesson 12. chart to edit your draft
● Seguir el procedimiento de Toolkit Lesson 12 Infer Meaning Practice inferring and ● After each editing step that
Esperanza Text Options (continue as needed) predicting. you model, have students
● No David by David ● Continue setting stamina do the same to their papers
Shannon goals with students for ● Students share writing with
stations each day, raising
● Copos de sol Time For Kids the length of time as each other in the Author’s
Magazine p 58 Poesía Chair
● possible. Edit and Publish
● Debrief expectations with ● Students read their drafts
the students. aloud to partners to be sure
In small Group teacher can their sentences make sense
select a leveled reader and and make any revisions
review the toolkit lesson 12. needed
Practice inferring and ● Review the class’s Editing
predicting. Checklist Anchor Chart
● Model using the anchor
chart to edit your draft
● After each editing step that
you model, have students
do the same to their papers
● Students share writing with
each other in the Author’s
Chair
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 28 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 9
Content SE 1.3H 1.Fig19E 1.Fig19E 1.17A
1.22C 1.20Avii 1.20Avii 1.20Ai,ii,B
1.20B
Unit ● Letters and letter combinations ● Readers use strategies to ● Readers use strategies to 1.27A
Understandings represent sounds. support understanding of text. support understanding of text. 1.28A
and ● Writers use personal
Guiding ⎯ How does knowing sight words ⎯ What strategies do readers use ⎯ What strategies do readers use
Questions help you as a reader and writer? to remember a story? to remember stories? experiences to develop stories
which they communicate with
others.
⎯ How can you use personal
experiences to tell a story?
High Impact ● High-frequency word ● Retell ● Retell ● Plan
Vocabulary ● Event ● Event
● Time-order transition word ● Sequence
Learning ● Time-order transition word
Objective
● Students recognize the ● Students retell the events in a ● Students read independently ● Students generate ideas for
relationship between letters and story in a logical order. and retell events from a story in writing, choose an idea for a
sounds. Students read and spell logical order. story, and begin planning for the
high frequency words. How do readers retell the important story.
events in a story in the same order Why is it important for readers to be
What relationship do sounds and the author presented the text? able to retell important events from a How do authors use personal
letters have when I read and write story? experiences as topics to write about
high frequency words? and then use those experiences to
develop a draft?
Teacher Notes Transitional words and phrases - ELAR Grade 1 Unit 01-
words or phrases that help to Performance Assessment 3
sustain a thought or idea through Think about a fun day you
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 29 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
the writing. They link sentences and have experienced. Plan your
paragraphs together smoothly so story by telling the events of
that there are not abrupt jumps or that day to a friend. Write or
breaks between ideas. dictate the story. Illustrate the
story and write labels to name
Possible examples of time-order people, places, things, and
transition words: First, soon, actions. Using appropriate
immediately, while, during, oral conventions, read the
occasionally, second, then, at, that story aloud.
time, meanwhile, when, frequently,
last, now, until, already, after, in the
meantime, next, finally
Formative ● Given a list of high-frequency ● After listening to a mentor text ● The student will be able to retell ● The student will be able to plan
Assessment or words, the student will be able to read orally, the student will be the important events of a story for writing by choosing personal
Evidence of read the list. able to retell the important read independently in logical experiences as a topic to write
Learning events of the story in logical order. about and then developing a
● Given a set of letter tiles, the order. draft by sequencing ideas
student will be able to spell ● The student will be able to through writing sentences.
high-frequency words. ● Given a set of events from the sequence, using pictures and/or
story, with pictures and/or words words, the events of a story ● The student will be able to share
including time-order transition read independently in logical stories and listen to peers
words, the student will be able order using time-order transition communicate personal
to sequence the events in logical words. experiences as topics to write
order. about.
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 30 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Resources Bookshop Phonics ● Continue setting stamina
Esperanza Bilingual Phonics goals with students for
stations each day, raising
Create anchor chart of time order the length of time as
transition words for students to possible.
use when orally retelling and
writing. ● Debrief expectations with
the students.
● In small Group teacher can
select a leveled reader and
practice sequence of events.
● Continue setting stamina
goals with students for
stations each day, raising
the length of time as
possible.
● Debrief expectations with
the students.
● In small Group teacher can
select a leveled reader and
practice sequence of events.
Lesson Lesson 4, p 30 Flip MMH TE Unit 1 p 84 Select a Topic & Tell Your Story
Activities Intensive & Strategic Teacher will read the story.
• Blending Phonemes Orally sequence the story using the • Model choosing one of your ideas
• Segmenting Words to write about (talk aloud as you
• New Sound (M, m) retelling cards. decide which story you can tell
• Word Analysis the most about)
• HF Word Cum. Review La pata Bonita MMH TE U nit 1 p 88
Teacher will read the story. • Students review their own lists and
Esperanza Lección 12 Orally sequence the story using the choose a story to write about
● Letra O
● Seguir el procedimiento de retelling cards. • Students share with table groups
Esperanza • Choose a student partner and tell
your story to your partner
• Ask your partner if any part was
unclear and restate to clarify
• Repeat this process with the
student telling the story
• Students take turns being the
“storyteller or listener” a partner
Select a Topic & Tell Your Story
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transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
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Page 31 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
• Model choosing one of your ideas
to write about (talk aloud as you
decide which story you can tell
the most about)
• Students review their own lists and
choose a story to write about
• Students share with table groups
• Choose a student partner and tell
your story to your partner
• Ask your partner if any part was
unclear and restate to clarify
• Repeat this process with the
student telling the story
• Students take turns being the
“storyteller or listener” a partner
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 10
Content SE 1.2C 1.Fig19E 1.Fig19E 1.6A
1.19C 1.20Avii 1.17A,B
Unit ● Letters and letter combinations 1.20Avii 1.20Ai,ii,vi, B
Understandings represent sounds. ● Readers use strategies to 1.21A,Bii, C
and ● Readers use strategies to support understanding of text. 1.22A, Bi, C,E
Guiding ⎯ How can you make new words support understanding of text. 1.27A
Questions by adding and deleting sounds? ⎯ What strategies do readers use 1.28A
⎯ What strategies do readers use to remember stories? ● Writers use personal
to remember stories?
experiences to develop stories
which they communicate with
others.
⎯ How can you use personal
experiences to tell a story?
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 32 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
● Listening and speaking are
critical in learning new words.
⎯ How can learning new words
help you tell a story?
High Impact ● Add ● Retell ● Retell ● Draft
Vocabulary ● Delete ● Event ● Event ● Sentence
● Sound ● Sequence ● Sequence
Learning
Objective ● Students recognize the ● Students retell the events in a ● Students read independently ● Students develop drafts by
relationship between letters and story in a logical order and write and retell events from a story in sequencing ideas through
sounds. Students add and about a text. logical order. sentences using correct
remove phonemes to make new conventions.
words. How do readers write about the Why is it important for readers to be
important events in a story? able to retell important events from How do authors sequence ideas in
How does adding or removing a a story? drafts?
sound in a word change the word?
Teacher Notes Students practice the phonological
skill of adding and deleting
phonemes from the beginning and
final position of words. This practice
is done orally to strengthen the
ability of students to hear sounds in
words and how those sounds can
change, ever so slightly, to make
new words.
Formative ● Given a word orally, the student ● After listening to a mentor text ● The student will be able to retell ● The student will be able to
Assessment or will be able to remove the initial read orally, the student will be the important events of a story develop a draft by sequencing
Evidence of phoneme to form a new word able to respond to the text by read independently in logical ideas through writing sentences
Learning such as “pit” becomes “it”. retelling the important events of order. which includes the correct use of
the story in logical order. nouns, pronouns, verbs, and
● Given a word orally, the student ● The student will be able to conventions including
will be able to add an initial ● Given a set of events from the sequence, using pictures and/or capitalization, punctuation and
phoneme to form a new word story, with pictures and/or words words, the events of a story spelling.
such as “it” becomes “sit”. including time-order transition read independently in logical
words, the student will be able
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 33 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
● Given a word orally, the student to sequence the events in logical order using time-order transition ● The student will be able to use
will be able to remove the final order. words. use phonological knowledge,
phoneme to form a new word knowledge of spelling patterns
such as “band” becomes “ban”. and rules, and knowledge of
high-frequency words to spell
● Given a word orally, the student age-appropriate words correctly
will be able to add a final in drafts. .
phoneme to form a new word
such as “par” becomes “part”.
Resources
Lesson Esperanza Lección 13 Teacher will re-read the story: ● Continue setting stamina Example of a picture plan.
Activities ● Letra E Flip MMH TE Unit 1 p 84 goals with students for Ejemplo de un plan de dibujos.
● Seguir el procedimiento de Teacher can use the MMH Oral stations each day, raising
Esperanza Retelling Cards pgs. 58-72 to retell the length of time as Select a Topic & Tell Your Story
possible.
the story. ● Model choosing one of
● Debrief expectations with your ideas to write about
Teacher will re-read the story: the students. (talk aloud as you decide
La Pata Bonita MMH TE Unit 1 p which story you can tell the
● In small Group teacher can most about)
88 select a leveled reader and
Teacher can use the MMH Oral ● Students review their own
Retelling Cards to retell the story. practice sequence of events. lists and choose a story to
write about
● Continue setting stamina
goals with students for ● Students share with table
stations each day, raising groups
the length of time as
possible. ● Choose a student partner
and tell your story to your
● Debrief expectations with partner
the students.
● Ask your partner if any part
● In small Group teacher can was unclear and restate to
select a leveled reader and clarify
practice sequence of events. ● Repeat this process with
the student telling the story
● Students take turns being
the “storyteller or listener”
a partner
Make a Plan
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 34 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
● Model sketching a picture
plan or completing a
storyboard for your story
(Remind students that the
purpose of the sketches is
to record the events of the
story you are writing –
these are NOT
illustrations.)
● When you have finished
your sketches, point to
each one and retell your
story.
● Ask your writing partner if
you left anything out and
make changes as needed
● Students do the same
Select a Topic & Tell Your Story
● Model choosing one of
your ideas to write about
(talk aloud as you decide
which story you can tell the
most about)
● Students review their own
lists and choose a story to
write about
● Students share with table
groups
● Choose a student partner
and tell your story to your
partner
● Ask your partner if any part
was unclear and restate to
clarify
● Repeat this process with
the student telling the story
● Students take turns being
the “storyteller or listener”
a partner
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 35 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Make a Plan
● Model sketching a picture
plan or completing a
storyboard for your story
(Remind students that the
purpose of the sketches is
to record the events of the
story you are writing –
these are NOT
illustrations.)
● When you have finished
your sketches, point to
each one and retell your
story.
● Ask your writing partner if
you left anything out and
make changes as needed
● Students do the same
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 11
Content SE 1.2C 1.Fig19E 1.Fig19E 1.17E
1.20Avii 1.20Avii .
Unit ● Letter and letter combinations ● Readers use strategies to ● Readers use strategies to ● Writers use personal
Understandings represent sounds.
and support understanding of text. support understanding of text. experiences to develop stories
Guiding ⎯ How can you make new words which they communicate with
Questions by changing sounds? ⎯ What strategies do readers use ⎯ What strategies do readers use others.
to remember stories? to remember stories?
⎯ How can you share your story
with others?
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 36 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
High Impact ● Change ● Retell ● Retell ● Publish
Vocabulary ● Sound ● Event ● Event
● Sequence ● Sequence
Learning
Objective ● Students recognize the ● Students retell important events ● Students retell events from a ● Students publish their writing and
relationship between letters and of a story. story in logical order. share it with others.
sounds. Students change
phonemes to make new words How do readers retell the important Why is it important for readers to be How do authors share their writing
events in a story? able to retell important events from a with others?
How does changing one sound in a story?
word make a new word?
Teacher Notes The letter “x” is taught in this lesson.
Most words have the letter “x” at the
Formative end of the word to make the sound
Assessment or /ks/. The words practiced are words
Evidence of that end with x.
Learning
ELAR Grade 1 Unit 01 –
Performance Assessment 1
Using the conventions of oral
language, repeat poems, songs,
and rhymes. Generate, write,
and read aloud a series of
rhyming words and a sentence
demonstrating alliteration
● Given a word orally, the student ● After listening to a mentor text ● The student will be able to retell ● Students share their writing with
will be able to change one read orally, the student will be the important events of a story others using effective speaking
phoneme to create a new word able to respond to the text by read independently in logical skills. Students listen and
such as “pat” to “pet” and “can” to retelling the important events of order. contribute to discussions about
“cat”. the story in logical order. student writing.
● The student will be able to
● Given a set of letter tiles, the ● Given a set of events from the sequence, using pictures and/or ● Published drafts which includes
student will be able to decode story, with pictures and/or words words, the events of a story
words with common spelling including time-order transition read independently in logical appropriate use of nouns,
patterns when the initial sound is words, the student will be able order using time-order transition pronouns, verbs, time-order
changed such as “cat” and “bat”. to sequence the events in logical words. transition words, and
order. conventions as Evidence of
Learning
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 37 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
● The student will be able to use
use phonological knowledge,
knowledge of spelling patterns
and rules, and knowledge of
high-frequency words to spell
age-appropriate words correctly
in drafts.
Resources Bookshop Phonics My Draft Book Cover Page
Lesson Esperanza Bilingual Phonics MMH Little Red Hen Unit 2 p 42. ● Continue setting stamina My Draft Book Cover Page
Activities Reference anchor chart from goals with students for Spanish
Lesson 49, p 86 stations each day, raising
Intensive & Strategic yesterday. the length of time as Draft
New Sound (X , x) possible. • Model drafting a sentence for each
Word Analysis La Gallinita Roja Bilingual
HF Words Cum. Review Classroom Library ● Debrief expectations with sketch in your picture plan
Syllable Types the students. • Students draft a sentence for each
Invented Spelling Reference anchor chart from
yesterday. ● In small Group teacher can sketch in their picture plans
select a leveled reader and • Model reading your sentences
Esperanza Lección 14
● Letra U practice sequence of events. aloud to your “partner” to be sure
● Seguir el procedimiento de they make sense and make any
Esperanza ● Continue setting stamina revisions needed
goals with students for • Students read their drafts aloud to
stations each day, raising partners to be sure their
the length of time as sentences make sense and make
possible. any revisions needed
● Debrief expectations with Draft
the students. • Model drafting a sentence for each
● In small Group teacher can sketch in your picture plan
select a leveled reader and • Students draft a sentence for each
practice sequence of events. sketch in their picture plans
• Model reading your sentences
aloud to your “partner” to be sure
they make sense and make any
revisions needed
• Students read their drafts aloud to
partners to be sure their
sentences make sense and make
any revisions needed
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 38 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Suggested WORD STUDY SHARED READING INDEPENDENT READING WRITING
Sequence 12
Content SE 1.2C 1.Fig19E 1.Fig19E 1.17E
1.21A 1.20Avii 1.20Avii
Unit ● Letters and letter combinations ● Readers use strategies to ● Readers use strategies to ● Writers use personal
Understandings experiences to develop stories
and represent sounds. support understanding of text. support understanding of text. which they communicate with
Guiding others.
Questions ⎯ How does knowing letters and ⎯ What strategies do readers use ⎯ What strategies do readers use
letter sounds help me as a to remember stories? to remember stories? ⎯ How do I share my story with
reader and writer? others?
● Listening and speaking are
critical in learning new words.
High Impact ● Alphabet ● Retell ● Retell ⎯ How can learning new words
Vocabulary ● Event ● Event help me tell a story?
Learning ● Students write the alphabet in ● Sequence ● Sequence
Objective order and write words using ● Students read a self-selected ● Share
correct letter-sound ● Students retell the important
Teacher Notes relationships. events of a story. text independently and draw ● Students share their writing with
pictures of events in logical others using effective speaking
How does knowing the sounds help How do readers retell the important order. skills. Students listen and
me write letters and words? events in a story? contribute to discussions about
How do pictures help retell the student writing.
important events in a story?
How do authors share their writing
with others?
Introduce the letter “Q” and the “KW”
sound. This will be reviewed in Unit
02.
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 39 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
For the Performance Assessment,
five CVC words (one for each short
vowel sound) have been provided to
assess knowledge of letter-sound
relationships. In addition, students
will be prompted to write other
words that they know.
ELAR Grade 1 Unit 01 –
Performance Assessment 2
Write the alphabet in order.
Use knowledge of letter-sound
relationships to write a list of
5-10 words containing the
CVC pattern. Read the words
aloud.
Formative ● The student will be able to spell • After listening to a mentor text ● The student will be able to retell ● Students share their writing with
Assessment or common words, including CVC read orally, the student will be the important events, through others using effective speaking
Evidence of words, using phonological able to respond to the text by original pictures, of a story read skills. Students listen and
Learning knowledge. retelling the important events of independently in logical order. contribute to discussions about
the story in logical order. student writing.
● The student will be able to spell ● The student will be able to
high-frequency words. • Given a set of events from the sequence, using pictures and/or ● Published drafts which includes
story, with pictures and/or words words, the events of a story appropriate use of nouns,
● The student will be able to write including time-order transition read independently in logical pronouns, verbs, time-order
the alphabet in order. words, the student will be able order. transition words, and
to sequence the events in logical conventions as Evidence of
order. Learning
● The student will be able to use
use phonological knowledge,
knowledge of spelling patterns
and rules, and knowledge of
high-frequency words to spell
age-appropriate words correctly
in drafts.
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 40 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
Resources Bookshop Phonics
Esperanza Bilingual Phonics
Lesson Lesson 48, p 85 Along Came Toto MMH Big Book ● Continue setting stamina Edit and Publish
Activities Intensive Reference anchor chart goals with students for ● Students read their drafts
New Sound (qu) stations each day, raising aloud to partners to be sure
Word Analysis La Tortilla Corredora Read Aloud the length of time as their sentences make sense
HF Words Cum. Review Reference anchor chart possible. and make any revisions
Syllable Types needed
Invented Spelling ● Debrief expectations with ● Review the class’s Editing
the students. Checklist Anchor Chart
Esperanza Lección 11 ● Model using the anchor
● Syllable division ● In small Group teacher can chart to edit your draft
● Code C for Consonant select a leveled reader and ● After each editing step that
you model, have students
practice sequence of events. do the same to their papers
● Students share writing with
● Continue setting stamina each other in the Author’s
goals with students for Chair
stations each day, raising
the length of time as Edit and Publish
possible. ● Students read their drafts
aloud to partners to be sure
● Debrief expectations with their sentences make sense
the students.
● In small Group teacher can
select a leveled reader and
practice sequence of events.
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 41 of 42
Grade 01
English Language Arts and Reading
Unit: 01 Pacing Tool: 01 of 01
Suggested Duration: 12 Days
and make any revisions
needed
● Review the class’s E diting
Checklist Anchor Chart
● Model using the anchor
chart to edit your draft
● After each editing step that
you model, have students
do the same to their papers
● Students share writing with
each other in the Author’s
Chair
Copyright © 2018 Education Service Center Region 10. All rights reserved. These materials may not be reproduced, modified or stored in a retrieval system or
transmitted in any form or by any means, including electronic, mechanical, photocopying, or other, without written permission from Education Service Center
Region 10..
Page 42 of 42
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