Dual Language Immersion Core Curriculum Map

Jordan School District Dual Language Immersion Core Curriculum Map Kindergarten SPANISH Program 2014-2015

W SPANISH Literacy Science / Social Studies Mathematics Language Art e Spanish Language Spanish Language Spanish Language Math Reinforcement e English Language k 11 Back to School activities Back to School activities Back to School activities Back to School activities 11 Management Management Management, Pre Assessment Management; Pre Assessment This is the recommended Textbooks to use are Principal and 21 SOURCE: USOE-Spanish Website, SOURCE: JSD Website, UEN, USOE, instructional schedule. It was school’s decision. 11 JSD DLI Program Interconnection, TRB designed so that content contained Textbooks: Journeys Common Core in each Interim could be covered by Houghton Mifflin stem.uen.org. prior to taking the benchmark. Harcourt - 2014 Edition (Science, Technology, Engineering, Teachers can adjust the schedule to Text Books and Materials: Math) meet the needs of their students. Literacy Essentials:  Calle de la Lectura However, be aware that the Teacher Read Aloud benchmark due date is solid. Shared Reading:  Estrellita http://www.uen.org/k- 2interactives/index.shtml (Math Department) Whole Group Instructions:  Every Day Math Calendar  Oral Language – Listening (K-2 Student Interactives) Comprehension Textbooks:  Vocabulary Text-Based HMH Matematicas Expressiones Salt Lake School District Lessons Comprehension – Skills and and Resources Strategies; Craft and Structure Boot Camp Resources (PDF) K - Science: Big Ideas  Research and Media Literacy  Foundational Skills – Fluency http://www.uen.org/Lessonplan/L Kindergarten JSD Inventory: and Decoding Pview?core=1217 Tracks A, B, C – Aug. 4  Spelling Tracks D – August 26 ------ Grammar Traditional – September 2  Writing

Guided Reading – small group instructions based on students’ reading levels, 4 times per week

1 3 SS Standard I: Culture ESTRELLITA Program: Students will recognize and describe 22 (2 Weeks) how individuals and families are UNIT 1 Lesson 1 2  Introduction to Los Sonidos both similar and different. Opening Routines: T12 T30 T46 Iniciales T58 T68 Vocabulary Words:  Phonological Awareness Basic Daily Activities: compare, rules, routine, similar, different, respect, culture, shelter,  High Frequency Words  Chanting the Sonidos Iniciales change, duty, past, present, future, Pre-Assessment due.:  Vocabulary Boost chart (p. 17-19) celebrate, family Tracks A, B, C - Aug. 15 Read Aloud: “Building With Dad”  Teach the hand signals (p. 20- Tracks D – Sept. 9 Realistic Fiction T14 21) Traditional – Sept. 12  Do 1-4 on the “Canto de los Comprehension Skills: sonidos iniciales (p. 21) (Pre and Post Tests are required Target Skills: Main Idea for Title One Schools. They are Target Strategy: Summarize Writing Guide: recommended but not required Anchor Text: “What Makes a Family?” Informational Text * Objective 1: Identify how for all other schools). “ individuals are similar and different. Poems About Family” Poetry and Basic Program Activities: Lullaby  Use the Sonidos Wall Cards( p. Foundational Skills : 22) “ I can Statement…” High Frequency Words: I * Additional Sonidos Activities a. Describe and compare Phonological Awareness: (p. characteristics of self and Rhyming Words

42) others (e.g., differences in Letter Names: Kk, Ll, Mm, Nn, Oo gender, height, language, Fluency: Read with Expression Games and Activities: Sonidos beliefs, and color of skin, Iniciales Menu activities (p.7-28 eyes, hair). Oral Vocabulary Words: Cranes, crew, gleaming, mechanic, b. Explain how people change outlining, solid over time (e.g., self, others). Vocabulary Strategies: Classify Calle de la Lectura and Categorize; Family Words UNIT 1:1 Rin, Rin, Rin, Do, Re, M1 c. Demonstrate respect for each Grammar: Nouns for people (1 Week) individual. Narrative Writing: * Focus Trait: Convention Phonics: Vowel o Lesson Performance Task: Oral comprehension: Character d. Explain the elements of Comprehension Strategy: Review, culture, including language,  Narrative Writing: Names T73 Predict, Recognize, and Retell dress, food, shelter, and High Frequency Words: yo stories. 2 4

Calle de La Lectura Objective 2: Recognize and UNIT 1 Lesson 2 UNIT 1:2 Estamos muy describe how families have both Opening Routines: T106 T124 orgiullosos! similar and different characteristics. T140 T152 T162 ((I week)  Phonological Awareness “ I can Statement…”  High Frequency Words Phonics: Vowel e Oral Comprehension: Setting a. Identify family members  Vocabulary Boost Comprehension Strategy: (e.g., immediate and Read Aloud: “Friends at School” Preview, Predict, Recognize, and extended). Informational Text T108 Retell High Frequency Words: yo b. Explain family rules and Comprehension Skills: routines. Target Skills: Understanding Characters c. Describe family members’ Target Strategy: Infer/Predict duties and responsibilities Anchor Text: “How do Dinosaurs within the family. go to School? Fantasy “My School Bus” Informational d. Share how families celebrate Text occasions such as birthdays and holidays. Foundational Skills : High Frequency Words: like Phonological Awareness: e. Explain how families change Beginning Sounds over time (e.g., past, present, Letter Names: Pp, Qq, Rr, Ss, Tt future). Fluency: Pause for Punctuation

f. Describe ways that families Oral Vocabulary Words: provide love, care, food, Busy, company, container, job, scoop, shelter, clothing, tortoise companionship, and Vocabulary Strategies: Antonyms protection. Grammar: Nouns for places Narrative Writing: Unit 1: 1-10 Understanding * Focus Trait: Word Choice Numbers 1 through 10: Lesson Performance Task: Counting and Cardinality 1-5; * Labels T167 3 5 ESTRELLITA Program: Adding, Subtracting, (2 Weeks) and Comparing Through 5  Vowels a, e, Ii o, u UNIT 1 Lesson 3 Vocabulary Words: Opening Routines: T200 T218 Basic Daily Activities: Number, counting, Number parade, T234 T246 T256 Counting, One, Two, Three, Four,  Chanting the Sonidos Iniciales  Phonological Awareness Five, Arrangement, Partners, Group, chart (p. 17-19)  High Frequency Words Scene, zero, circle, flat, shape,  Teach the hand signals (p. 20- above, below, beside, behind, in  Vocabulary Boost 21) front of, Next to, compare, vertical, Read Aloud: “I Have a Pet!” Segment # 1 (p. 25) horizontal, taller, more, shorter, Realistic Fiction Writing Guide: less, longer, left, right, rectangle, * Spelling Dictation (p. 7) square, side, corner, above, below, Comprehension Skills: beside, behind, In-front of, next to, Target Skills: Story Structure Basic Program Activities: Target Strategy: Monitor/Clarify  Use the Sonidos Wall Cards( p. I CAN STATEMENT: Anchor Text: “Please, Puppy, 22) a. Count objects in the Please!” Realistic Fiction * Additional Sonidos Activities classroom and in counting “Different Kinds of Dogs” Science (p. book. 42) Foundational Skills : High Frequency Words: the b. Can identify, order, and Phonological Awareness: Games and Activities: Sonidos count numbers 1 through 5. Iniciales Menu activities (p.7-28  Beginning Sounds c. Discuss number  Words in Oral Sentences relationships and tell and Letter Names: Uu, Vv, Ww, Xx, Yy, model story problems. Zz Fluency: Reading Rate Calle de la Lectura d. Can identify from the UNIT 1:3 Matias Dibuja el sol number word, count, and (1 Week) order numbers 1 through 5. Oral Vocabulary Words: Cooperate, curious, interesting, Phonics: Vowel o slimy, smooth, vet

Oral comprehension: Sequence e. Can count, visualize, and Vocabulary Strategies: Synonyms Comprehension Strategy: Review, draw 1 through 5 objects. Grammar: Nouns for Animals and Predict, Recognize, and Retell Things High Frequency Words: la f. Can add and subtract orally Narrative Writing: to totals of 2 and 3 * Focus Trait: Ideas Lesson Performance Task: g. Can describe circles. Can  Narrative Writing: Captions add and subtract to 5. T261

4 Calle de la Lectura h. Can identify, order, and UNIT 1:4 Las Empanadas que compare (two) numbers 1 hace la Abuela through 5. UNIT 1 Lesson 4 (1 Week) Opening Routines: T294 T312 i. Can identify and classify T328 T340 T350 Phonics: Vowel i rectangles by their  Phonological Awareness Oral comprehension: Classify and attributes.  High Frequency Words Categorize Comprehension Strategy: Review,  Vocabulary Boost Predict, Recognize, and Retell Read Aloud: “Pizza at Sally’s” T296 Realistic Fiction High Frequency Words: un Math Core: CC.2, 4.a-b, 6 OA.1 MD.3 G.1-2 Comprehension Skills: Target Skills: Text and Graphic Features Target Strategy: Analyze / Evaluate Anchor Text: “Everybody Works” Informational Text “The Elves and the Shoemaker” “The Lion and the Mouse” Fairy Tale and Fable

Foundational Skills : High Frequency Words: and Phonological Awareness:  Beginning Sounds  Words in Oral Sentences Letter Names: m Fluency: Pause for Punctuation

Oral Vocabulary Words: Customers, dough, famous, perfect, sprinkled, stretchy Vocabulary Strategies: Classify and Categorize Words for Jobs SCIENCE Standard 1: Grammar: Action Verbs in the

The Processes of Science, Present Tense Communication of Science, and the 5 Nature of Science. Students will be Narrative Writing: able to apply scientific processes, * Focus Trait: Ideas ESTRELLITA Program: communicate scientific ideas Lesson Performance Task: (2 Weeks) effectively. * Narrative Writing: Story  Vowels m, p, s, l Sentences T355

Basic Daily Activities: Objective 1: Generating Evidence: Using the processes of scientific  Chanting the Sonidos Iniciales UNIT 1 Lesson 5 investigation (e.g., framing chart (p. 17-19) Opening Routines: T388 T406 questions, designing investigations, T424 T436 T446  Teach the hand signals (p. 20- collecting data, drawing  Phonological Awareness 21) conclusions). Segment # 2 (p. 26)  High Frequency Words “ I CAN STATEMENT:” Benchmark 1 due:  Vocabulary Boost Writing Guide: a. Framing questions: observe Track A and B - Sept. 9 Read Aloud: “The Little Red Hen” * Spelling Dictation (p. 8) using senses, create a Tracks C and D – Oct. 3 Traditional Tale hypothesis , and focus a Traditional – Oct. 3 Basic Program Activities: question that can lead to an Comprehension Skills:  Use the Sonidos Wall Cards( p. investigation. Target Skills: Details 22) Target Strategy: Question Anchor Text: “The Handiest Things * Additional Sonidos Activities b. Designing investigations: in the World” Informational Text (p. Consider reasons that “ 42) support ideas , identify ways Stone Soup” Folktale/Traditional to gather information that Tale Games and Activities: Sonidos could test ideas, design fair Iniciales Menu activities (p.7-28 tests, share designs with peers for input and Foundational Skills : refinement. High Frequency Words: I, like, the, and UNIT 1:5 A Destrozar A Phonological Awareness: c. Conducting investigations: desbarator! Observe, manipulate,  Beginning Sounds (1 Week) measure, describe.  Words in Oral Sentences Letter Names: s Phonics: Vowel u Fluency: Pause for Punctuations Oral comprehension: Character d. Collecting data: Deciding and Setting what data to collect and how Comprehension Strategy: Review, to organize, record, and manipulate the data. Oral Vocabulary Words: Predict, Recognize, and Retell Admired, delicious,. Delight, doubt, High Frequency Words: si fable, sigh e. Drawing conclusions: Vocabulary Strategies: Synonyms Analyzing data, making Unit 1:11-17 (18 optional) 6 conclusions connected to the Show Numbers 1 through 10: Grammar: Action Verbs in the Past data or the evidence Practice Numbers 1 through 10 Tense gathered, identifying Narrative Writing: limitations or conclusions, * Focus Trait: Ideas ESTRELLITA Program: identifying future questions Vocabulary Words: Lesson Performance Task: (1 Weeks) to investigate. Vertical, horizontal, more, fewer,  Narrative Writing: Story T451 Unit 1:2 Syllables t, d, r, c pair, group, same, alike, different, straight line, diagonal. Basic Daily Activities: UNIT 2 Lesson 6  Chanting the Sonidos Iniciales I CAN STATEMENT: Opening Routines: T12 T30 T46 chart (p. 17-19) a. I can represent addition and T58 T68  Teach the hand signals (p. 20- Objective 2: Communicating subtraction with fingers.  Phonological Awareness Science: Communicating effectively 21)  High Frequency Words  Segment # 4 (p. 28) using science language and b. Can write the numeral 4 and reasoning. identify groups of 4  Vocabulary Boost  Chanting the silabas con “a”( p. Read Aloud: “Listen, Listen: T14 37) “ I CAN STATEMENT” c. Can identify, order, and Informational Text  Preparatory Blending Activities Developing social interaction count numbers 1 through a. Comprehension Skills: (p 38-41) skills with peers. 10. - Spend 10 minutes in this Target Skills: Compare and Contrast activities b. Sharing ideas with peers. d. Can compare two numbers Target Strategy: Monitor / Clarify and identify groups with 1 Anchor Text: ““My Five Senses” Writing Guide: c. Connecting ideas with through 5 items. Informational Text * Spelling Dictation (p. 10) reasons (evidence) “Poems About Senses” Poetry e. Can count, write, and draw Basic Program Activities: d. Using multiple methods of the numeral 5. Foundational Skills :  Use the Sonidos Wall Cards( p. communicating High Frequency Words: see 22) reasons/evidence (verbal, f. Can identify, order, and Phonological Awareness: Blend

* Additional Sonidos Activities charts, graphs). compare (two) numbers 1 Onset and Rime (p. through 10. Letter Names: Short a

42) * Vowels and Consonants Fluency: Pause for Punctuation Games and Activities: Sonidos Iniciales Menu activities (p.7-28 Math Core: Oral Vocabulary Words: CC.1, 3, 4a-b, 5, 6 G.1-4 Objective 3: Knowing in Science: Drift, ripen, scurry, sizzle, whisper, whistle Calle de la Lectura Understanding the nature of science. Vocabulary Strategies: Context UNIT 2:1 El zoo de Joaquin Assessment: Clues (1 Week) Review / Test Unit 1 7 Grammar: Sensory Words Phonics: Syllables with m “ I CAN STATEMENT” Narrative Writing: Oral comprehension: Classify and a. Ideas are supported by * Focus Trait: Word Choice Categorize reasons. Lesson Performance Task: Comprehension Strategy: Review,  Narrative Writing: Descriptive Predict, Recognize, and Retell b. There are limits to ideas in Sentences T73 High Frequency Words: el science: (e.g., what can be observed, measured, and verified). ESTRELLITA Program: (1 Week) c. Differences in conclusions Unit 1:3 Syllables h, f, b, j are best settled through additional observations and investigations. UNIT 2 Lesson 7 Basic Daily Activities: Opening Routines: T106 T124  Chanting the Sonidos Iniciales T140 T152 T162 chart (p. 17-19) d. Communication of ideas in science is important for  Phonological Awareness Teach the hand signals (p. 20-  helping to check the reasons  High Frequency Words 21) for ideas.  Vocabulary Boost  Segment # 6 (p. 30) Read Aloud: “Amelia’s Show-and-  Chanting the silabas con “a”( p. Tell Fiesta” T108 Realistic Fiction 37)  Preparatory Blending Activities Comprehension Skills: (p 38-41) Target Skills: Understanding - Spend 10 minutes in this Characters Target Strategy: Analyze and activities Evaluate Anchor Text: “Mice Squeak, We Writing Guide: Speak” Realistic Fiction * Spelling Dictation (p. 12) The Fort Worth Zoo” Informational Text Basic Program Activities:  Use the Sonidos Wall Cards( p. Foundational Skills : 22) High Frequency Words: we * Additional Sonidos Activities Phonological Awareness: (p.  Blend Onset and Rime 42)  Segment Onse and Rime Games and Activities: Sonidos Letter Names: t Fluency: Read with Expression Iniciales Menu activities (p.7-28 8 Oral Vocabulary Words: Foolish, frowns, ruffled, special, UNIT 2:3 Animales bebe de las treasures, tropical praderas Vocabulary Strategies: (1 Week)  Classify and Categorize  Sensory Words Phonics: Syllables with s Grammar: Sensory Words Oral comprehension: Main Idea Narrative Writing: Comprehension Strategy: Review,

Predict, Recognize, and Retell * Focus Trait: Word Choice High Frequency Words: de, y Lesson Performance Task:  Narrative Writing: Descriptive Sentences T167

ESTRELLITA Program: (1 Week) Unit 1:4 Syllables and g, ch, n, v, w UNIT 2 Lesson 8 Basic Daily Activities: Opening Routines: T200 T218  Chanting the Sonidos Iniciales T246 T256 chart (p. 17-19)  Phonological Awareness  Teach the hand signals (p. 20-  High Frequency Words 21)  Vocabulary Boost  Segment # 9 (p. 33) Read Aloud: “Jonathan and His  Chanting the silabas con “a”( p. Mommy” T202 37) Comprehension Skills:  Preparatory Blending Activities Target Skills: Details (p 38-41) Target Strategy: Visualize - Spend 10 minutes in this Anchor Text: “Move!” activities Informational Text “The Hare and The Tortoise” Folk Writing Guide: Tale and Fable * Spelling Dictation (p. 15) Foundational Skills : 9 Basic Program Activities: High Frequency Words: a  Use the Sonidos Wall Cards( p. Phonological Awareness: 22)  Blend Onset and Rime * Additional Sonidos Activities  Segment Onset and Rime (p. Letter Names: C 42) Fluency: Read with Expression

Games and Activities: Sonidos Oral Vocabulary Words: Iniciales Menu activities (p.7-28 Backward, beat, leap, strange, SS STANDARD 2: CITIZENSHIP Unit 2: 1-10 5-groups in wiggle, zigzag Numbers 6 through 10: Students will recognize their Vocabulary Strategies: roles and responsibilities of being a Using 5 Groups in numbers 6 to 10; Addition and Subtraction Stories  Classify and Categorize UNIT 2:5 Cuper es asi good citizen.  Action Words (1 Week) Grammar: Adjectives for Color Vocabulary Words: Narrative Writing: Phonics: Syllables with d Choo Choo Choices 5-group, more, fewer, How many, 5- Oral comprehension: Sequence (This website in animation shows * Focus Trait: Word Choice counter strip, straight, curved, Comprehension Strategy: Review, what would happen when the Lesson Performance Task: straight lines, before, after, equal, Predict, Recognize, and Retell choice is made and provides a time  Narrative Writing: Captions not equal. High Frequency Words: mira to talk about choices.) T261 Communities - What They I CAN STATEMENT: ESTRELLITA Program: Provide for Us (1 Week) (Helps students create a model communitya. inFind the groups of 1 through 10 Unit 1:5 Syllables qu, z, h,, y, x, k, w classroom.) and identify 5-groups. UNIT 2 Lesson 9 Opening Routines: T294 T312 Basic Daily Activities: Is it Safe to Cross? b. Build concepts of and T328 T340 T350  Chanting the Sonidos Iniciales ( A fun game on where students subitize (refine) numbers  Phonological Awareness 1-10 using a counting mat. chart (p. 17-19) must practice correct safety when  High Frequency Words crossing the street)  Teach the hand signals (p. 20-  Vocabulary Boost c. Identify from number word, 21) Read Aloud: “Good Morning US Symbols Match Game count, and order numbers 1 Digger” T296  Segment # 11 (p. 35) (In this site students play a memory through 10.  Chanting the silabas con “a”( p. game where they match different US 37) symbols). Comprehension Skills: d. Can make the number 6 Target Skills: Text and Graphic  Preparatory Blending Activities through 10 with 5-groups. Features (p 38-41) Vocabulary Words: Target Strategy: Question - Spend 10 minutes in this e. Can act out addition and family, consequence, responsibility, Anchor Text: “What Do wheels Do activities subtraction stories from honesty, courage, respect, All Day?” Informational Text family experiences. patriotism, leader, environment, “Wheels Long Ago and Today” 10 Writing Guide: safety, symbol, tradition, holiday, Informational Text * Spelling Dictation (p. 15) citizen, friend, hero, mascot, Pledge of Allegiance, tribal leaders Math Core: Foundational Skills : Basic Program Activities: CC.1-7 OA.1-5 High Frequency Words: to  Use the Sonidos Wall Cards( p. Phonological Awareness: 22) Objectives 1: Demonstrate  Blend Phonemes * Additional Sonidos Activities appropriate ways to behave in Letter Names: p (p. different settings. Fluency: Reading Rate 42) “ I Can Statement…” Oral Vocabulary Words: Games and Activities: Sonidos a. Explain why families and Cement, community, early, vacant, Iniciales Menu activities (p.7-28 classrooms have rules (e.g., weeds, welding examples of rules and Vocabulary Strategies: consequences).  Synonyms Grammar: Adjectives for Numbers UNIT 3:4 El Secreto de Oscar b. Demonstrate positive Narrative Writing: (1 Week) relationship through play * Focus Trait: Word Choice and friendship. Lesson Performance Task: Phonics: Syllables with r  Description T355 Oral comprehension: Plot c. Identify examples of Comprehension Strategy: Review, individual honesty and Predict, Recognize, and Retell responsibility. High Frequency Words: su d. Identify examples of honesty, Benchmark 2 due: responsibility, patriotism, Tracks A, B, C – Nov. 7 ESTRELLITA Program: and courage from history, Track D – Dec. 5 UNIT 2 Lesson 10 (1 Weeks) literature, and folklore, as Traditional – Nov. 25 Opening Routines: T388 T406 Unit 2:1 Blending with a well as from every day life T422 T434 T444 ( e.g., heroes of diverse  Phonological Awareness Basic Daily Activities: cultures).  Chanting the Sonidos Iniciales  High Frequency Words  Vocabulary Boost chart (p. 17-19) e. Demonstrate respect for Read Aloud: “David’s Drawings”  Teach the hand signals (p. 20- others, leaders, and the T390 21) environment.  Segment # 11(p. 35) Comprehension Skills:  Chanting the silabas con “a”( p. Target Skills: Story Structure 37) Target Strategy: Summarize  Preparatory Blending Activities Anchor Text: “Mouse Shapes” 11 (p 38-41) Fiction - Spend 10 minutes in this “Signs and Shapes,” Informational activities Objective 2: Identify and Text demonstrate safe practices in the Writing Guide: home and classroom. Foundational Skills : * Spelling Dictation (p. 21) High Frequency Words: we “ I Can Statement…..” Phonological Awareness: Basic Program Activities: a. Recite name, address, and  Blend Phonemes  Use the Sonidos Wall Cards( p. telephone number. Letter Names: m 22) Fluency: Read with Expression * Additional Sonidos Activities b. Follow safety procedures for (p. school emergencies (e.g., fire Oral Vocabulary Words: 42) drill, earthquake, intruder). Add, fluffy, fresh, grinned, moment, shyly Games and Activities: Sonidos c. Recognize and explain Vocabulary Strategies: Iniciales Menu activities (p.7-28 common traffic symbols.  Classify and Categorize  Shape Words d. Identify school personnel to Grammar: Sensory Words Calle de La Lectura whom students can go to for Narrative Writing: UNIT 4:4 La Gran Monta ñ a help or safety. * Focus Trait: Word Choice (1 Week) Lesson Performance Task: e. Identify and articulate the  Narrative Writing: Description Phonics: Syllables with j purpose and role of authority T449 Oral comprehension: Character figures (e.g., parents, Comprehension Strategy: Review, secretary, principal, teacher, Predict, Recognize, and Retell librarian, police). High Frequency Words: cuando, despues UNIT 3 Lesson 11 ESTRELLITA Program: Opening Routines: T12 T30 T46 (1 Week) T58 T68 Unit 2:3 Words with /a/  Phonological Awareness Basic Daily Activities: Objective 3: Investigate and  High Frequency Words explain how symbols and songs  Chanting the Sonidos Iniciales  Vocabulary Boost unite families and classmates. chart with hand movements (p. Read Aloud: “Every Season” T14 17-19) “ I Can Statement…”  Silabas con “a” (p.55-57) Comprehension Skills: a. Identify school systems and Target Skills: Compare and traditions (e.g., mascot, song, Writing Guide: Contrast 12 * Spelling Dictation (p. 24) events). Target Strategy: Analyze and Evaluate Basic Program Activities: b. Recognize state and national Anchor Text: “Mice Squeak, We  Home study booklet #1 symbols (e.g., state and Speak” Realistic Fiction The Fort Worth Zoo” Informational  Palabras con /a/ para estudiar national flags, bald eagle, Text en la casa (p. 59-60 seagull, Statue of Liberty). Foundational Skills : Games and Activities: c. Learn and sing state and U.S, High Frequency Words: come, me * Blending Menu of Activities (p. patriotic songs. Phonological Awareness: 29-51) Identify the people and  Blend Phonemes d. Unit 2:11-19 (20 Optional) events honored in Utah and Letter Names: Short a, Blending Practice Numbers 1 Through 10, words, words buildings U.S commemorative holidays. the + Pattern; Numbers 1 Calle de la Lectura Fluency: Pause for Punctuation Through 10, the – Patterns UNIT 3:5 Antes y Ahora e. Know the words and Oral Vocabulary Words: (1 Week) meaning of the Pledge of Bloom, peck, scatter, speckled, store, Allegiance. Vocabulary Words: Phonics: Syllables ga, go, gu tracks In total, left, altogether, plus sign Oral comprehension: Draw Vocabulary Strategies: f. Identify the rules and (+), Equal sign (=), triangle, Conclusions  Figurative Languages etiquette of citizenship (e.g., addition sign, Ten, Ones, Comprehension Strategy: Review, Grammar: Sentence Parts: Subject stand for the flag, hand over Subtraction sign (-) Predict, Recognize, and Retell Narrative Writing: heart). High Frequency Words: ga, go, gu * Focus Trait: Word Choice I CAN STATEMENT: Lesson Performance Task: a. Can create addition and  Narrative Writing: Story subtraction stories. Sentences T73

b. Can compare numbers 1 through 10 and identify if they are equal or not equal. ESTRELLITA Program: UNIT 3 Lesson 12 (1 Week) Opening Routines: T106 T124 Unit 2:5 Words with a c. I can draw 7 objects and T140 T152 T162 write the number 7. Basic Daily Activities:  Phonological Awareness  Chanting the Sonidos Iniciales d. Can act out math stories for  High Frequency Words chart with hand movements (p. addition, subtraction, and  Vocabulary Boost 17-19) partners. Read Aloud: “Storm is Coming”  Palabras, Oraciones y cuentos T116 Fantasy 13 con “a” (58) e. Can build concepts of numbers 1-10. Comprehension Skills: Writing Guide: Target Skills: Conclusions * Spelling Dictation (p. 24) f. Can explore the -1 Target Strategy: Monitor/Clarify relationship between Anchor Text: “Snow” Fantasy Basic Program Activities: numbers. “How Water Changes”  Home Study Booklet # 1 Informational Text Palabras con “a” para estudiar en la casa (p. 59-60) Foundational Skills :  Words to study at home (p. Math Core: High Frequency Words: with, my 67-68) CC.1-5, 7 OA.1-5 MD.3 G.1-3, 5 Phonological Awareness:  Blend Phonemes Games and Activities:  Final Sound * Blending Menu of Activities (p. Letter /Sound Names: n Assessment: 29-51)  Blending Words Review / Test 2  Word Building SCIENCE STANDARD 2: Fluency: Read with Expression

UNIT 4:1 Nano y sus Amigos Earth and Space Science. (1 Week) Students will gain an understanding Oral Vocabulary Words: of Earth and Space Science through Guard, huddle, nodded, pasture, Phonics: Syllables with ñ the study of earth materials, celestial silent, stampede Oral comprehension: Sequence movements and weather. Vocabulary Strategies: Comprehension Strategy: Review,  Classify and Categorize Objective 1: Investigate non-living Predict, Recognize, and Retell  Sensory Words things. High Frequency Words: amigos, Grammar: Sentence Parts: Verb todos Narrative Writing: * Focus Trait: Word Choice “ I CAN STATEMENT” Lesson Performance Task: a. Observe and record that big  Narrative Writing: Story rocks break down into small Sentences T167 rocks, e.g., boulders, rocks, ESTRELLITA Program: pebbles, sand. (1 Week) Unit 3:4 Words with a b. Demonstrate how water and UNIT 3 Lesson 13 wind move nonliving things. Opening Routines: T200, T218 Basic Daily Activities: T234 T246 T256  Chanting the Sonidos Iniciales c. Sort, group, and classify  Phonological Awareness chart with hand movements (p. Earth materials, e.g., hard 17-19) smooth, rough, shiny, flat.  High Frequency Words 14  Introduce the Big Book: “Papa,  Vocabulary Boost Mama y Ana” p.64-65 Read Aloud: “A Zebra’s World” Supplemental Materials (pdf) T202 Informational Text Writing Guide: * Spelling Dictation (p. 24) Comprehension Skills: Target Skills: Author’s Purpose Basic Program Activities: Target Strategy: Visualize  Home Study Booklet # 1 Anchor Text: “What do you do with Palabras con “a” para estudiar a tail like this?” Informational Text en la casa (p. 59-60) Objective 2 : Observe and describe “Poems about Animals” Poetry  Words to study at home (p. changes in day and night. 67-68) Foundational Skills : High Frequency Words: you, what Games and Activities: “ I CAN STATEMENT” Phonological Awareness: * Blending Menu of Activities (p. a. Compare and contrast light  Blend Phonemes 29-51) and dark in a day night cycle  Final Sound and identify the changes as a Letter Names: f pattern.  Blending Words  Word Building UNIT 4:5 Si pudieras ir a la b. Investigate, interpret, and Fluency: Reading Rate Antartida explain to others that the sun (1 Week) provides heat and light to Oral Vocabulary Words: Earth.. Phonics: Syllables with ll Daily, herd, muscles, pattern, several, Oral comprehension: Classify and usually c. Examine what happens when Vocabulary Strategies: Categorize you block the sun’s light.  Context Clues Comprehension Strategy: Review, Explore shadows and Grammar: Complete Sentences Predict, Recognize, and Retell temperature changes. High Frequency Words: ir, para Narrative Writing:

Supplemental Materials (pdf) * Focus Trait: Ideas Lesson Performance Task:  Narrative Writing: Story Sentences T261 ESTRELLITA Program: (1 Week) Unit 4:4 Sentences with a Objective 3: Compare changes in weather over time. Basic Daily Activities: UNIT 3 Lesson 14  Chanting the Sonidos Iniciales Opening Routines: T294 T312 15 chart with hand movements (p. T328 T340 T350 17-19) ‘ I CAN STATEMENT”  Phonological Awareness  Working with Sentences (p. 65- a. Observe and record that  High Frequency Words 67) weather changes occur from  Vocabulary Boost day-to-day and weather Read Aloud: “Home for a Tiger, Writing Guide: patterns occur from season Home for a Bear” T296 * Spelling Dictation (p. 25) to season. Informational Text Basic Program Activities: b. Communicate ways weather Comprehension Skills:  Home Study Booklet # 2 can affect individuals. Target Skills: Cause and Effects Oraciones con “a” para estudiar Target Strategy: Infer / Predict en la casa (p.61-63) c. Describe, predict, and discuss Anchor Text: “Turtle Splash!” * Additional Activities p. 72 daily weather conditions and Informational Text Games and Activities: how predicting the weather Unit 3: 1-12 Teen Numbers as “Where Animals Live” * Blending Menu of Activities (p. can improve our lives. Tens and Ones: Partners Informational Text 29-51) of 5 and 6; Classifying Supplemental Materials (pdf) Foundational Skills : High Frequency Words: are, now Vocabulary Words: Phonological Awareness: Add, Subtract, Unknown, teen Calle de la Lectura  Blend Phonemes numbers, 10-counter strip, switch UNIT 4.2 Mi dia de Suerte  Middle sound the partners, doubles, 120 posters, (1 Week) Letter Names: b column, plus sign, minus sign, equal sign, 5-group, 10-group, rectangle,  Blending Words Phonics: Syllables que, qui square, triangle, hexagon, flip,  Word Building Oral comprehension: Cause and sorting cards, triangle, classify Fluency: Organization Effect Comprehension Strategy: Review, Oral Vocabulary Words: Predict, Recognize, and Retell I CAN STATEMENT: Burrow, desert, lodge, patient, shade, High Frequency Words: lo, ya a. I can show tens in teen soaring numbers. Vocabulary Strategies:  Classify and Categorize b. Can draw numbers 6  Number Words through 10 using 5-groups. Grammar: Verbs in the Past Tense ESTRELLITA Program: Narrative Writing: (1 Week) c. Can find partners of * Focus Trait: Organization Unit 3.5 Sentences with /a/ numbers 1 through Lesson Performance Task: 6. Show  Narrative Writing: Writing Basic Daily Activities: teen numbers as a Story T355

16  Chanting the Sonidos Iniciales group of chart with hand movements (p. ten ones and extra UNIT 3 Lesson 15 17-19) ones. Opening Routines: T388 T406 T422 T434 T444  Sentences Activity #s 1 and 2 (p.68-69) c. I can compose 2-  Phonological Awareness dimensional shapes.  High Frequency Words Writing Guide: d. Can classify using various  Vocabulary Boost * Spelling Dictation (p. 25) attributes, and compare and Read Aloud: “How Many Stars in order the categories by the Sky?” T390 Realistic Fiction Basic Program Activities: number.  Home Study Booklet # 2 Comprehension Skills:  Oraciones con “a” para estudiar Target Skills: Sequence of Events en la casa (p.61-63) Target Strategy: Analyze and Math Core: Evaluate  Additional Activities (p.72) CC.1-7 OA.1-3,5 NBT.1 Anchor Text: “What a Beautiful MD.3 G.1-2, 6 Sky!” Informational Text Games and Activities: What will the Weather be Like” * Blending Menu of Activities (p. Informational Text 29-51) Foundational Skills : SS STANDARD 3: Geography High Frequency Words: come, me, with, my, you, what, are, now Calle de la Lectura Students will use geographic terms Phonological Awareness: UNIT 6:3 Castores Constructores and tools. (2 Week)  Blend Phonemes  Middle sound Phonics: Syllables ce, ci Vocabulary Words: Letter Names: Short a, b, n, f near/far, left/right, behind/in front, Oral comprehension: Main Idea  Blending Review Comprehension Strategy: Review, up/down, hill, mountain, ocean,  Word Building Predict, Recognize, and Retell lake, river, road, highway, map, High Frequency Words: esto, los globe, north, south, east, west,  Long vowel /a/ land, water, home, school Fluency: Pause for Punctuation

Oral Vocabulary Words: Objective 1: Identify geographic Dazzling, distance, gazing, leaned, terms that describe their planet, tunnel surroundings. Vocabulary Strategies: ESTRELLITA Program:  Figurative Language: Simile “ (1 Week) I Can Statement…” Grammar: Statements Unit 4.1 Sentences with /a/ a. Locate objects in the Narrative Writing: 17 classroom using the terms * Focus Trait: Organization Basic Daily Activities: near/far, left/right, behind/in Lesson Performance Task:  Chanting the Sonidos Iniciales front, and up/down  Narrative Writing: Story T449 chart with hand movements (p. 17-19) b. Identify and describe UNIT 4 Lesson 16  Book Activities Mini-Book physical features (e.g., Opening Routines: T12 T30 T46 (p.70-71 mountain/hill, lake/ocean, T58 T68 river, road/highway).  Phonological Awareness Writing Guide:  High Frequency Words * Spelling Dictation (p. 25) c. Make a simple map 9e.g., home, home to school,  Vocabulary Boost Basic Program Activities: classroom ). Read Aloud: “Dear Mr. Blueberry” T14 Fantasy  Home Study Booklet # 2  Oraciones con “a” para estudiar Comprehension Skills: en la casa (p.61-63) Target Skills: Details  Additional Activities (p.72) Target Strategy: Summarize Anchor Text: “What is Science?” Games and Activities: Informational Text Objective 2: Describe the purpose * Blending Menu of Activities (p. “Benjamin Franklin, Inventor” of map or globe. 29-51) Unit 3: 13-20 (21 optional) Biography Tens in Teen Numbers; Build “ I can Statement…” Teen Numbers Foundational Skills : a. Identify maps and globes. High Frequency Words: is, of, many, how, so, where b. Distinguish between land Phonological Awareness: Vocabulary Words: and water on maps and  Blend Phonemes globes. Partners, just after, unknown  Middle Sound Letter Names: c. Determine a location by I CAN STATEMENT: Letter sound Short /i/ using terms such as a. Can review using 5-groups  near/far, up/down, and use = and ≠ signs.  Blending words right/left  Long /i/ short /i/ b. Can show teen numbers as a Fluency: Pause for Punctuation d. Identify cardinal directions group of ten ones and on a map. further one. I can match Oral Vocabulary Words: partners and total for teen Information, perhaps, pleased, pond, numbers. spurt, travel Vocabulary Strategies: ESTRELLITA Program: c. Can tell and solve addition  Classify and Categorize (1 Week) 18 Unit 4.5 Sentences with /e/ and subtraction stories.  Science Words Syllables Grammar: Questions a-e d. Can show all partners for Opinion Writing: numbers 2 through 7 and * Focus Trait: Organization Basic Daily Activities: match partner expressions Lesson Performance Task:  Silabas con “e” (p75-77) with teen numbers.  Write About Reading T54  Silabas con a_e (p.78-80)  Opinion Writing: Message T73  Palabras, oraciones y cuentas UNIT 4 Lesson 17 con “a_e (p.81) Assessment: Opening Routines: T106 T124 Review / Test Unit 3 T140 T152 T162 Writing Guide:  Phonological Awareness * Spelling Dictation (p. 26)  High Frequency Words Math Core:  Vocabulary Boost Basic Program Activities: CC.3-5, 7 OA.1-3, 5 NBT.1 Read Aloud: “It is the Wind” T108  Home Study Booklet # 2 MD.3 G.1, 2, 4 Realistic Fiction  Oraciones con “a_e” para estudiar en la casa (p.82-83) Comprehension Skills:  Additional Activities (p.94) Target Skills: Sequence of Events Target Strategy: Infer / Predict Games and Activities: Anchor Text: “From Caterpillar to * Blending Menu of Activities (p. Butterfly” Informational Text 29-51) “Anansi and Grasshopper” Trickster Tale

Foundational Skills : High Frequency Words: find, Calle de la Lectura from, but, this, came, on UNIT 5:4 El Ladrido de Sparky Phonological Awareness: (2 Weeks)  Blend Phonemes Phonics: Syllables ge, gi  Segment Phonemes Oral comprehension: Plot Letter Names: Comprehension Strategy: Review,  Letter sound Short /g/ Predict, Recognize, and Retell  Blending words Benchmark 3 due: High Frequency Words: familia, Fluency: Read with Expression Tracks A, B, C – Feb. 13 veo Track D – March 6 Oral Vocabulary Words: Traditional – Feb. 20 Creaks, hare, hinge, howling, path, 19 sways Vocabulary Strategies: ESTRELLITA Program:  Multiple Meaning (1 Week) Grammar: Proper Nouns for Unit 4.2 Words a_e Places, People, and Pets Opinion Writing: Basic Daily Activities: * Focus Trait: Voice  Big Book, Mini-Book and Lesson Performance Task: Related Activities, “Papa, Mama,  Write About Reading T148 Ana, Pepe y Adela” (p.87-90  Opinion Writing: Thank You Note T167 Writing Guide: UNIT 4 Lesson 18 * Spelling Dictation (p. 28) Opening Routines: T200 T218 T234 T246 T256 Basic Program Activities:  Phonological Awareness  Home Study Booklet # 1  High Frequency Words  Palabras con “a_e” para estudiar  Vocabulary Boost enla casa (p.82-83) Read Aloud: “One-Dog Canoe”  Additional Activities (p.94) T202 Fiction

Games and Activities: Comprehension Skills: * Blending Menu of Activities (p. Target Skills: Author’s Purpose 29-51) Target Strategy: Analyze / Evaluate Anchor Text: “Atlantic” Informational Text Poems about the Sea” Poetry

Foundational Skills : High Frequency Words: will, into, your, be, that, who Phonological Awareness:  Blend Phonemes  Segment Phonemes Letter Names:  Letter sound” /r/  Blending words Fluency: Read with Expression

20 Oral Vocabulary Words: Canoe, dew, glided, paddle, peered, ESTRELLITA Program: crew (2 Weeks) Vocabulary Strategies: Unit 6.3 Words a_e  Context Clues Grammar: Verbs in the Future Basic Daily Activities: Tense  Sentences Activity #s 1 and 2 Opinion Writing: (p.90-92) * Focus Trait: Conventions Lesson Performance Task: Writing Guide:  Write About Reading T242 * Spelling Dictation (p. 31)  Opinion Writing: Friendly Basic Program Activities: Letter T261 UNIT 4 Lesson 19  Home Study Booklet # 2 Opening Routines: T294 T312  Palabras con “a_e” para estudiar T328 T340 T350 en la casa (p.82-83)  Phonological Awareness  Additional Activities (p.94)  High Frequency Words Games and Activities:  Vocabulary Boost * Blending Menu of Activities (p. Unit 4: 1-10 Partners, Problem Read Aloud: “Nicky and the Rainy 29-51) Drawings, and Tens: Day” T296 Fantasy SCIENCE STANDARD 3: Story Problems and Equations, Comprehension Skills: Physical Science. Students will Practice with Comparing; Target Skills: Cause and Effect gain an understanding of Physical Equations and Teen Numbers Target Strategy: Question Science through the study of the Anchor Text: “Sheep Take a Hike” forces of motion and the properties Fantasy Calle de la Lectura: of materials. Vocabulary Words: UNIT 5:2 Mayday! Mayday! Story problem, partners, equal sign, The Three Billy Goats Gruff” “ (2 Weeks) Objective 1: Identify how non- addition sign, equation, Addition, The Builder and the Oni” Fairy living things move. total subtraction, teen equation, Tales Phonics: Syllables with rr matching, extra, greater, greater Oral comprehension: Cause and than, lesser, lesser than. Foundational Skills : High Frequency Words: go, here, Effect “ I CAN STATEMENT: soon, for, they, up Comprehension Strategy: Review, a. Observe and record how Predict, Recognize, and Retell I CAN STATEMENT: Phonological Awareness: objects move in different  Blend Phonemes High Frequency Words: mar, que ways, e.g., fast, slow, zigzag, a. Can experience adding and subtracting situations in the  Segment Phonemes 21 round, up and down, straight real world. Letter Names: line, back and front, slide,  Letter sound: /d/ roll, bounce, swing, float, and b. Can define ways to sort  Blending Words glide. objects. Fluency: Pause for Punctuation

b. Compare and contrast how c. Can identify partners of 6, 7, Oral Vocabulary Words: physical properties of and 10. Blizzards, boring, cliffs, impossible, objects affect their jungle, meadow movement, e.g, hard, soft, d. Explore and express Vocabulary Strategies: feathered, round, square, addition and subtraction  Antonyms cone, geometric shapes. story problems in buying Grammar: Verbs in the Past Tense and selling experiences. Opinion Writing: Supplemental Materials (pdf) * Focus Trait: Word Choice e. Can show teen numbers as a Lesson Performance Task: group of ten ones and extra  Write About Reading T336 ones and as 10+ a 1-digit Opinion Writing: Opinion number.  Sentences T355 UNIT 4 Lesson 20 f. Can decompose numbers up Objective 2: Describe parts of non- Opening Routines: T388 T406 to 7 into pairs in more than T422 T434 T444 living things. one way and record the pairs.  Phonological Awareness  High Frequency Words “ I CAN STATEMENT” g. Use drawing and write  Vocabulary Boost a. Describe how parts are used expressions to solve Read Aloud: “Duck and Goose” to build things and how addition and subtraction T390 things can be taken apart. story problems. Comprehension Skills: b. Explain why things may not h. Can describe and classify Target Skills: Sequence of Events work the same if some of the three-dimensional shapes. Target Strategy: Visualize parts are missing. Anchor Text: “Curious George’s i. Can compare numbers of Dinosaur Discovery” Fantasy Supplemental Materials (pdf) objects in a group using “Exploring Land and Water” matching and counting Informational Text strategies. Foundational Skills : High Frequency Words: of, so, Math Core: many, where, from, came, but, is, CC.3-4 OA.1-5 NBT.1 MD.3 how, find, this, on, into, that, your, who, here, they, will, be, go, for, 22 G.1 soon, up Phonological Awareness:  Add Phonemes Letter Names:  Letter sound Short /i/  Blending words  Long /i/ short /i/ Fluency: Reading Rate

Oral Vocabulary Words: ESTRELLITA Program: Apologized, attention, confusion, (2 Week) notice, snooze, webbed Unit 5.4 Sentences ; a_e Vocabulary Strategies:  Synonyms Basic Daily Activities: Grammar: Verbs: Past, Present,  Book Activities Mini Book Future (p.92-93) Opinion Writing: * Focus Trait: Word Choice Writing Guide: Lesson Performance Task: * Spelling Dictation (p. 32)  Write About Reading T430 Basic Program Activities:  Opinion Writing: Opinion Sentences T449  Home Study Booklet # 2  Oraciones con “a_e” para estudiar en la casa (p. 84-85) UNIT 5 Lesson 21  Additional Activities (p.94) Opening Routines: T12 T30 T46 Unit 4: 11-21 (22 optional) T58 T68 Games and Activities: Equations and teen Numbers  Phonological Awareness * Blending Menu of Activities (p. continued: Equations for  High Frequency Words 29-51) partners.  Vocabulary Boost Read Aloud: “Simon and Molly plus Hester” T14 Vocabulary Words: UNIT 5:1 Max Toma el Tren 5-frame, partner, Tiny tumbler, Comprehension Skills: (2 Weeks) Math Mountain, cube, above, below, Target Skills: Details behind, equation, Target Strategy: Infer / Predict Phonics: Syllables gue, gui Anchor Text: “Zin, Zin, Zin, a Violin” 23 Oral comprehension: Realism and Poetry Fantasy I CAN STATEMENT; Poems About Music” Poetry / song Comprehension Strategy: Review, a. Can find partners of 10 in 5 Predict, Recognize, and Retell groups. Record sets of Foundational Skills : High Frequency Words: del, tio partners for 10, 6, 5, 4, 3, High Frequency Words: make, and 2 them, give, play, say, new Phonological Awareness: b. Can add within 6 through  Blend and Segment Phonemes 10 and practice addition Letter Names: and subtraction fluency  Letter sound Short /o/ within 5.  Blending words  Long and short /o/ Can find partners of 10 and c. Fluency: Read with Expression review partners of 7, 8, and 9. Oral Vocabulary Words: Idea, just, plain, teach, together, until d. Can describe a cube and Vocabulary Strategies: identify relative positions  Multiple-Meaning Words of shapes. Grammar: Pronouns: he, she, we Informative Writing: Can create and solve e. * Focus Trait: Organization addition and subtraction Lesson Performance Task: story problems and equations for numbers  Write About Reading T54 within 6-10 and for fluency  Informative Writing: List T73 within 5.

f. Can order numbers 1 UNIT 5 Lesson 22 through 20. Opening Routines: T106, T124 T140 T152 T162 g. Can model teen numbers as  Phonological Awareness SS STANDARD 4: Financial a group of ten ones and  High Frequency Words Literacy extra ones and order  Vocabulary Boost Students can explain how humans numbers 1-19. meet their needs in many ways. Read Aloud: “A Tiger Grows Up” T108 Informational Text h. Can find and write equations for partners. Vocabulary Words: Comprehension Skills: needs, wants, job, money, earn, Target Skills: Story Structures tools, coins, currency, shelter i. Can match pictures to Target Strategy: Analyze / 24 numbers, compare groups, Evaluate and practice addition Anchor Text: “Leo the Late within 10. Bloomer” Fantasy “What Can a Baby Animal Do?” j. Informational Text

Foundational Skills : Objective 1: Identify that people Math Core: High Frequency Words: said, was, have basic needs (food, shelter, CC.1-7 OA.1-5 NBT.1 MD.3 then, good, ate, could and clothing) and wants (toys, G.1-4, 6 games, treats) Phonological Awareness: ESTRELLITA Program:  Blending Words (2 Weeks) “ I Can Statement…” Unit 5:2 Blending a-e-i  Substitute Phonemes a. Identify the difference Letter Names: between basic wants and Basic Daily Activities:  Letter sound /x/, /j/ needs.  Silabas con “i” (p. 97-99)  Blending words Fluency: Reading Rate  Silabas con “a-e-i”( p. 100-101) b. Explain that families have needs and wants.  Palabras, oraciones y cuentos Oral Vocabulary Words: con “a-e-i” (p. 102) Blend, cub, den, pounces, prey, scraps  Big Book, Mini Book and c. Describe how basic human Vocabulary Strategies: needs, such as food shelter, Related Activities: “Fifi y  Antonyms and clothing, can be met. Miqui” (p. 108-111) Grammar: Pronouns: they, it, I  Sentences activity # 1 & 2 (p. Informative Writing: Describe how basic human 111-113) d. * Focus Trait: Organization  Book Activities Mini- Book needs, such as food, shelter, Lesson Performance Task: and clothing, can be met. (p.113-114)  Write About Reading T148  Informative Writing: List T167 Writing Guide: * Spelling Dictation (p. 33-40) UNIT 5 Lesson 23 Basic Program Activities: Opening Routines: T200, T218 Objective 2: Explain that people  Home Study Booklet # 1 and 2 T234 T246 T256 have jobs and earn money to meet  Palabras y Oracinones con “a-e- their needs.  Phonological Awareness i” para estudiar en la casa  High Frequency Words (p.103-107) “ I Can Statement…”  Vocabulary Boost  Additional Activities (p. 115) a. Identify the jobs in the home Read Aloud: “Oscar and the Frog” and in the school. T202 Games and Activities: 25 * Blending Menu of Activities (p. 29-51) b. Explain why people work Comprehension Skills: (e.g., to earn money to buy Target Skills: Sequence of Events the things that they need or Target Strategy: Visualize want). Anchor Text: “Zinnia’s Flower Garden” Informational Text c. Describe different types of “Growing Sunflowers” jobs that people do and the Informational Text tools and equipment that they use. Foundational Skills : Calle de La Lectura: High Frequency Words: she, all, UNIT 5:6 La Familia Numerozzi over, when, her, some d. Recognize various forms of (2 Weeks) Phonological Awareness: United States coins and  Blend and Segment Phonemes Phonics: Syllable h currency. Oral comprehension: Fantasy  Substitute Phonemes Comprehension Strategy: Review, Letter Names: Predict, Recognize, and Retell  Letter sound Short /e/ High Frequency Words: atra,  Blending words tengo  Long and short /e/ Fluency: Pause for Punctuation

Oral Vocabulary Words: Bank, gills, hatch, shrink, stared, tadpole Vocabulary Strategies:  Context clues Grammar: Proper Nouns for Days and Months Informative Writing: * Focus Trait: Organization Lesson Performance Task:  Write About Reading T242  Informative Writing: Invitations T261

Unit 5: 1-7 Consolidation of UNIT 5 Lesson 24 Concepts: More partners of10; Opening Routines: T294 T312 Number 1-20 T328 T340 T350 26  Phonological Awareness  High Frequency Words Vocabulary Words: Teen numbers, big, small, decade  Vocabulary Boost numbers, total, ten Read Aloud: “Red Eyes or Blue Feathers” T296

I CAN STATEMENT: Comprehension Skills: a. Can create addition and Target Skills: Conclusions Target Strategy: Monitor / Clarify subtraction story problems. Anchor Text: “Chameleon, Can visualize and represent Chameleon” Informational Text teen numbers as ten ones and extra ones. “Amazing Animal Bodies” Informational Text b. Can create and count stars Foundational Skills : to make partners of 10 for a High Frequency Words: he, away, classroom display. Can must, no, by, there ESTRELLITA Program: count the number objects in Phonological Awareness: (2 Weeks) a group of 20. Unit 5:1 Blending a-e-i-o  Blend and Segment Phonemes Can write equations to show  Substitute Phonemes Basic Daily Activities: c. partners of 10 and identify Letter Names:  Silabas con “o” (p. 119-121) an unknown partner of 10.  Letter sound Short /h/, /k/  Silabas con “a-e-i-o”( p. 122- Can count by tens to 100.  Blending words 123) Fluency: Read with Expression  Palabras, oraciones y cuentos d. Can tell, retell , and solve con “a-e-i-o” (p. 124) addition and subtraction Oral Vocabulary Words:  Big Book, Mini Book and story problems with Idea, just, plain, teach, together, until Related Activities: “Tonita” drawings and equations. Vocabulary Strategies: (p. 130-133) Can visualize teen numbers  Classify and Categorize as 10 (two-groups) and  Sentences activity # 1 & 2 (p. Describing Words extra ones.  133-135) Grammar: Questions, Book Activities Mini- Book (Capitalization and Punctuation) Can show numbers 1-20. (p.135-136) e. Informative Writing: Can find unknown partner * Focus Trait: Ideas when the total and one Writing Guide: Lesson Performance Task: partner are known. * Spelling Dictation (p. 41-47)  Write About Reading T336 Basic Program Activities:  Informative Writing: Report 27  Home Study Booklet # 1 and 2 T355  Palabras y Oracinones con “a-e- UNIT 5 Lesson 25 i” para estudiar en la casa Opening Routines: T388 T406 (p.125-129) T424 T436 T446  Additional Activities (p. 137)  Phonological Awareness Games and Activities:  High Frequency Words * Blending Menu of Activities (p.  Vocabulary Boost 29-51) Read Aloud: “Bread Comes To Life” T390

Comprehension Skills: UNIT 6:1 Construyo con papa Target Skills: Text and Graphic (2 weeks) Features Target Strategy: Summarize Phonics: Syllables x Anchor Text: “Pie in the Sky” Oral comprehension: Realistic Realistic Fiction Fiction From Apple Tree to Store” Comprehension Strategy: Review, Informational Text Predict, Recognize, and Retell High Frequency Words: escuela, se Foundational Skills : High Frequency Words: over, her, when, some, away, must, by, there, make, play, said, good, them, give, say, new, was, then, ate, could, she, all, he, do Phonological Awareness:  Blend and Segment Phonemes  Substitute Phonemes Letter Names:  Letter sound Short /o/  Blending words  Long and short /o/ Fluency: Read with Expression

Oral Vocabulary Words: Benchmark 4 due Crop, golden, grind, patch, sprout, Tracks A, D, C – May 15 sturdy Tract D – May 29 Vocabulary Strategies: 28 Traditional – April 24  Classify and Categorize Seasons Grammar: Exclamations (Punctuation and Capitalization) Informative Writing: SCIENCE STANDARD 4: * Focus Trait: Ideas Life Science: Students will gain Lesson Performance Task: an understanding of Life Science  Write About Reading T432 through the study of changes in organisms over time and the nature  Informative Writing: Report of living things. T355

UNIT 6 Lesson 26 Objective 1: Investigate living Opening Routines: T12 T30 T46 things. T58 T68  Phonological Awareness “ I CAN STATEMENT:”  High Frequency Words a. Construct questions, give  Vocabulary Boost reasons, and share findings Read Aloud: “Curious George about all living things. Makes Pancakes” T14 Fantasy

b. Compare and contrast young Comprehension Skills: plants and animals with their Target Skills: Conclusions parents. Target Strategy: Visualize Anchor Text: “Kitten’s First Full c. Describe some changes in Moon,” Fiction ESTRELLITA Program: plants and animals that are Poems About Trying and the Moon” (2 Weeks) so slow or so fast that they Poetry Unit 5:6 Blending a-e-i-o-u are hard to see (e.g., seasonal change, “fast” blooming Foundational Skills : Basic Daily Activities: flowers, hatching egg) High Frequency Words: do, went, just, down, little, only  Silabas con “u” (p. 141-143) Supplemental Materials (pdf) Phonological Awareness:  Silabas con “a-e-i-o-u” (p. 144-  Substitute Phonemes 145) Letter Names: Palabras, oraciones y cuentos con “a-e-i-o-u” (p. 146)  Letter sound Short /u/  Blending words Writing Guide:  Long and short /u/ 29 * Spelling Dictation (p. 48-51) Fluency: Pause for Punctuation Objective 2: Describe the parts of Basic Program Activities: living things. Oral Vocabulary Words:  Home Study Booklet # 1 Assistant, enormous, generous, mayor, shocked, volunteers  Palabras y Oracinones con “a-e- “ Vocabulary Strategies: i-o-u” para estudiar en la casa I CAN STATEMENT” (p.147-148) a. Differentiate between the  Antonyms Grammar: Nouns: Singular and  Additional Activities (p. 159) five senses and related body parts. Plural Opinion Writing: Games and Activities: b. Identify major plants, e.g., * Focus Trait: Voice * Blending Menu of Activities (p. Unit 5: 8-14 More Teen roots, stem, leaf, flower, Lesson Performance Task: 29-51) Numbers and Partners trunk, branches.  Write About Reading T54  Opinion Writing: Response to c. Compare the parts of Vocabulary Words: Literature T73 different animals, e.g. skin, known partner, unknown partner, UNIT 6:5 Los tres Cerditos fur, feathers, scale; hand, extra ones, one hundred (2 weeks) wing, flipper, fin. UNIT 6 Lesson 27 I CAN STATEMENT: Opening Routines: T106 T124 Supplemental Materials (pdf) Phonics: Syllables gue, gui a. Can find all the partners of T140 T152 T162 Oral comprehension: Setting 2, 3, 4, 5, 6, and 10.  Phonological Awareness Comprehension Strategy: Review, Predict, Recognize, and Retell  High Frequency Words High Frequency Words: eso, fue b. Can visualize teen numbers  Vocabulary Boost in sequence as ten ones and Read Aloud: “Someone Bigger” extra ones. T116

c. Can find the unknown Comprehension Skills: partner when the total and Target Skills: Compare and one partner are known. Contrast Target Strategy: Monitor and d. Can identify partners of the Clarify numbers 6 through 9. Anchor Text: “One of Three” Realistic Fiction e. Can relate 10-partner “Cross-Country Trip” drawings to addition Informational Text equations find changes in the partners of ten. Foundational Skills : High Frequency Words: have, one, ask, help, every, walk

30 Phonological Awareness:  Substitute Phonemes Math Core: Letter Names: CC.1, 3-5, OA.1-5 NBT.1  Letter sound: /l/ /w/  Blending words  Word Building Fluency: Read with Expression

Oral Vocabulary Words: Creatures, firmly, kite, launched, light, replied Vocabulary Strategies:  Classify and Categorize Places Grammar: Subject Verb Agreement Opinion Writing: * Focus Trait: Ideas Lesson Performance Task:  Write About Reading T148  Opinion Writing: Response to Literature T167

UNIT 6 Lesson 28 Opening Routines: TT200 T218 T234 T246 T256  Phonological Awareness  High Frequency Words  Vocabulary Boost Read Aloud: “The Little Engine that ESTRELLITA Program: could” T202 (2 Weeks) Unit 6.1 Blending a-e-i-o-u Comprehension Skills: Target Skills: Story Structure Basic Daily Activities: Target Strategy: Infer / Predict Anchor Text: “You can Do it,  Big Book, Mini Book and Curious George” Fantasy Related Activities: “Hugo y la Poems about things you can do” urraca” (p. 152-155) Poetry 31  Sentences activity # 1 & 2 (p. 155-157) Foundational Skills : Book Activities Mini- Book High Frequency Words: look, (p.157-158) very, their, saw, put, out Phonological Awareness: Writing Guide:  Substitute Phonemes * Spelling Dictation (p. 52-53) Letter Names:  Letter sound: /v/, /z/ Basic Program Activities:  Blending words  Home Study Booklet # 2 Fluency: Pause for Punctuation  Oracinones con “a-e-i-o-u” para Unit 5: 15-22 (23 optional) estudiar en la casa (p.149-151) More Story Problems and Oral Vocabulary Words:  Additional Activities (p. 159) Equations followed, dingy, rumbled, valley, waiters, weary Vocabulary Strategies: Games and Activities: Vocabulary Words:  Context Clues * Blending Menu of Activities (p. Total, greater than, less than, Grammar: Subject-Verb 29-51) Agreement Opinion Writing: * Focus Trait: Ideas Lesson Performance Task: I CAN STATEMENT:  Write About Reading T242 a. I can find the unknown  Opinion Writing: Response to partner when the total and Literature T261 one partner are known and find the total of two UNIT 6 Lesson 29 partners. Opening Routines: T294 T312 T328 T340 T350 b. I can compare the number  Phonological Awareness of objects in two groups, and take away objects to  High Frequency Words make groups equal.  Vocabulary Boost Read Aloud: “Baby Brains” T296 c. Can tell, retell, and solve addition and subtraction Comprehension Skills: stories. Target Skills: Main Idea and Details d. Can show teen numbers as a Target Strategy: Question group of ten ones and Anchor Text: “Look At Us” Informational Text 32 further ones. The Three Little Pigs” Fairy Tale Foundational Skills : e. Compare two objects and High Frequency Words: off, our, identify which is taller or day, take, too, show shorter. Phonological Awareness:  Track syllables f. Can compare two objects Letter Names: and identify which is  Letter sound: /y/, q (qu) /kw/ heavier or lighter.  Blending words Fluency: Reading Rate g. Can compare which has more or less capacity. Oral Vocabulary Words: Certainly, embarrassed, languages, mumbled, popular, study Vocabulary Strategies: Assessment:  AFigurative Language Review / Test Unit 5 Grammar: Prepositions: for, to, ESTRELLITA Program: with, from, of (2 Weeks) Opinion Writing: Unit 6.5 * Focus Trait: Voice POST-ASSESSMENT DUE: Lesson Performance Task: Basic Daily Activities: Track A _ June 10  Write About Reading T336 Tracks B, C, D – June 26  Opinion Writing: Journal T355 Traditional – May 29 Writing Guide: * Additional Activities (p54-67) UNIT 6 Lesson 30 Opening Routines: T388 T406 Basic Program Activities: T424 T436 T446 * Supplementary Activities (p. 161-  Phonological Awareness 186)  High Frequency Words  Vocabulary Boost Games and Activities: Read Aloud: “Pet Show” T390 * Blending Menu of Activities (p. 29-51) Comprehension Skills: Target Skills: Understanding Characters Target Strategy: Summarize

33 Anchor Text: “Miss Bindergarten Celebrates the Last Day of Kindergarten” Fantasy “Schools Then and Now” Informational Text

Foundational Skills : High Frequency Words: do, down, have, help, went, only, little, just, one, every, ask, walk, look, out, off, take, very, their, saw, put, our, day, too, show Phonological Awareness:  Track Syllables Letter Names:  Review Short Vowels  Blending Reviews: All Letters  Long vowel /yoo/u_e Fluency: Read with Expression

Oral Vocabulary Words: Announced, entrance, expect, favorite, independent, judge Vocabulary Strategies:  Synonyms Grammar: Prepositions: in, on, out, off, by Opinion Writing: * Focus Trait: Voice Lesson Performance Task:  Write About Reading T432  Opinion Writing: Journals T451