1 Carver Reid Language Arts Charts

* This symbol indicates the standards that students will use each day in reading groups: AA SOL E 1.1.
2, AA SOL E 1.3, AA SOL E 1.5, AA SOL E 1.6, AA

SOL E 1.8, AA SOL E 1.9, AA SOL E 1.11, and AA SOL E 1.12.
Week 1 Language Arts Chart

Allison Carver & Amber Reid
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
AA SOL E 1.2/ 1.3 AA SOL E 1.5 AA SOL E 1.5 AA SOL E 1.5 AA SOL E 1.5
directions and rules Reading print Reading print Reading print Reading print
AA SOL E 1.5 AA SOL E 1.11 AA SOL E 1.11 AA SOL E 1.11 AA SOL E 1.11
Reading print Handwriting Handwriting Handwriting Handwriting
R: It’s A Perfect Day R: “Peanut Butter and Jelly R: “It Looked Like Spilt Milk” R: “One Gorilla” R: “The Gunny Wolf”
W: sentence writing W: two sentences about W: riddle W: favorite things W: sentence writing and
the book booklet alphabet book page
CZ/L The teacher will discuss V/W The teacher will make MO The teacher will take The teacher will play The teacher will introduce the
the importance of following rules a list of the class’s favorite the class outside to observe the song “My Favorite story “The Gunny Wolf” and will
and will ask the class to explain sandwiches. the clouds. The teacher will Things” from the ask to draw a picture of what
some rules that they know for The teacher will read read “It Looked Like Spilt Sound of Music. they think the gunny wolf may
reading books. “Peanut Butter and Jelly”. Milk”. The teacher will read, look like on half of their paper.
The teacher will talk about “One Gorilla” which is The teacher will read “The
R The teacher will read, “It’s a the illustrations. R/GA The students will about the author’s Gunny Wolf”.
Perfect Day”. read the book again in two favorite things.
L/W/A/MO The students groups. G1 reads It looked The students will draw a second
W The class will create their own will listen for “b” words and like a __. G2 reads But it The students will talk picture of what the gunny wolf
version of the story by will write and draw a was not a __. with the class about really looks like and write a
completing the sentence “It’s a picture of their favorite part Then students will work in their favorite things. sentence about him underlining
perfect day to __ through the of the story. pairs to make a riddle using Students will make the g words used.
__.” and making them into a The students will listen to the pattern found in the their own favorite Students will alphabetize things
class book. the story again but this story. things book using the found in the woods by making a
time they will clap to the same format as “One class alphabet book.
R The students will reread the story. A Students will design their Gorilla”.
book with a partner. own clouds with cotton W The students will complete
W The students will balls. Marsh mellows, etc. W The students will handwriting pages G and H.
DA An audio tape will be complete handwriting complete handwriting
available for students to listen to. pages for A and B W The students will pages E and F.
complete handwriting pages
C and D.
Capitalization Capitalization Capitalization Capitalization Capitalization
Handwriting Handwriting Handwriting Handwriting Handwriting
R: “So Can I” R: “So Can I” R: “The Wheels on the Bus” R: “Old Hat, New Hat” R: “The Foot Book”
W: We Can books W: I can sentence W: name writing W: rhyming book W: foot book
HS The teacher will ask The teacher will discuss MO/CM The teacher will R/LI The teacher will bring OLThe teacher will talk
the students to bring in one capitalization with the class. The take the students to in different hats for the about describing words.
of their baby pictures. The teacher will give the class observe one of the school students to look at. The teacher will read “The
teacher will have the class several sentences for the busses. The teacher will The teacher will read “Old Foot Book” and ask the
look at their picture and will students to correct the ask the class to share their Hat, New Hat” and ask the class to look for descriptive
lead a discussion about capitalization errors. observations. students to look for the words and capitalization.
how they have grown up capital letters.
since then. R The teacher will reread “So R The teacher will read A The students will use a
R The teacher will read, Can I”. “The Wheels on the Bus”. W The students will make variety of art supplies to
“So Can I”, stopping to their own rhyming book. It create their own imaginary
point out the repeated GA/WA The students will work W/A The students will should be 4 pages long with animals with unique feet.
pattern and the use of with partners to write an “I can” illustrate their bus ride then four pictures and four Then students will use
capitalization. sentence and then trade papers write the names of their phrases Too __. Students proper capitalization to
and write “so can I”. Students family members or people must use proper make a foot book using p.
D The students act out the must use proper capitalization that they would take with punctuation and 37 in the practice book.
story during the second and punctuation. them on the bus using capitalization. Books can be read and
reading. correct capitalization. shared with partners.
GA/W/OL The students will TX Then students will complete W The students will
work in groups to make We p. 4 the Activity Book. W The students will complete handwriting pages W The students will
Can books. complete handwriting pages for O and P. complete handwriting pages
W The students will complete for M and N. for Q and R.
W The students will handwriting pages for K and L.
complete handwriting
pages for I and J.
Week 3 Language Arts e Chart
AA SOL E 1.2 AA SOL E 1.2 AA SOL E 1.2 AA SOL E 1.2
Punctuation Punctuation Punctuation Punctuation Field Trip
AA SOL E 1.11 AA SOL E 1.11 AA SOL E 1.11 AA SOL E 1.11 Amazement Square
Handwriting Handwriting Handwriting Handwriting
R: “Punctuation Takes a Vacation” R: “When The Elephant R: “Sitting in My Box” R: “Rags”
W: sentence using punctuation Walks” W: circle story chart W: line in poem
W: knock-knock joke
The teacher will review with the R The teacher will The teacher will introduce The teacher will put a silly The class will spend the
class that all sentences begin with introduce and read “When the story and ask the class poem on the board using W, morning at Amazement
a capital letter and end with a the Elephant Walks”. to make predictions. Y, and Z words. Square.
ending mark. R The teacher will read, R Then the teacher will read Parents will be invited to
R/LI The teacher will read, A/OL/GA The class will “Sitting in My Box”. “Rags”. attend.
“Punctuation Takes a Vacation” work in pairs to make clay
and ask the class to look for the animals and retell the story D The students will make The students will name X, Y,
punctuation marks in the book. in small groups. stick puppets and retell the and Z words before and after
story with a partner. listening to the poem.
The class will play will the real W The students will write
punctuation mark please stand up and illustrate a knock- Then the students will The teacher will discuss the
to read and identify the correct knock joke. complete the circle story punctuation found in the
punctuation mark for several chart using correct poem.
different sentences. W The students will punctuation.
complete handwriting Students will write a line that
A Students will use a variety of art pages U and V. W The students will could be a part of the poem
supplies to create one of the three complete handwriting using correct punctuation
ending marks and write a pages W and X. marks.
sentence using it correctly.
W The students will
W Students will complete complete handwriting pages
handwriting pages S and T. Y and Z.
*AA SOL 1.2 *AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6
Capitalization and Consonant sounds m s c t Consonant sounds m s c t Consonant sounds m s c t Consonant sounds m s c t
punctuation test Short a Short a Short a Short a
R: “I Am Six” R: “Cat on the Mat” R: “The Cat Sat” R: “The Mat”
W: writing m and s words W: c and t words W: silly sentence W: making signs
The teacher will administer R The teacher will read “I The teacher will use large The teacher will review the The teacher will discuss with
the capitalization and Am Six”. The teacher will spelling/picture cards to words that contain m, s, c, t, the class if they like things
punctuation test. talk about the sounds that m introduce the c and t and short “a” sounds. neat or messy.
and s make. sounds. The teacher will
The students will do their best explain how to use the The teacher will introduce The teacher will review
on the test. W/A Students will draw and sounds they already know to the story and have students consonant sounds and the
write words beginning with read new words. make predictions about the animal words found in the
m and s. story. story.
R The students will read
TX Students will complete p. “Cat on the Mat” with a R The teacher will read “The R The teacher will read,
1 in practice book. partner. Cat Sat” “The Mat”.
Then students will write c The teacher will discuss the The students will make
and t words and draw beginning, middle, and end. signs to keep the animals
corresponding pictures. out of the house.
Students will write a silly
TX Students will complete p. sentence about a cat.
12 in the practice book.
*AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6
Consonant sounds n f p Consonant sounds n f p Consonant sounds n f p Consonant sounds n f p Consonant sounds n f p
Short a Short a Short a Short a Short a
R: “Ten Dogs in the Window” R: “Ten Dogs in the Window” R: “Nan and Fan” R: “We Can” R: “Tap Tap”
W: writing n f and p words W: silly sentence W: comparison W: 2-3 sentences W: 3 sentences
The teacher will talk with the R The teacher will reread R The teacher will read “Nan The teacher will ask the The teacher will review the
class about their pets and “Ten Dogs in the Window” and Fan” to the class class about what children consonant sounds and
from where they got them. and explain how to compare can do in school. explain again to the class
similarities and differences. The students will discuss the the correct way t decode
R The teacher will read, “Ten differences between this R The teacher will read “We words.
Dogs in the Window” asking R Students will read “Fat book and “The Cat Sat”. Can” asking students to take The teacher will review the
the students to pay attention Cat” with partners and turns reading the underlined spelling of the words with
to who bought each dog. practice saying the n, f, and R The students will read the words. the sounds n, f, p, and short
p consonant sounds. book again and complete a.
The teacher will use picture writing assignment on p. 30 The class will sing “The
cards to introduce the Then students will draw a More We get Together”. R The students will read
consonant sounds n, f, and p. picture and write a silly “Tap Tap” with a partner.
sentence using those Then students will write 2-3
The students will write n, f, sounds. sentences about their Students will write three
and p words with favorite thing to do at sentences using words
corresponding pictures. school. containing the above
consonant and vowel
TX The students will TX Students will complete p. sounds.
complete p. 18 in practice 32 in practice book.
book
Consonant sounds b r g h Consonant sounds b r g h Consonant sounds b r g h Consonant sounds b r g h Consonant sounds b r g h
Short i Short i Short i Short i Short i
R: Charles Tiger R: Charles Tiger R: The Big Hit R: Big Pig R: One Big Fat Pig
W: 2-3 sentences W: Answer question W: Character sentence W: What He can do W: Favorite story
The teacher will use picture The teacher will reread The teacher will show The teacher will review the The teacher will review all of
cards to introduce the new “Charles Tiger” and discuss students a baseball, bat, new consonant sounds and the new words that were
consonant sounds. The why things happened in the and glove. explain how to blend the learned this week.
student will name words story. sounds.
beginning with each sound. R The teacher will introduce R The students will read,
The student will write as if new words and will read R The teacher will talk about “One Big Fat Pig” with a
R The teacher will read, they were Charles and the “The Big Hit.” going to the farm. Then the partner.
“Charles Tiger” and ask spider was asking them teacher will read the book,
student to think about what “why are you roaring?” The class will sing “Take Me “The Big Pig.” Students will choose they’re
they like about the story. The Out to the Ball Game”. favorite story read this week,
students will write 2-3 The teacher will review the TX/W The students will use and write about it using at
sentences about what they new consonant sounds with The students will a sentence pg. 51 to draw and write least 3 sentences.
liked. the class. about there favorite about what Big Pig can do.
character in the story.
TX The students will R The students will read,
complete pg. 18 in practice “Who Can Hit?” with a TX The students will
book. partner. complete pg. 48 in the
practice book.
TX Students will complete
pg. 42 and 47 in practice
book.
Consonant sounds d w l x Consonant sounds d w l x Consonant sounds d w l x Consonant sounds d w l x Consonant sounds d w l x
Short o Short o Short o Short o Short o
R: To Be a Kid R: To Be A Kid R: “The Box” R: “Wigs in a Box” R: “Once Upon a Dig”
W: what it means to be a kid W: story web W: What would you put in W: favorite character W: writing words using
the box? consonant sounds
The teacher will use spelling The teacher will reread “To The teacher will review with The teacher will review the The teacher will ask for
flash cards to instruct Be A Kid”. the class the words to know. words that have been volunteers to explain how to
students in the sounds that d, learned during the week. sound out new words.
w, l , and x make. The students will help the Students will brainstorm
teacher fill in the story web. what they think will happen The class will discuss what it R The students will read,
The class will practice making in the story. is like at a carnival or circus. “Once Upon a Dig” to a
words with these sounds. The teacher will review the partner.
new consonant sounds and R The teacher will read, R The teacher will read
R The teacher will read, “To explain how to blend them to “The Box”. “Wigs in a Box”. Students will practice
Be a Kid”. make words. spelling and writing words
Students will draw and write Students will read the using d, w, l, x, and short o.
The students will think about R The students will read about something they would underlined words. Students will draw picture of
things that they would like to “Bob Pig and Dan Ox”. put in the box. each word.
learn. Students will write about
TX The students will TX Students will complete p. their favorite character and
The students will write and complete p. 64 in the p.65 in the practice book. why.
illustrate a page in the class practice book.
book about what it means to Students will complete p. 67
be a kid. in the practice book.
TX The students will

complete pg. 53 in practice
book.
*AA SOL E 1.6 **AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6
Consonant sounds y, k, v Consonant sounds y, k, v Consonant sounds y, k, v Consonant test Spelling Test
Short e Short e Short e
R: “Minerva Louise at School” R: “Minerva Louise at R: “What Can a Vet Do?”
W: 3-4 sentences about School” W: 3 sentences
Minerva, Confused Again W: sentences in practice
book p. 77
The teacher will show the R The teacher will reread, The teacher will review the The teacher will test the The teacher will review
students the cover of “Minerva “Minerva Louise at School” new words with the class. students to see how well they spelling skills with the class.
Louise at School”. Then the and will ask the students to are able to identify consonant
teacher will lead in a look for ways that they can CM Then the teacher will and vowel sounds through TX The teacher will give a
discussion about where hens tell that things in the story lead the class in a reading materials and spelling test using words
live. are real or make believe. discussion of what a vet is. pictures. from the word list on p. R33.
R The teacher will read the (The teacher could ask a
book. TX The students will real vet to come in and talk
complete p. 77 in the with the class about their
Students will write and draw practice book. job.)
about another place where
Minerva Louise may be The teacher will review the R The teacher will read,
confused by. word sounds studied “What Can a Vet Do?”
yesterday.
Then the teacher will list Students will draw a picture
words using the new sounds R Students will read “Big of a pet being taken care of
for the week using the poem Ben with a Partner and by a vet and write about
found on p. T86 complete p. 80 in practice their picture.
book.
TX The students will complete TX Students will complete
p. 74 in the practice book. p. 71 and 81 in the practice
book.
*AA SOL E 1.6 **AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6
Consonant sounds q, j, z Consonant sounds q, j, z Consonant sounds q, j, z Consonant sounds q, j, z Consonant sounds q, j, z
Short u Short u Short u Short u Short u
R: Jasper’s Beanstalk R: Jasper’s Beanstalk R: “A Hut For Zig Bug” R: “The Rope Tug” R: “Rug Tug”
W: what will Jasper see? W: story map W: listing W: writing about acting in a W: comic strip
play
The teacher will talk about The teacher will reread The teacher will introduce The teacher will talk about The teacher will review how
growing seeds. “Jasper’s Beanstalk”. the book and review the acting in a play. to find the characters,
words to know with the problems, and settings in
R The teacher will read, The class will discuss class. The teacher will review the stories that they read
“Jasper’s Beanstalk”. characters and setting. important words to know. this week.
R Then the teacher will
Students will draw and write The class will fill in the story read, “A Hut For Zig Bug”. R The teacher will read “The The teacher will review the
about what Jasper will see map on p. T162. Rope Tug”. consonant sounds and how
coming down his beanstalk. The students will list things to use what is know to
The teacher will review the that Zig Bug put in his hut. The students will work in decode new words.
The teacher will introduce the new sounds and will write Then they will list more small groups to perform the
new consonant sounds for some words that they make. items that he could have put reader theatre script on p. R Students will read “Rug
the week. in. T185. Tug” with a partner.
R The students will read
TX Students will complete p. “Quit It Zig” in small groups. TX Students will complete p. Students will write about an The students will write a
86-87 in the practice book 96 in the practice book. exciting day they had acting short comic strip using
and will read “The Bug Kit” TX Students will complete p. in a play. words with g, j, z, and short
with a partner. 95 in the practice book. u.
Field Trip to pumpkin patch
*AA SOL E 1.4 AA SOL E 1.4 AA SOL E 1.4 AA SOL E 1.4 AA SOL E 1.4
Blending and digraphs sh, Blending and digraphs sh, Blending and digraphs sh, Blending and digraphs sh, Spelling Test
th, wh, ch, tch th, wh, ch, tch th, wh, ch, tch th, wh, ch, tch
R: “The Two Japanese R: “The Two Japanese R: “Moving Day” R: “Hermit Crabs” article
Frogs” Frogs” W: favorite place to live W: writing words
W: writing new words W: writing new words
The teacher will lead a class The students will use The teacher will discuss with R The teacher will review the The teacher will review the
discussion about the pennies or counters to count the class what it is like book, “Moving Day” with the spelling of the words with sh,
students live. the number of sounds heard moving to a new home. class. ch, wh, th, and tch.
in the sh, th, and wh words. The teacher will review
R The teacher will read, important words for the The teacher will talk about The students will use
“The Two Japanese Frogs” The teacher will reread the students to know. the author’s use of practice book p. 15 for
story and have the students R The teacher will read descriptive words. review.
Students will explain the take turns acting out the “Moving Day”.
similarities and differences story. The students will read The teacher will administer
between the two frogs. Students will work with “Hermit Crabs” science the spelling test.
The teacher will model how partners to describe the article with the teacher.
The teacher will give to pronounce and spell ch shells in the story.
examples of words with th, and tch words. The class will discuss the
sh, and wh sounds. The Students will draw and write similarities between the two
teacher will explain how Students will write the words about their perfect place to pieces of literature.
these words are pronounced using p. 3-4 in the practice live.
and spelled. book. The class will play Triple
TX Students will complete p. Clusters using spl, spr, etc.
TX Students will practice R Students will read 12-13 in the practice book. to make a word by solving
writing the words using p. 1- “Champ” with partners. the riddles.
2 in practice book.
long a sounds long i sounds long o sounds long u sounds long e sounds
R: “The City Mouse and the R: “The Mouse House” R: “Fox, Alligator, and R: “Duke’s Gift R: “Tiger and Aansi”.
Country Mouse” W: another place the mouse Rabbit”. W: sentence about Duke W: who was tricked?
W: writ long “a” words could live W: rabbit’s problem
R The teacher will read, R The teacher will read, R The teacher will read, R The teacher will read, R The teacher will read,
“The City Mouse and the “The Mouse House” “Fox, Alligator, and Rabbit”. “Duke’s Gift”. “Tiger and Aansi”.
Country Mouse”.
The students will write about Students will write about the The students will list long “u” The students will write about
The students will draw a another place that the rabbit’s problem. words. who really got tricked in the
picture and write about what mouse could live. story.
which place (city or country) The teacher will use picture The teacher will use picture
they would like to live in and The teacher will review long cards to explain the long “o” cards to explain the spelling The teacher will use picture
explain why. “I” words and explain that sound. and pronunciation of the cards to explain how to spell
they follow the same CVCe long “u” words. and pronounce long “e”
The teacher will help the pattern. Students will list, identify, words.
students segment words by and spell long “o” words. The students will write a new
clapping out the sounds in The teacher will use picture sentence about Duke and Students will brainstorm and
long “a” words. cards to help the students TX The students will underline the long “u” words list long “e” words.
say and spell the long “I” complete p. 35 in practice used.
The teacher will use picture words. book. TX Students will complete p,
cards and will say the long a TX Students will complete p. 72 and 81 in the practice
words. TX Students will complete p. 56 in practice book. book.
33-34 in the practice book.
The students will write and
spell the long a words and
check their spelling.
TX Students will complete p.

19 in practice book.
Blending sounds Blending sounds Blending sounds Blending sounds Blending sounds
Spelling test
R: “Aiken Drum” R: “Aiken Drum” R: “The Great, Gig, R: ”Hello House” R: “Freight Train”
W: sentence about person W: words made using initial Enormous Turnip” W: I was tricked story W: sentence
blends W: writing initial blend words
R The teacher will read, R The teacher will reread, R The teacher will read, R The teacher will read R The teacher will read,
“Aiken Drum”. “Aiken Drum” and review the “The Great, Gig, Enormous “Hello House”. “Freight Train” to the class.
words containing initial Turnip”. The teacher will record all of
A The students will design blends. The students will write a the initial blend found in the
their own person out of art The students will write about story about being tricked like book during reading.
materials and write a The students will use the who they would call upon to the characters in the story.
sentence about their person letter toss beanbag and help pull the turnip out of the The students will write a
to share with the class. alphabet grid to practice ground. Students will identify and list sentence about where they
saying words with the initial the initial blends found in the would go if they were a
The teacher will introduce blends. The teacher will draw a n story. freight train. Initial blends
the initial blends dr, cr, gr, initial blends word web and should be underlined.
and pl. Students will write the words fill it in using words given by TX Students will complete p.
that they made. the students. The words can 132-133 in the practice The students will practice
Students will name words be from the book. book. blending words by playing
with these initial sounds. TX Students will complete p. Baseball Blending found on
21 in the practice book. TX Students will complete p. 10 in Worm Painting.
TX The students will p.120 in practice book.
complete p. 112-113 in
practice book.
*AA SOL E 1.6 *AA SOL E 1.6 *AA SOL E 1.6 AA SOL E 1.10 AA SOL E 1.10
High-frequency words High-frequency words High-frequency words Picture dictionary Picture dictionary
R: “Where the Wild Things R: “Whistle For Willie R: “Sylvester and the Magic R: “Yoko” R: “Tar Beach”
Are” W: writing high frequency Pebble”, W: definitions W: dictionary pages
W: sentence writing words W: short story
The teacher will review with R The teacher will read, The teacher will continue to R The teacher will read, R The teacher will read “Tar
the class some of the high “Whistle For Willie” to the talk about high frequency “Yoko”. Beach” to the class.
frequency words that they class. The teacher will stop words and will review the
have had in previous books and have students read the words with the class. The teacher will explain that The students will work in
and reading materials. high frequency words in the there are many words in the pairs to look up new words
The teacher will explain that story. R The teacher will begin to English language and a found in the story in their
knowing these words will read, “Sylvester and the dictionary can be used to dictionaries.
help you when reading. The teacher will explain that Magic Pebble”, skipping all help you spell and find the
the students should be able of the high frequency words. meaning of unknown words. Then students will pick three
R The teacher will read, to read high frequency words from the story that
“Where The Wild Things words quickly. The teacher will explain that The teacher will give the they already know. The
Are”. The teacher will stop the story will not make students a list of some new students will write the word,
and have the class read the The students will play Word sense without those words. words from the story. The the definition, and draw a
high frequency words in the Relay on p. 12 in Worm students will work in groups picture representing the
story. Painting. The students will write a of 2 or 3 to look up the word. The pages will be put
short story about making a words using a picture together in ABC order to
The students will read The students will practice wish. The students should dictionary. make a class dictionary.
several sentences and writing high frequency words underline the high frequency
underline the high frequency with a partner. Partners words used and then share Students should write down
words should take turns calling out their story with a partner. the definition of the words
the words and writing the after they find them in the
The students will practice words. dictionary.
writing sentences using high
frequency words.
Fiction Fiction Fiction Fiction Fiction
AA SOL E 1.7 Spelling Test
Spelling words
R: ”Andy and the Lion” R: “Bark, George” R: “Click, Clack, Moo: Cows R: “Harold and the Purple R: “Mr. Gumpy’s Outing”
W: writing about kindness W: partner interview That Type” Crayon” W: Alternate ending
W: letter to farmer W: imaginative story
The teacher will discuss the The teacher will talk about R The teacher will introduce R The teacher will read and R The teacher will read and
characteristics of fictional the similarities and and read “Click, Clack, Moo: introduce the book, “Harold introduce the book, “Mr.
stories and the purpose that difference of each of the Cows That Type” and the Purple Crayon”. Gumpy’s Outing”.
they serve. students in the class.
The teacher will discuss with The teacher will discuss the The teacher will talk about
R The teacher will read and The teacher will talk about the class why the animals imagination that Harold had. the generosity that Mr.
introduce “Andy and The George, and how he is wrote to the farmer. Gumpy had towards the
Lion”. different from other dogs. The students will write an animals.
The teacher will also discuss imaginative story about an
The teacher will lead the R The teacher will read, that this is considered to be adventure that they would The teacher will lead the
class in a classroom “Bark, George”. a fictional story because have if they had a crayon class in a discussion about
discussion about showing animals do not know how to like Harold’s. the problem that arose in the
kindness to others. The students will interview a write. story.
partner about a time that
The students will write about they felt different and record Student will pretend that The students will write an
a time that they were the partner’s response. they are one of the farm alternate ending to the story.
rewarded for kindness. animals. They will write a
message to the farmer.
Fiction Fiction Fiction Fiction Fiction Test
R: “Papa, Please Get The R: “Puss In Boots” R: “Rumplestiltskin” R: “There Was An Old Lady R: “The True Story of The
Moon For Me” W: Venn Diagram W: making choices Who Swallowed A Fly”. Three Little Pigs By A Wolf”
W: something I could not W: cause and effect book W: sentences defending a
have character
The teacher will show the T The teacher will show a R The teacher will introduce R The teacher will introduce R The teacher read the
class the front cover of the video clip from “Shrek 2” of and read the book, and read the book, “There original version of the “Three
book and have them tell how Puss in Boots. “Rumplestiltskin”. Was An Old Lady Who Little Pigs”.
they can know if this story is Swallowed A Fly”.
true or not. R The teacher will read and The teacher will lead the The teacher will discuss the
introduce the book, “Puss In class in a discussion about The teacher will discuss the fact that sometime people
R The teacher will read and Boots”. how the story made them cause and effect pattern have different versions of
introduce the book, “Papa, feel, was the miller’s found in the story. events that took place.
Please Get The Moon For Students will use a Venn daughter tricked or was
Me”. Diagram to compare and Rumplestiltskin acting in Students will write a four R Then the teacher will read,
contrast the similarities and kindness. page book based on the “The True Story of The
Students will write about a difference between Puss in cause and effect pattern Three Little Pigs By A Wolf”.
time that they asked for Boots and an ordinary cat. The students will pick a found in the story.
something that they could character from the story to The students will write 3-4
not have. write about and explain why sentences defending the
they made the choices they wolf or one of the pigs.
did.
Nonfiction Nonfiction Nonfiction Nonfiction Nonfiction
Spelling words
R: “The Man Who Walked R: “John Henry” R: “Uptown” R: “Always Remember Me: R: “Dad, Jackie, and Me”
Between the Towers” W: 3 sentences W: paragraph using How One Family Survived W: story writing
W: 2-3 sentences descriptive words World War II”
W: story writing
The teacher will explain to R The teacher will introduce R The teacher will introduce R The teacher will introduce R The teacher will introduce
the class what nonfiction is and read the book, “John and read “Uptown”. and read the book, “Always and read the book, “Dad,
and what its purpose is. Henry”. Remember Me: How One Jackie, and Me”.
The teacher will ask the The teacher will talk about Family Survived World War
R The teacher will introduce class to pay attention to the descriptive words and how II”. The teacher will discuss
and read “The Man Who beginning, middle, and end they can be used to make what it would be like to meet
Walked Between the of the story. better stories. The teacher will talk about a famous person.
Towers”. the hard times that many
The students will write three The students will use people went through during The students will write about
The teacher will discuss with sentences. One for the descriptive words to tell the war. a time they meet a famous
the class about things that beginning, middle, and end about an exciting day they person or what they would
would be scary or difficult to to practice summarizing had in a new or different Students will write a story do and feel like if they did
do. what they read. place. about what it would be like meet a famous person.
for them to live during the Students will be encouraged
The students will draw a Students will then talk in war. to make the story seem
picture and write two to small groups about a time realistic and use
three sentences about them when they were able to capitalization and
overcoming a fear. The complete an seemingly punctuation correctly.
pages will be made into a impossible task.
class book.
Nonfiction Nonfiction Nonfiction Nonfiction Nonfiction test
Spelling words
R: ”Counting Penguins” R: “The Northern Lights” R: “The City By the Bay” R: “Handtalk” R: ”The Piñata Maker”
W: write 3 new facts W: imaginative story W: sentences W: paragraph W: 3 sentences
R The teacher will read and R The teacher will read and R The teacher will introduce R The teacher will introduce R The teacher will read and
introduce the book, introduce the book, “The and read the book, “The City and read the book, introduce “The Piñata
“Counting Penguins”. Northern Lights”. By the Bay”. The teacher will “Handtalk: An ABC of Finger Maker”.
ask the students to keep Spelling and Sign
The teacher will explain that The teacher will discuss with track of the ways the author Language”. The teacher will talk to the
many nonfiction books use the class what they have describe the city by the bay. students about the setting of
real picture to tell a true learned about the northern The teacher will discuss with this book and the uses of an
story. lights. The student will work in the class how there are piñata.
groups to research an area many different forms of
RS/TThe students will use The students will draw and near a bay or other body of communication. GA/A The students will work
this book and other books write about what they would water. Students will use a in groups to design their own
and resources about see and how they would feel variety of art supplies to Students will work in pairs to piñata.
penguins to find 3 interesting if they could see the make a model of the area talk to each other using only
facts that were not know northern lights. described and write at least sign language. Each student will write about
about penguins before. three sentences describing their piñata and what the
what they have made. The students will write a piñata will be used for.
Students will be encouraged paragraph about what it
to share what they have GA/CZ Students should would be like to only be able
learned with the class. practice citizenship and to speak using sign
working together to divide language.
project tasks fairly.
Compound words Compound words Compound words Compound words Compound words
Spelling Test
R :”Ambuela” R: “A Chair For My Mother” R: “Caps For Sale: A Tale of R: “Corduroy” R: “Gossie”
W: what it would be like W: saving money A Peddler, Some Monkeys, W: favorite toy W: losing your favorite thing
and Their Monkey Business”
W:
R The teacher will read and R The teacher will read and R The teacher will read and R The teacher will read and R The teacher will read,
introduce the book, introduce, “A Chair For My introduce, “Caps For Sale: A introduce the book, “Gossie” to the class.
“Ambuela” Mother”. Tale of A Peddler, Some “Corduroy”.
Monkeys, and Their Monkey The students will talk about
The students will write 3 The students will write about Business”. The teacher will lead a class their favorite thing to wear.
sentences about what it a time they saved money to discussion about things that
would belike to have an by something special. The students will talk about the students want. The students will write about
experience like the little girl honesty and respecting how they felt wearing their
in the story. The teacher will review the others things. The students will write about favorite thing or what it was
compound words listed and their favorite toy that they like to lose something
The teacher will explain that will add more compound Students will write about the have or hope to have soon. special to them.
compound words are words words to the class list. importance of respecting
that are made up of two other people’s property. Students will practice Students will practice
smaller words. Students will practice making their own new identifying compound words
spelling compound words Students will use compound compound words. in sentences.
The teacher will ask with a partner. words in 4 sentences.
students to list some of the
compound words they know.
Adding sounds Adding sounds Adding sounds Adding sounds Adding sounds
R: We’re Going on a R: Moon Rope R: Moon Rope R: Oh, A-Hunting We Will Go R: The Paper Crane
Bear Hunt W: Story solution W: Journal entry (moon) W: Song verses W: Journal (kindness)
W: Story page
R/V/LI: The teacher will R/LI/CL: The teacher will R/LI/PS/CM: The teacher will R/CM: The teacher will read Oh, R/CM/LI: The teacher will
show the cover of We’re begin reading Moon Rope finish reading Moon Rope. The A-Hunting We Will Go. The read The Paper Crane
Going on a Bear Hunt to the class and explain teacher will ask the students teacher will stop to ask aloud to the class. The
what they think will how it is in Spanish and how they think it will end and questions about the book. (LW 7 class will discuss acts of
happen. The teacher English. why. p.T15) kindness from the book and
will read the book aloud life. (LW 7 p.T188)
to the class. (LW 7 CM/PS/W/A: The class LI/CL: The class will listen to the MU/W: The class will sing the
p.T10) will discuss the main story in Spanish while re-reading song from the book together. GA/A/MA/MO: The class
. characters. The students along in the book. Each student will create write will be split into two groups.
CM/OL/W/A: The class will think of ways Fox can their own song verse to add to One group will reread and
will discuss the places get to the moon with W: The students will describe the song. The class will sing the act out the story together.
the characters. The Mole. The students will the moon in their writing journals song again with each new verse. The second group with
students will create a draw a picture and write 2 writing at least 2 sentences. create an origami finger
story page for the book sentences explaining their MO/OL: The class will go on an puppet.
by writing about a new idea. R/A/OL: The class will read “adding sounds” scavenger hunt.
obstacle and drawing a words aloud from the second The teacher will place cards with W: The students will write in
picture of it. LI/V/MA: The teacher will half of the book and change the parts of words and cards with their journal about a kind
read words from the book sounds to make new words. The beginning and ending sounds act they did or have
LI/V: The teacher will than can be changed by students will draw a picture of around the room. Each student received before.
discuss how you can adding sounds. Using a the old word and new word. The must find 2 cards that create a
add sounds to words to chart, the students will students will write the added word. The student will share MA/OL: The teacher will
change them and play “Add-a-letter” with sound at the top. The student their two cards and read the give the students a
provide examples. the words. will read their words orally created word aloud to the class. magnetic board. The
together as a class. The class will repeat the word students have to change
GA/MA/OL: The DA: Student with LD can together. the word crane, by adding
students will work in follow along by listening to different sounds to –ane.
pairs using flash cards the audio tape. The students will read their
to add letters to words words aloud to themselves.
to change the word. The HW/HS: Read with a
students will say the parent. E: Spelling Test
sound to their partner.
Blending and Adding sounds Audio story Audio story Retell audio story groups Retell audio story groups
test R: Baby Rattlesnake R: Baby Rattlesnake R: Rattlesnakes R: Hide and Snake
R: The Big Green Bean W: Setting Descriptions W: Rattlesnake (character W: Journal (rattlesnakes) W: Journal (hide and seek)
W: Bean sentences description)
R/LI/V/CM: The teacher will LI/V/CM: The teacher will LI/CM: The teacher will S/VI/R: The teacher will OL/LI: The remaining
read The Big Green Bean to show the students the book review characters and ask make a chart on the board groups will retell the Baby
the class. The teacher will cover and ask them where the students to listen for the on rattlesnakes. The Rattlesnake story, using their
pause to ask the class they think the story takes characters in story. teacher will read setting and character
questions while reading. (LW place. The teacher point out Rattlesnakes to the class. pictures.
7 p.T69B) the story is a folktale and LI/W: The students will listen
review what folktale is. to Baby Rattlesnake again LI/CM/W: The students will R/LI/S: The teacher will read
W/LI/OL: The students will on audio tape. The students listen to the story and tell the Hide and Snake to the class,
write two details from the LI/W: The class will listen to will write down the teacher the facts that need pausing to ask important
story on a “green bean” Baby Rattlesnake on audio characters in the story. to go in the chart. The questions and let students
using a white crayon. tape and write words students will write 3 find the snake. The teacher
Volunteers will read their describing the setting. R/A/W: The students will sentences about will review the concept of
sentences aloud. read silently. The students rattlesnakes in their journals. camouflage and how snakes
R/A/W: The class will read will make a rattlesnake using are sometimes camouflaged.
LI: The teacher will review the book together. The construction paper, paper GA/OL/LI: The class will be
blending and adding sounds. students will look back at mache, eyes, and a “rattler.” split into groups. Each group A: The students will color a
their words and draw a On the back of the snake, will use their setting pictures, camouflage snake sheet.
E: The students will picture of the setting. they will write a sentence character pictures, and retell
complete the blending and Underneath they will write a about the character in the the Baby Rattlesnake story. W: The students write in
adding sounds test. sentence using their setting story. their journals about the
description words. HW/HS: Students will look game hide and seek, using 3
DA: Poor readers may read up rattlesnakes in an sentences.
with a partner. encyclopedia with a parent.
E: Spelling Test
Audio story skits Audio story skits Deleting sounds Deleting sounds Deleting sounds
R: Giant Snakes R: Akimbo and the Snakes R: Stone Soup R: Stone Soup R: Stone Soup
W: Snake facts W: Journal entry W: Soup predictions W: Sequence charts W: Journal entry
LI/VI: The teacher will R/LI/CM: The teacher will LI/CM/M: The teacher will R/CM: The teacher will R/LI/CM: The teacher will
review the Baby Rattlesnake read Akimbo and the tell the students they will be continue reading Stone finish reading Stone Soup to
story with the students. The Snakes to the class. The reading a book about soup. Soup to the class. The class the class and ask
teacher will show examples teacher will pause and ask The teacher will create a will discuss their predictions comprehension questions to
movements for the story the students questions. The “favorite soup” bar graph. about the soup. the class. The class will
skits. teacher will discuss The students will raise their discuss the answers
responsibility and Akimbo. hands to indicate their VI/W: The teacher will show together.
GA/MO/CM: The students favorite soup. The teacher the students a sequence
will work in their assigned W: The students will write in will record the answers in chart using information from W: The students will write in
groups and listen to Baby their journals about a the graph. (LW 7 p.T114) the play. The students will their journals what they think
Rattlesnake on audio again. responsibility they have had create their own sequence the travelers learned in the
They will create a skit about before, using 3 sentences. R/LI/W: The teacher will chart about the play using 2 play.
the story. The students will begin reading Stone Soup to sentences. (LW 7 p.T120)
create any necessary props GA/MO/VI/LI: The students the class. The students will MO/OL: The class will go on
and practice their skits. will act out their skit to the write on large note cards GA/MO: The teacher will a “deleting sounds”
story Baby Rattlesnake in their predictions of what will write words from the book scavenger hunt. Each
R/A/W: The students will from of the class. go into the stone soup. on the board. The students student must find 2 cards
independently read Giant will be divided into teams. that create a word. The
Snakes. The students will DA: Students who have a LI/V/W/OL: The teacher will The students must delete student will share their two
draw a picture of 2 types of difficulty remembering the begin to explain deleting (erase) letters from the cards and read the new word
snakes. The students will story or skit can perform sounds by providing words to create a new word. by deleting the sound to the
write 2 fact sentences about their skit while the story is examples. The students must say class. The class will repeat
each snake. playing on the audio tape. The students will copy the words aloud each time. the word together.
examples and say the words
aloud. E: Spelling Test
Deleting sounds Deleting sounds Deleting sounds Deleting sounds Deleting sounds
R: Stone Soup R: Stone Soup R: Stone Soup R: Lazy Lion R: Lazy Lion
W: Character sentences W: Soup recipe W: Journal entry W: Africa facts W: Directions
LI/CM: The teacher will say V/LI: The teacher will write VI/R/LI: The teacher will LI/R: The teacher will R/LI/CM: The teacher will
word aloud to the class and and say words after deleting hold up posters of words. introduce Lazy Lion and continue to read Lazy Lion
ask what the word would sounds. The students will The teacher will ask the explain how the story takes with the class. The class will
sound like after deleting a repeat the words with the students to delete a sound. place in Africa. The teacher discuss how the lion gave
particular sound. (e.g. teacher. The teacher will mark the will begin reading the story the animals directions.
“Cape” what word do you word, and read it aloud. with the class. (LW 7 p.145)
have if you delete the /c/ MA/OL: The teacher will W: The students will pretend
sound?) give the students a magnetic MA: The students will play T/SS: The teacher will help they are Lion give directions
board. The students have to the “deleting sounds game” the students research Africa to one of the animals. They
GA/OL: The students will change the words, by by using a chart. on the internet. (LW 7 will list step-by-step
pick a partner and orally deleting sounds. The p.146) directions.
practice similar deleting students will read their GA/R/OL/LI: The students
sound exercises. words aloud to themselves. will finish reading Stone A/W/SS: The students will A/W/OL/LI: The students will
Soup. create a mural of Africa fold a piece of paper in half.
GA/R/OL/LI: The students GA/R: The students will landscape and wildlife. On one side, they will draw a
will work in groups and continue to read Stone Soup MO/MA/M: The class will go The students will write 3 picture and write the word at
begin reading the Stone in their groups. to the cafeteria and make sentences about Africa on the top. On the other side,
Soup play. Each student will “class” soup, using recipes the back of their mural. the student will delete a
be assigned a part to read. CM/LI/W: The class will (modified by the teacher). sound, draw a picture, and
discuss the ingredients in The students will be able to W: The students will write the new word. The
A/W: The student will draw a the soup. The students will measure ingredients. complete a “deleting class will read everyone’s
picture of their character and write their own recipe for sounds” worksheet. words aloud.
write 2 sentences about it soup. W: The students will write
underneath. about their experience DA: Students who cannot E: Spelling test
making soup in their draw well may use printed
journals. photographs instead.
Counting sounds Counting sounds Counting sounds Counting sounds Counting sounds
R: Lazy Lion R: Lafcadio, the Lion Who R: Lions: Life in the Pride R: Eli R: The Lion Roars with a
W: Bedtime sentences Shot Back W: Lion facts W: Journal entry Fearful Sound
W: Journal entry W: Journal entry
R/LI/S: The teacher will R/LI/CM: The teacher will LI: The teacher will count R/LI/CM: The teacher will R/CM: The teacher and
finish reading Lazy Lion with read Lafcadio, the Lion Who the syllables in the spelling read Eli to the class. The class will read the poem The
the class. The teacher will Shot Back to the class. The words by clapping. The teacher will discuss Lion Roars with a Fearful
discuss the sleeping habits class will discuss the class will clap with the friendship and ask the Sound. The teacher will talk
of lions. elements of the story. teacher. students questions about about the poem with the
Eli’s friendship. class. The teacher will ask
GA/LI/OL/M/S/W: The LI/MO/S: The teacher will MA/W: The students will say which pictures match the
students discuss their pick multi-syllable words the spelling word. Each time MA/A: The students will verse. (LW 7 p.T183)
sleeping habits in groups. from the book. The class will they here a syllable they will create clay characters from
The students will write a count the syllables together put down a plastic marker. the book. The students can W: The students will write in
sentence telling the time by clapping. The teacher will The student will count the use them to act out the their journals 2 sentences
they go to bed, wake up, and let the students listen to lion markers to see how many book. about other sounds a lion
the hours they sleep on a sounds. Then the students syllables were in the word. might make.
bed cutout. (LW 7 p.T181) will count the syllables of the The students will write the W: The students will write 3
words again by roaring each word and syllables. sentences about a friend in V/OL/LI: The teacher will
LI/V: The teacher will time there is a syllable. their journals. hold up posters with various
provide review syllables with R/L/A/S/W: The students will multi-syllable words. The
the class. W: The students will write read Lions: Life in the Pride LI/OL/MO/VI: The teacher students must count the
about their favorite part of independently. The students will lead the class in syllables in the words. If the
MO: The students will clap the story using at least 2 will color a lion face and glue counting sounds in syllables students get it right, the
and count the syllables of sentences. on fur to make a mane. The using words from the book. teacher will play a sound clip
their own name. students will write 3 facts The children will count by of a lion roaring.
HW/HS: The students will they learned about lions stomping their feet. The
DA: Students who have count the syllables in their below the lion face. teacher will write the number E: Spelling Test
trouble counting time can parents’ names. of syllables in each word on
use a clock. the board.
Counting sounds Counting sounds Counting sounds Counting sounds Counting sounds
R: Skip to My Lou R: Pretend You’re a Cat R: Pretend You’re a Cat R: Pretend You’re a Cat R: Any Kind of Dog
W: Journal entry W: Creative response W: Venn Diagram W: Pretend chart W: Dog sentences
VI/LI/CM: The teacher will VI/R/LI: The teacher will act R/LI: The teacher will R/LI: The teacher will finish LI/V/MO: The teacher will
display the cover of the book like a cat and ask the continue reading Pretend reading Pretend You’re a review counting sounds in
to the class. The teacher will students what animal she is. You’re a Cat with the class. Cat with the class. The syllables. The students will
ask the class if they think the The teacher will introduce The teacher will explain teacher will discuss play the “counting syllables”
book will be sad, silly, or and begin reading Pretend compare and contrast. The pretending with the students. game.
scary and why. (LW 5 p.T10) You’re A Cat. class will compare and
contrast some animals in the GA/OL/CM/W: The students LI/R/L: The teacher will go
R/L/LI: The class will read W/A/MO: The students will story. will get in groups and over key words with students
Skip to My Lou together. copy, complete, and discuss their experiences of before the students read
The teacher will explain how illustrate the sentence I can W: The students will create pretending and the objects Any Kind of Dog
the author used her ___like a ___. The students a Venn diagram, writing 3 they used. The students will independently. (LW 5
imagination to write this silly can act out their pictures to simple facts about dogs and write at least three activities p.T190)
story. The teacher will the class. (LW 5 p.T18) cats. (LW 5 p.T23) and the materials used in a
explain what imagination chart. (LW 5 p.T28) MA/A: The students will
means. LI/MU/GA: The class will MA: The students will cut imagine their own kind of
play “musical syllables.” The words out of magazines. OL/W/MA: The students say dog, and use recycle
W: The students will write in class will be divided into The students will glue the their spelling words and materials to create a model
their journal about an groups. Each group will words to construction paper. count the syllables. The of their dog.
imaginary animal that could have a musical instrument The students will count the students will divide the
have been in the story. (drum, triangle, etc.) A syllables and write the syllables by writing the W: The students will
leader will say a word and number underneath the words, and gluing popsicle describe the kind of dog they
MO/OL: The students will each group must count the word. sticks in between the letters created, writing 3 sentences
skip each time they count a syllables using their to represent the syllables. about the dog’s
syllable, when reading instruments. Each word will DA: Students who are characteristics.
chosen words from the sound like a different song. unable to do a Venn diagram
book. can just write out the E: Spelling Test
sentences.
*AA SOL E 1.4 *AA SOL E 1.4 *AA SOL E 1.4 *AA SOL E 1.4
Deleting and Counting Field Trip to Fine Arts Rhyming words Rhyming words Rhyming words
sounds test Theatre
R: EEK! There’s a Mouse in R: EEK! There’s a Mouse in R: EEK! There’s a Mouse in R: EEK! There’s a Mouse in
the House the House the House the House
W: Journal (prediction) W: Story map W: Story map W: Story map
LI/V/CM/OL:The teacher will LI/CM/CC: The teacher will R/LI/CM/OL: The teacher R/L/LI/OL: The teacher will R/LI/MO: The teacher will
introduce key terms from the give students directions on will finish reading EEK! print sentences from EEK! read sets of words aloud. If
book, EEK! There’s a Mouse how to behave on the field There’s a Mouse in the There’s a Mouse in the the words rhyme, the
in the House, by using trip. House with the class. The House on strips of paper. students will clap. The
pictures and sentences. (LW teacher will ask the students The teacher will signal the teacher will ask why they
5 p.T11) The teacher will CI/LS: The students will what certain events students turn. The students rhyme.
display the book and ask the respect authority figures and happened in the book. will re-read the story.
students if the story is real or act responsibly on the field GA/R/OL/LI: The students
make-believe. The teacher trip. W: The students will use a W: The students will write 2 will read
will read the story with the graphic organizer to begin a sentences in the middle box EEK! There’s a Mouse in the
class, pausing to ask the HW/A/OL: The students will story map. They will write 2 of their story map. House together in groups.
students to predict what will draw picture of three things sentences in the beginning The students will be given
happen next. they learned on the field trip box. W: The teacher will provide passages from the story. The
and present it to the class more examples of rhyming students will circle the words
W/A: The students will write the next day. LI/VI: The teacher will words and they students will that rhyme in the passage.
their predictions in their explain what rhyming words recite them.
journals. They will draw a DA: Students who are and give examples from W: The students will
picture underneath their 3 misbehave will complete the book(house and mouse). MA: The students will be complete their story map by
sentences. seatwork beside the teacher given a chart and cutout writing 2 sentences in the
instead of watching the play. OL/A: The students will words. The students will cut ending box.
OL/V: The class will share recite the words and draw the words out and glue the
their predictions and the pictures of them. rhyming words in the correct E: Spelling test
teacher will create a chart on places.
the board.
Rhyming words Rhyming words Rhyming words Rhyming words Rhyming words
R: Mice and Rats R: Zin! Zin! Zin! A Violin R: Zin! Zin! Zin! A Violin R: Zin! Zin! Zin! A Violin R: Zin! Zin! Zin! A Violin
W: Mice facts W: Journal entry W: Journal entry W: Violin sentences W: Story passage
OL/LI: The teacher and R/LI/V/MU: The teacher will R/LI/PS/CM: The teacher MU/LI/OL: The teacher will LI: The teacher will review
students will recite rhyming begin reading Zin! Zin! Zin! will finish reading Zin! Zin! play the song Let’s Make a how a story has a beginning,
words together. A Violin to the class. The Zin! A Violin to the class. Rhyme. The teacher will middle, and end. The
teacher will discuss and The teacher will ask the lead the students in singing teacher will divide the class
MA: The students will pick a show pictures of the students comprehension the song together. into groups and give them
partner and play the instruments presented in the questions about the book. each a passage from Zin!
“rhyming memory game.” book. CM/VI: The students will tell Zin! Zin! A Violin.
MU/MA/A: The students will the teacher the rhyming
R/LI/MA: The students will VI/W/A: The students will use various materials to words in the song. The GA/W: The students will
read Mice and Rats each be given the name of create their own musical teacher will put them on the decide whether the passage
independently. The students an instrument. They will instrument. The students will “rhyme word wall” came from the beginning,
will create a mouse, by write the name and draw a show the class their middle, or end of the book.
gluing on felt ears and tail to picture of it on the left side of instrument. GA/R/L/W/A: The students The students will write the
the mouse body. The folded paper. On the right will read Zin! Zin! Zin! A passage in the correct
students will write 2 facts side the student will write a W: The students will write in Violin together in groups. column on the story map.
learned on the mouse body. word that rhymes with the their journals, 3 sentences The students will color a The students will also
instrument and draw a that have 2 rhyming words. violin cut-out and write 2 underline the rhyming words
DA: students who have picture of it. They will color-code the sentences from the book with color.
trouble reading the fact book words that rhyme. onto the violin.
can listen to an audio tape W: The students will write 2 CM/R/OL: The class will put
while reading. sentences describing their the passages in correct
instrument in their journal. order and will read the story
together. The students will
repeat the rhyming words.
E: Spelling test
*AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E
1.1 1.1 1.1 1.1 1.1
Poetry Poetry Poetry Poetry Poetry
AA SOL E 1.7
R: Elephant R: Elephant R: At the Zoo R: Whole Duty of Children R: Humpty Dumpty’s Song
W: Journal entry W: Poetry line W: Zoo poem W: Class duties W:
LI/CM: The teacher will R/OL/L: The students will R/LI/CM: The teacher will LI/CM/R:The teacher will LI/R/CM: The teacher will
explain what poetry is and read Elephant aloud with the read the poem At the Zoo to explain the word duty to the explain they the author has
tell how poems of have teacher. The teacher will the class. The teacher will students. The teacher will something to say in poems.
rhythm and rhyming words. ask the students which ask the students what ask what duties they have. The teacher will read
The teacher will tell the words rhyme. animals the speaker saw at The teacher will read the Humpty Dumpty’s Song by
students they are going to the zoo. poem Whole Duty of Lewis Carroll to the class.
read a poem about LI/V/PS: The teacher will Children to the class. The The teacher will ask the
elephants and mice. Ask explain how to write a line of R/L/OL/W/MA/A: The class will discuss the duty of students what did the author
them what they already poetry using comparison students will read the poem children in the poem. want to say.
know about the animal. such as Kitten, kitten, soft as together. The students will
cotton. The class will pretend they went to the R/OL: The students will read R/OL/LI: The students will
R/LI/CM:The teacher will brainstorm animals and zoo. The student will write 3 the poem together and each read one verse from
read Elephant by Langston comparison phrases. sentences about animals independently. the poem aloud.
Hughes to the students. (LW (e.g. as soft as (a)____.) they saw using the same
5 p.T145)The students will format of the poem (with CM/OL/W: The class will W/A: The students will write
learn the vocabulary word W: The students will write teachers help). The students come up with 4 “class what they think could have
afraid. This class will their own comparison and will use animal crackers, duties.” The students will happened at the end of the
discuss the poem. draw pictures to illustrate glue, and pipe cleaners write the duties on a poster. poem. The students will
their drawing. (cage) to create their own write their own poem ending
W: The students will write zoo. in their journal and draw a
reasons an elephant may be DA: Gifted students may picture of it.
afraid of a mouse in their write a poem using
journal. comparisons. E: Spelling test
*AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E *AA SOL E 1.8/AA SOL E
1.1 1.1 1.1 1.1 1.1
Poetry Poetry Poetry Poetry Poetry
AA SOL E 1.7
R: Where The Sidewalk R: Smart R: Rain R: One Inch Tall R: Early Bird
Ends W: Journal entry W: Raindrop sentences W: Journal entry W: Poems
W: Sentence puzzles
R/LI: The teacher will read LI/R/CM: The teacher will LI/R: The teacher will ask LI: The teacher will ask the LI/CM: The teacher will read
the poem Where The play an audio clip of the the students what they know students to imagine what it the poem Early Bird to the
Sidewalk Ends to the class. poem Smart by Shel about rain and the sounds it would be like to be one inch class. The teacher will ask
The teacher will explain the Silverstein. The teacher will makes. The teacher will read tall. The teacher will tell the the students what things are
words crimson and asphalt read the poem to the the poem Rain to the class. students they are going to in poetry.
from the poem. students. The teacher will The teacher will ask, what read a poem and find out.
ask the students if the boy sound did the rain make in W/A: The students will write
R/L/OL: The students will was smart with his money. the poem? R/OL: The class will read their own short poem using 3
read the poem together as a One Inch Tall. The students to 4 lines. The students will
class. M/MA/R/OL: The students S/MO: The class will sit in a will tell the teacher what paint illustrations for their
will be given money (same circle and perform motions things would be like if they poem.
W/MA/CM: The students will amount as in the poem). to make the sound of rain. were one inch tall using the
write sentence puzzles using The students will read the poem. R/L/OL: The students will
the word crimson and poem together. They will use R/OL: The students will read read Early Bird
asphalt, with assistance and count the money each the poem with a partner. W: The students will write 4 independently to the teacher.
from the teacher. The time the boy trades his sentences in their journals to
students will pick a partner money. W: The students will write 3 explain what their day would DA: Students, who are
and swap sentence puzzles. sentences in side of 3 be like if they were one inch having trouble writing a
M/W: The students will write different raindrops about tall. poem, can use a poem
an addition word problem how rain sounds or feels. format and fill in appropriate
using money amounts in They will glue them on paper words to complete the poem.
their journal. and draw more raindrops. E: Spelling test
*AA SOL E 1.4/AA SOL E *AA SOL E 1.12 *AA SOL E 1.12 *AA SOL E 1.12 *AA SOL E 1.12
1.8 Brainstorm journal Brainstorm journal Brainstorm journal Brainstorm journal
Rhyming and poetry
R: Student poems R: Alexander and the R: Alexander and the R: Bedtime for Frances R: Bedtime for Frances
W: Journal entry Terrible, Horrible, No Good, Terrible, Horrible, No Good, W: Brainstorm journal W: Flipbook
Very Bad Day Very Bad Day
W: Brainstorm journal W: Brainstorm journal
LI/VI: The teacher will R/LI/CM: The teacher will LI/CM/OL: The teacher will LI/CM/OL/V: The teacher LI/CM/OL: The teacher will
review rhyming and poetry read Alexander and the remind the students of the will ask the students to tell ask the students to tell her
with the class. Terrible, Horrible, No Good, bad things that happened to their bedtime routine. The Frances bedtime routine.
Very Bad Day to the class. Alexander. The teacher will teacher will ask the students The teacher will ask the
E: The students will take the This class will discuss things ask the students to think of to guess Frances bedtime students why did Frances
rhyming and poetry test. that went wrong with good things that would have routine. The teacher will not want to go to bed.
Alexander. made his day better. write the routine on the
R/OL/LI: The teacher will board. GA/R/OL/W/A: The students
have typed up the students’ LI/VI: The teacher will R/OL: The students will read will read Bedtime for
poems. The students will explain what brainstorming the book aloud together. R/OL/CM: The class will Frances in groups. The
switch poems with someone is and how to do it. The read Bedtime for Frances students will use their
else. Each student will read teacher will tell the students W: The students will together. The class will see bedtime routine from their
the poem aloud. they are going to start a brainstorm ways they can if their prediction was correct journal to create a flipbook.
brainstorm journal. help make someone’s day and will write the France’s The students will draw
W: The students will write 3 better and write it in their routine on the board. picture of the routines and
sentences about their W: The students will journal. will copy the sentences from
favorite poem in their brainstorm about a bad day W: The students will their journal onto the book.
journals. they had and will write 3 MO/VI/OL: The students will brainstorm a new bedtime
sentences about it. act out the ways to make routine in their journal. DA: The teacher will pre-fold
HW/HS: The students will someone’s day better. the flipbook for students who
read their poem to their have disabilities.
parents. E: Spelling test
*AA SOL E 1.12 Field Trip to Museum *AA SOL E 1.12 *AA SOL E 1.12 *AA SOL E 1.12
Brainstorm journal Brainstorm journal Brainstorm journal Brainstorm journal
R: Freckle Juice R: Freckle Juice R: Freckle Juice R: Freckle Juice
W: Brainstorm journal W: Freckle juice recipe W: Brainstorm journal W: Brainstorm journal
LI/R/OL: The teacher will LI/CC/CI: The teacher will R/OL/LI/VI: The class will R/OL/CM: The class will R/OL/LI/CM: The class will
ask the students to raise guide the children and keep continue reading Freckle continue reading Freckle finish reading Freckle Juice.
their hands if they have head counts. The teacher Juice. The teacher will ask Juice. The teacher will ask The teacher will ask the
freckles. The teacher will tell will work with other teachers the students to predict what the student to tell her the students if their predictions
them they are going to read and the community. is in the freckle juice. The ingredients that was in the were correct. The students
a story about a boy who has teacher will write the freckle juice. The students will compare their
man freckles. The class will CI/LI/CZ/W: The students predictions on the board. will compare it to their predictions to the story.
begin reading Freckle Juice. will obey the rules and show predictions. The teacher will
respect to each other ant the W/MA/A: The students will ask the students to predict W: The students will
W: The students will predict community. The students brainstorm a freckle juice the ending. brainstorm a solution for the
whether Nicky will make the will write in their journals recipe and write it in their outcome of Nicky using the
freckle juice. The students about something they journals. The students will W/A: The students will freckle juice.
will write their ideas in their learned at the museum. create their own “freckle brainstorm a way in which The students will write their
journal using 2 sentences. juice” using different they think the story will end solution in their journal.
DA: Students who provided ingredients. The and will write it in their
M/A: The students will be misbehave will complete students will watch the journal. GA/PS/MO/OL: The
given a number. The student seatwork beside the teacher colors of the juice change as The students will draw a students will work in groups
will draw a picture of their instead of touring the they add ingredients. picture of their prediction. to create a simple
face and put freckles on the museum. commercial for their solution.
face using the given number. The teacher will assist by
providing the steps and
giving examples. The
students will perform their
commercials to the class
E: Spelling test
Creative stories Creative stories Creative stories Creative stories Creative stories
R: The Listening Walk R: The Listening Walk R: Make Way for Ducklings R: Make Way for Ducklings R: Make Way for Ducklings
W: Journal entry W: Journal entry W: Setting sentence W: Comic strip plot W: Riddle
R/LI: The teacher will read LI/MO: The teacher will tell LI/R/OL: The teacher review LI/R/OL: The teacher will LI/R/OL: The teacher will
the Listening Walk to the the students they are going setting with the students. review plot with the review characters with the
students. The teacher will to go for a walk around the The teacher will begin students. The class will students. The class will
ask the students to tell her school. The teacher will tell reading Make Way for finish reading Make Way for continue reading Make Way
the setting, character, and the students to listen Ducklings with the class. Ducklings. The teacher will for Ducklings. The teacher
plots. carefully to the sounds. The teacher will ask the ask the students to explain will ask the students to name
students tell the setting of the plot of the book. the characters in the book.
GA/R/MO: The students will R/L: The students will read the book.
be divided into groups and The Listening Walk A/W: The students will MO: The students will
will discuss the sounds that independently. A/W: The students will draw create a plot comic strip pantomime each character in
were in the book. The a picture of the setting and based upon the book Make the book.
students will read the book W: The students will write 2 write a sentence describing Way for Ducklings. The
together and make the sentences telling how their it underneath. students will write a W: The students will write a
sounds as they read. walk was similar to the book sentence under each picture riddle about their character.
and 2 sentences telling how CM/VI: The teacher will help box that matches the (E.g. I have a beak, I can
W: The students will imagine their walk was different to the class brainstorm pictures. swim, who am I? I am Mr.
they are going for a walk the book. different types of settings. Mallard)
and will write about the The teacher will keep make CM/VI: The teacher will help
sounds they hear in their DA: Students, who have a list on the poster. the class brainstorm various CM/VI: The teacher will help
journal. difficult time writing, will write story plots and list them on a the class brainstorm different
only one sentence each. poster. kinds of characters and
create a list on a poster (e.g.
people, animals, and
children).
E: Spelling test
Creative stories Creative stories Creative stories Creative stories Creative stories
R: The True Story of the R: The True Story of the R: Sail Away, Little Boat R: Sail Away, Little Boat R: Sail Away, Little Boat
Three Little Pigs! Three Little Pigs! W: Creative story W: Creative story W: Creative story
W: Creative story W: Creative story
LI/R/OL: The teacher will R/OL/LI/MO: The teacher LI/V: The teacher will fill a R/PS: The class will read R/PS/CM: The class will
ask the students if they will finish reading The True sink full of water and put a Sail Away, Little Boat. The finish reading Sail Away,
remember the story of The Story of the Three Little toy boat in it to float. The teacher will ask the students Little Boat. The class will
Three Little Pigs. The Pigs! to the class. teacher will tell the students to predict where the boat discuss their predictions to
teacher will tell the students The students will pantomime they are going to read a will end up. The teacher will and the story’s ending.
they are going to read a the characters in the book. book about a boat. write their ideas on the
different version of the story. board. A/MA: The students will
The teacher will begin W: The students will R/PS: The class will read draw a picture of where the
reading The True Story of complete the Venn Diagram Sail Away, Little Boat. The W: The students will boat ended. The students
the Three Little Pigs! to the of the stories. teacher will ask the students continue to write their will move the model boat to
class. comprehension questions. creative short story about a the new picture.
W: The students will finish journey.
W: The students will begin to writing their creative story of A/MA: The students will W: The students will finish
make a Venn Diagram of the the Three Little Pigs. draw a picture of where the their creative story about a
stories. boat started at, and will journey.
create a model boat to stick
W: The students will begin to HW/HS: The students will on it. E: Spelling test
write a short creative story read The Three Little Pigs
on their version of the Three with a parent. W: The students will begin to
Little Pigs. write a creative short story
about a journey.
DA: Students who have
trouble with a Venn Diagram
can just write sentences
instead.
*AA SOL E 1.1-1.12 *AA SOL E 1.1-1.12 *AA SOL E 1.1-1.12 *AA SOL E 1.1-1.12 *AA SOL E 1.1-1.12
SOL Review SOL Review SOL Review SOL Review SOL Review
R: Play Ball, Amelia Bedilia R: Play Ball, Amelia Bedilia R: Father Bear Comes R: Father Bear Comes R: I’m as Quick as a Cricket
W: Journal entry W: Journal entry Home Home W: Journal entry
W: Journal entry W: Journal entry
LI: The teacher will review LI: The teacher will review LI: The teacher will review LI: The teacher will review LI: The teacher will review
science SOL’s 1.1-1.3. science SOL’s 1.4-1.6. science SOL’s 1.7-1.8 science SOL’s 1.9-1.10 science SOL’s 1.11-1.12
GA/MA/R: The students will GA/MO/PS/LI: The students MO/LI/PS: The students will OL/MU: The students will MA: The students will play
get pair up with a partner will be divided into teams play “Around the World.” sing songs about that with sentence puzzles.
and use SOL flash cards and play “SOL hoops.” The The teacher will ask the involve the SOL topic.
created by the teacher to teacher will ask the team students questions about the R/L: The students will read
help review. and question about the SOL’s. When a student R/L: The students will read I’m as Quick as a Cricket
SOL’s. If they get it right misses a question, they will Father Bear Comes Home independently.
GA/R/OL: The students will they shoot the ball into the sit down. The last student independently.
read Play Ball, Amelia basket. standing wins. W: The students will write
Bedila in groups. W: The students will write about the animals the boy
R/L: The students will read R/GA: The students will about how Little Bear felt saw in the book in their
W: The students will write 3 Play Ball, Amelia Bedila read Father Bear Comes when his father came home. journal.
sentences about baseball in independently. Home in groups.
their journals. DA: Students will learning E: Spelling test
W: The students will write W: The students write about disabilities may listen to the
about 3 mistakes Amelia how they feel when their audio tape while reading.
made in the book. father (or guardian) comes
home from work.
Typing creative stories Typing creative stories Typing creative stories Typing creative stories Typing creative stories
(technology) (technology) (technology) (technology (technology)
R: King Bidgood’s in the R: King Bidgood’s in the R: King Bidgood’s in the R: One Monday Morning R: One Monday Morning
Bathtub Bathtub Bathtub W: Journal entry W: Morning/Night
W: Journal entry W: Journal entry W: Journal entry
VI/CM: The teacher will MU/LI/OL: The teacher will R/OL/PS: The class will LI/OL/CM: The teacher will PS/LI/CM: The teacher will
display the King Bidgood’s play one song from the finish reading King ask the students to describe ask the students to give the
in the Bathtub and ask the matching CD from King Bidgood’s in the Bathtub. a typical Monday morning. opposite word of morning.
students what they think the Bidgood’s in the Bathtub. The teacher will ask the The teacher will read One The teacher will ask the
story is about. The students The students will listen to students comprehension Monday Morning to the student how morning is
will tell the teacher what they the song and chime in when questions about the book. class. (LW 5 p.T147) different from night.
think. able.
W: The students will write 3 GA/R/A: The students will R/L: The students will read
R/OL/LI/MA/A: The class R/OL/MA: The students will sentences telling what they read the story in groups. The One Monday Morning
will read King Bidgood’s in continue reading King would do if they were king. students will color picture of independently.
the Bathtub. The students Bidgood’s in the Bathtub. events in the book inside of
will create a crown out of The students will hold up T: The class will go to the a large bubble letter A/W: The students will draw
clay to represent the king. their clay crown when the computer lab. The students MONDAY. a Monday morning and
king speaks. will type their first creative Monday night. The students
W: The students will write 2 story. W: The students will write 3 will write a sentence under
sentences about the king in W: The students will write an sentences about what they each picture.
their journals. addition word problem. DA: The teacher will assist did on Monday in their
students who are unfamiliar journals. T: The class will go to the
T: The class will go to the T: The class will go to the with the keyboard. computer lab. The students
computer lab. The students computer lab. The students T: The class will go to the will insert pictures on their
will create a cover for their will finish the cover for their computer lab. The students first creative story.
first creative story. first creative story. will type their first creative E: Spelling test
story.
*AA SOL E 1.12 *AA SOL E 1.12 *AA SOL E 1.12 *AA SOL E 1.12 *AA SOL E 1.1/AA SOL E
Finishing creative stories Finishing creative stories Finishing creative stories Finishing creative stories 1.3
(technology) (technology) (technology) (technology) “ Book Club”
R: The Little Elf R: George Shrinks R: George Shrinks R: George Shrinks R: Student creative stories
W: Journal entry W: Dream sentence W: Journal entry W: Real/Make believe W: Journal
R/LI/OL: The teacher will LI/V: The teacher will ask R/OL/LI: The teacher will R/LI/OL: The teacher will GA: The teacher will divide
read the poem The Little Elf the students if they have had continue reading George finish reading George the students into groups or
to the class (LW 5 p.T150). a dream that seemed very Shrinks with the class. The Shrinks with the class. The “book clubs.”
The class will re-read the real. The teacher will ask if teacher will ask the students class will discuss if their
poem. The teacher will ask the dream was scary or to predict more good and predictions were correct. OL/CM/LI/R: The students
the students to say the last funny. The teacher will bad things that will happen The teacher will ask the explain their creative stories
two lines in different voices record the answer on a to George. students if they were to their club members. Each
until they find one they like. semantic map. The teacher surprised to learn George member must read on story
will begin to read the story W: The students will write 2 was asleep. by another student.
W: The students will write George Shrinks. sentences in their journal
two sentences using the about their predictions on 1 W/OL/LI: The students will W: The students will write 3
word little and big in their A/W: The students will draw good thing and 1 bad thing write on real sentence about sentences about which story
journal. them selves in bed. On the that will happen to George. themselves and one make they liked the best.
other side they will draw a believe sentence. They will
T: The class will go to the picture of a dream they’ve T: The class will go to the read the sentences aloud DA/CL: ESL students can
computer lab. The students had. The students will write computer lab. The students and the class will guess read their story to their group
will create a cover for their a sentence that tells about it. will type their second which one is make believe. in their own language.
second creative story. creative story.
T: The class will go to the T: The class will go to the
computer lab. The students computer lab. The students
will type their second will insert pictures on their
creative story. second creative story.
*AA SOL E 1.1 *AA SOL S 1.1 *AA SOL S 1.1
Creative story skits Creative story skits Field Trip to Zoo Creative story skits Last day of school party/field
R: Student creative story R: Student creative story R: Student creative story day
W: Skit plan W: Skit role W: Journal entry
GA/R/OL/CM/PS: The LI: The teacher will help the CM/CC/CI: The teacher will LI: The teacher will ask the CC/CI: The teacher will
students will be divided into students practice their skit. correspond with other students what the word collaborate with other
three groups. The group will teachers and parents. The respect means. The teacher teachers and parents with
be draw a name and create R/OL/CM/GA: The students teacher will watch the will explain how they need to field activities. The teacher
a skit for that student’s story. will read the story again and students to make sure they respect their classmates and will monitor the students.
The students will read the practice for their skit. are behaving well. The they perform their skit.
story twice to familiarize teacher will do head counts. LI/CZ/MO: The students will
themselves with the story. W/A: The students will write The teacher will guide the W: The students will write 2 obey rules and be respectful
The students will brainstorm 3 sentences describing their students. sentences explaining how to students.
skit ideas and will find props role in the skit. The students they can respect their
to use. will draw a picture of what LI/LS: The students will classmates while they are
their scene will look like. obey rules and use their performing.
W: The students will write manners. The students will
their plan for their skit. be respectful. GA/MO/OL/LI/R: The
students will perform their
DA: The teacher will help skits for their class.
the groups who are having The narrator will read the
trouble creating a skit. creative story aloud, while
the rest of the group
performs.
* This symbol indicates the standards that students will use each day in reading groups: AA SOL E 1.1.2, AA SOL E 1.3, AA SOL E 1.5, AA SOL E 1.6, AA
SOL E 1.8, AA SOL E 1.9, AA SOL E 1.11, and AA SOL E 1.12.
Language Arts Resources
Baker, K. (1995). Hide and snake. Harcourt Children’s Books.
Belk, J. and Thompson, R. Worm Painting and 44 More Hands-On Language Arts Activities for the Primary Grades. International Reading Association.
2001
Bollinger, C. Let’s make a rhyme [song]. Retrieved on November 27, 2007, from
http://www.songsforteaching.com/cathybollinger/letsmakearhyme.htm
Bloom, J. (1971). Freckle juice. New York: Simon & Schuster.
Buell, J. (2006). Sail away, little boat. Minneapolis: Carolrhoda Books, Inc.
Foresman, S. Celebrate Reading! Teacher’s Guide, Grade 1. Anthologies 1A to 1F. Scott, Foresman and Company. Illinois: 1997.
Hoban, R. (1960). Bedtime for Frances. New York: Harper Collins.
Literature works them 5 just imagine (grade 1). Silver Burdett Ginn.
Literature works them 7 tell me a story (grade 1). Silver Burdett Ginn.
Loves, J. (2003). Mice and rats. Facts on File.
Macken, J. E. (2005). Rattlesnakes. Weekly Reader Early Learning Library.
McCloskey, R. (1941). Make way for ducklings. New York: The Viking Press.
Minarik, E. H. (1959). Father bear comes home. New York: Harper Collins.
Moss, J. (1995). Zin! zin! zin! a violin. New York: Simon & Schuster Books.
On-Lion for Kids. The New York Public Library. Recommended Reading. 100 picture books everyone should know. Retrieved on November 19, 2007,
from
http://kids.nypl.org/reading/recommended2.cfm?ListID=61
Parish, P. (1972). Play Ball, Amelia Bedelia. Harper Collins.
Peet, B. (1984). Eli. Houghton Mifflin Company.
Preeschool Activities and Crafts. Animals Alphabet Coloring Pages, Posters and Handwriting Practice Worksheets. Retrieved on November 21, 2007,
from
http://www.first-school.ws/theme/animals/cp_animals_alphabet.htm First-School.ws
Reading. Grade 1. Teacher’s Edition. Theme books 1-6. Houghton Mifflin. Boston: 2003.
Richardson, A. D. (2001). Lions: life in the pride. Coughlan Publishing.
Scieszka, J. (1989). The true story of the three little pigs!. New York: Penguin Putnam Books.
Showers, P. (1991). The listening walk. Mexico: Harper Trophy.
Silverstein, S. (1963). : Lafcadio, the lion who shot back. HarperCollins Children’s Books.
Silverstein, S. (1974). Where the sidewalk ends. New York: Evil Eye Music, Inc.
Simon, S. (2006). Giant snakes. Chronicle Books LLC.
Smith, A. M. (2006). Akimbo and the snakes. Bloomsbury USA.
Stevenson, R. L. Whole duty of children. Retrieved on November 27, 2007, from
http://www.storyit.com/Classics/JustPoems/dutyofchildren.htm
Thackeray, W. M. At the zoo. Retrieved on November 27, 2007, from http://www.storyit.com/Classics/JustPoems/atzoo.htm
Viorst, J. (1972). Alexander and the terrible, horrible, no good, very bad day. New York: Aladdin Paperbacks.
Wood, A. (1985). King Bidgood’s in the bathtub. Harcourt.

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* This symbol indicates the standards that students will use each day in reading groups: AA SOL E 1.1.

2, AA SOL E 1.3, AA SOL E 1.5, AA SOL E 1.6, AA

Week 1 Language Arts Chart

TX The students will

TX Students will complete p.

Baker, K. (1995). Hide and snake. Harcourt Children’s Books.

Bloom, J. (1971). Freckle juice. New York: Simon & Schuster.

Hoban, R. (1960). Bedtime for Frances. New York: Harper Collins.

Loves, J. (2003). Mice and rats. Facts on File.

Macken, J. E. (2005). Rattlesnakes. Weekly Reader Early Learning Library.

Parish, P. (1972). Play Ball, Amelia Bedelia. Harper Collins.

Peet, B. (1984). Eli. Houghton Mifflin Company.

Richardson, A. D. (2001). Lions: life in the pride. Coughlan Publishing.

Showers, P. (1991). The listening walk. Mexico: Harper Trophy.

Simon, S. (2006). Giant snakes. Chronicle Books LLC.

Smith, A. M. (2006). Akimbo and the snakes. Bloomsbury USA.

Stevenson, R. L. Whole duty of children. Retrieved on November 27, 2007, from

Thackeray, W. M. At the zoo. Retrieved on November 27, 2007, from http://www.storyit.com/Classics/JustPoems/atzoo.htm

Wood, A. (1985). King Bidgood’s in the bathtub. Harcourt.

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