Goshen Creek/1st GRADE - Springtown ISD



GOSHEN CREEK ELEMENTARY 1st GRADE

|Monday | |Materials |Activity |

|Week 20 | | | |

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| |READING | | |

| |Unit ~ Lesson | |Student Holiday |

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| |PHONICS | | |

| |Unit ~ Lesson | |Student Holiday |

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| |WRITING | | |

| |Unit ~ Lesson | |Student Holiday |

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| |MATH | | |

| |Unit ~ Lesson | |Student Holiday |

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| |SCIENCE | | |

| |Unit ~ Lesson | |Student Holiday |

| |TEKS: | | |

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| |SOCIAL | | |

| |STUDIES | |Student Holiday |

| |Unit ~ Lesson | | |

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GOSHEN CREEK ELEMENTARY 1st GRADE

|Tuesday | |Materials |Activity |

|Week 20 | | | |

| | | |***Vocabulary*** |

| |READING |Collection of grade-appropriate fictional texts, |topic, purpose, procedural text, question, fact, detail, retell |

| |Unit 4~Lesson 1: |expository texts, and procedural texts |1. Display the selected fictional story and expository text. Ask: Why did the author write these books? Why would a|

| |TEKS: 1.3, 1.4, 1.5, 1.6, |Chart paper (if applicable) |reader read these books? Discuss responses. |

| |1.13, 1.14, 1.17, 1.19, | |2. Review the two purposes learned previously (to entertain and to inform). |

| |1.20, 1.21, 1.22, 1.23, 1.24| |3. Display the procedural text. Ask: Why did the author write this? Why would a reader read this? Discuss responses|

| | | |including that it was written to tell how to do something. This is called procedural text. |

| | | |4. Ask: What are the topics of each of the 3 texts? How do you know? Discuss responses and model locating |

| | | |information in the text to support ideas. |

| | | |5. Write the three different purposes (to inform, to entertain, and to tell how to do something) on a chart. |

| | | |6. Display another selected text and read the title. Ask: What do you think the purpose of this text is? Why do you|

| | | |think that? What is the topic? Instruct students to Think, Turn, Talk. |

| | | |7. Repeat with 3-5 more selected texts. Be sure to show all three types of texts (fictional, expository, and |

| | | |procedural). |

| | |Dry erase board (1 per student), Dry erase marker |**Vocabulary~ word pattern, decoding, blending, word wall, high-frequency word, spelling pattern, syllable |

| |PHONICS |(1 per student), Dry erase eraser (1 per student),|patterns, open syllable, closed syllable, vowel-consonant-silent e syllable ** |

| |Unit 4 ~ Lesson 1 |Chart paper (if applicable) |Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routines. |

| |TEKS ~ 1.3 D, 1.22 A, B | |Display the words hop and hope. |

| | |Sight Words: two, more, write, go, see |Model reading the displayed words and review the vowel-consonant-silent e syllable pattern. |

| | | |Remind students to use these patterns when writing and spelling. |

| | | |Read one of the CVC words from the created list of words. Think Aloud to explain why the vowel is short. Model |

| | | |writing the word. |

| | | |Read one of the CVCe words from the created list of words. Think Aloud to explain why the vowel is long (or “saying|

| | | |its name”). Model writing the word with a silent e. |

| | | |Distribute dry erase boards, markers, and erasers. |

| | | |Read a word from the prepared list. Students listen for the vowel sound and determine if it is short or long. |

| | | |Students write the word on their dry erase board, adding a silent –e if the word fits the vowel-consonant-silent e |

| | | |pattern. |

| | | |Write the word on a chart. Students check their words. |

| | | |Repeat steps 2-4 with additional words. |

| | | |Ask: How does recognizing word patterns help you as a reader and a writer? |

| | |Writer’s Notebook (1 per student) |***Vocabulary*** |

| |WRITING |Teacher Writer’s Notebook (1) |topic, audience, purpose, plan, draft, composition, adverb |

| |Unit 4~Lesson 1: |Chart paper (if applicable) |1. Inform students that they will be writing about a topic they know a lot about to give information to an |

| |TEKS: 1.3, 1.4, 1.5, 1.6, |Optional Writing: |audience. |

| |1.13, 1.14, 1.17, 1.19, |Martin Luther King |2. In the Teacher Writer’s Notebook, model brainstorming a list of possible topics that could be made into an |

| |1.20, 1.21, 1.22, 1.23, 1.24|*was |informational piece of writing. Generate ideas that students will be able to relate to. |

| | |*had |3. Students think of topics they know about and are of personal interest. Students share ideas with in partners or |

| | |*wanted |small groups. |

| | | |4. Students list their ideas in the Writer’s Notebook. |

| | | |5. Confer with students to provide targeted instruction and support |

| | |Graphing/ Charting paper | ***Vocabulary*** Hot/ cold, Temperature, comparative language, estimate |

| |MATH |3 socks: one ice pack inside, heat pack, and |1. TTW lead the class in all calendar activities continuing on previous routines including count, attendance, |

| |Unit 10 ~ Lesson 1 |nothing in the 3rd one. |patterns, clock/ time, etc.. |

| |TEKS: 1.8B; 1.11A; 1.12B |*Sock Recording Sheet |2. TSW explores the attribute of temperature by comparing the relative temperature of three objects. |

| | | |3. TTW lead the discussion about how the class has been using a clock to measure time and now we look at ways to |

| | | |measure hot or cold (temperature) |

| | | |4. TTW have three socks for the class to touch/ feel (1 with an ice pack, 1 with a rice bag, bean bag, or heat bag,|

| | | |and 1 with nothing inside) TTW pass the bag around from student to student asking them to identify rather and |

| | | |justify rather the sock is hot, cold, or room temperature. |

| | | |5. TCW graph and practice using their oral communication skills by stating which sock is hotter, cooler, or equal |

| | | |then the other. TSW then independently chart their information on their Sock Recording Sheet. |

| | | |6. TTW close the lesson by asking which bag was the hottest, coldest, etc…and has the class affirmed the ways we |

| | | |are able to tell temperature. |

| | |Weather Graph |**Vocabulary ~ weather, sun, sunny, cloud, cloudy, wind, windy, hot, cold, warm, cool, thermometer, windsock, rain,|

| | |Science Notebooks |rainy, ice, snow, overcast, rain gauge, temperature, meteorologist, predict, prediction, forecast, air, calm, |

| | |Book about Precipitation |breezy, clear** |

| | | |1. In the classroom science notebook, write the word precipitation. |

| | | |2. Read a book about precipitation. Make sure there is information on rain and snow. |

| | | |3. Ask: |

| |SCIENCE | |•What do you think “precipitation” means? |

| |Unit 6 ~ Lesson 1 | |•What are the different types of precipitation you heard about in the book? |

| |TEKS: 1.2A, B, D, E, 1.3B, | |4.In the classroom science notebook, record the words: rain, snow, sleet, hail |

| |C, 1.4A, 1.8A-D | |5. Discuss the four different types of precipitation. |

| | | |•Rain – drops of water that fall to Earth. The tool used to measure rain is called a rain gauge. |

| | | |•Hail – large pieces (or pellets) of ice. Hail forms in strong thunderstorms. |

| | | |•Snow – made of ice crystals that fall to the Earth in soft white flakes |

| | | |•Sleet – frozen rain during cold weather |

| | | |6. Explain that when the weather is cold, frozen precipitation can cause the outdoors to become icy. Allow students|

| | | |to share their ideas about what icy is; the discussion is not limited to, but can include what icy conditions look |

| | | |like and how to measure this condition. |

| | | |7. Make a 4 part chart in student science notebooks. In each box, write the words rain, hail, sleet, and snow. |

| | | |Have students draw a picture to represent each type of precipitation. |

| | | |8. Add to class weather graph. |

| | |Handout: Maps and Globes Cloze Activity |**Vocabulary ~physical characteristics, continent, ocean, landforms, mountain, hill, plain, valley, desert, coast, |

| |SOCIAL | |bodies of water, lake, river, pond** |

| |STUDIES | | |

| |Unit 7 ~ Lesson 2 | |1. Display a picture of the solar system. |

| |TEKS: 1.4, 1.4A, 1.5, 1.5A, | |The solar system is made up of planets. Identify Earth as our home planet. If we were in outer space looking at the|

| |1.5B, 1.6, 1.6A, 1.6B, 1.17,| |planets Earth would be shaped like a round ball. Why doesn’t it look like a round ball in the picture? |

| |1.17B, 1.18, 1.18A, 1.18B | |2. The picture is two dimensional. Display a piece of paper shaped like a circle. This circle is two dimensional. |

| | | |Our Earth is round like a ball. It is three dimensional. Display a ball. The ball is three dimensional. |

| | | |3. Display a globe. This globe is three dimensional. It is a model of the Earth. This is a model of what the Earth |

| | | |looks like in space. |

| | | |4. Make observations about the globe |

| | | |What do the blue parts represent? (water) |

| | | |What do the other parts, the green and brown parts, represent? (land) |

| | | |What are the masses of land called? (continents) |

| | | |How many continents are there? Count them. (seven) |

| | | |What are between most of the continents? (oceans) |

| | | |Which one is the continent we live on? Point to North America. |

| | | |Point to the United States, Texas, and your local community. |

| | | |5. Display a map of the Earth Facilitate a discussion to discern the differences between the map and globe, 2D and |

| | | |3D. |

| | | |6. Draw a very simple Venn Diagram. Label the two sides with the words “map” and “globe” and complete it whole |

| | | |group. |

| | | |7. Complete Handout: Maps and Globes Cloze Activity. |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Wednesday | |Materials |Activity |

|Week 20 | | | |

| | |***Advance Prep*** |1. Display the selected expository text. Ask: What do you think the topic of the text is going to be? Discuss |

| |READING |Create a three-column chart. Title the first |responses. Ask: What is the purpose for reading this text? Discuss and clarify responses. |

| |Unit 4~Lesson 1: |column “What we know...”, the second column “What |2. Display the prepared three-column chart. Write the topic at the top of chart. |

| |TEKS: 1.3, 1.4, 1.5, 1.6, |we want to know…” and the third column “What we |3. Ask: What do you already know about this topic? Discuss and record responses in the first column of the chart. |

| |1.13, 1.14, 1.17, 1.19, |learned…”. |4. Explain that good readers ask questions to help them focus their reading. Model asking 1-2 questions and record |

| |1.20, 1.21, 1.22, 1.23, 1.24| |in the second column of the chart. |

| | |Collection of grade-appropriate fictional texts, |5. Remind students that good readers think while they read. Inform students that a reader’s mind should always be |

| | |expository texts, and procedural texts |asking questions about what they are reading. |

| | |White card stock (2-3 sheets) or large note card |Follow Teacher Resource: Word Wall Routines and introduce 4-6 new words including high-frequency words and words |

| |PHONICS |(4-6), Chart paper (if applicable) |that reflect spelling patterns recently introduced. |

| |Unit 4 ~ Lesson 1 | |Review the vowel-consonant-e pattern using the following steps: Teacher says the word. Students echo. Together |

| |TEKS ~ 1.3 A, 1.22 B, C | |say the phonemes in the word. Students write the word. Students read the word. |

| | | |Pair students. Partner A chooses a sight-word, high-frequency word, or vowel-consonant-silent e word from the Word |

| | | |Wall and provides clues to Partner B. |

| | | |Partner B writes their guess on their dry erase board. For example: I’m thinking of word that has 4 letters and |

| | | |begins with the letter h. |

| | | |Once the correct word is guessed, students reverse roles. |

| | | |Ask: How does recognizing high-frequency words help you as a reader and writer? |

| | |Writer’s Notebook (1 per student) | |

| |WRITING |Teacher Writer’s Notebook (1) |1. In the Teacher Notebook, reread the list of topics that were generated in Daily Lesson 1. Choose one of the |

| |Unit 4~Lesson 1: |Chart paper (if applicable) |topics to write about. Think Aloud about who the audience of the informational piece will be. |

| |TEKS: 1.3, 1.4, 1.5, 1.6, | |2. Display the concept web graphic organizer in the Teacher Writer’s Notebook. |

| |1.13, 1.14, 1.17, 1.19, | |3. Record the selected topic in the middle circle. |

| |1.20, 1.21, 1.22, 1.23, 1.24| |4. Think Aloud about important facts and details the audience will need to know. Record the information in the |

| | | |outer circles by either writing key words or drawing sketches with labels. |

| | | |5. Students reread the ideas generated in the Writer’s Notebooks in Daily Lesson 1. Students select a topic to |

| | | |write about and think about the audience for their informational piece. |

| | | |6. Students draw a concept web graphic organizer in the Writer’s Notebooks and record their topic in the center |

| | | |circle. |

| | | |7. Students brainstorm important information and details about their topic and record the ideas in the outer |

| | | |circles. Students record their ideas by writing key words or by drawing simple sketches with labels. |

| | | |8. Students share their concept web graphic organizers with a partner |

| | |More/ less spinner |1. TTW lead the class through all appropriate calendar activities including reflecting on time, patterns, important|

| |MATH |Real life time activity cards in bags per group/ |events, attendance, and so forth. |

| |Unit 10 ~ Lesson 1 |partner |2. TTW lead the class in reviewing telling/identifying time in real life situations using comparative language and |

| |TEKS: : 1.8B; 1.11A; 1.12B | |more/ less spinner cards. |

| | | |3. TTW lead the class through a review the tools used to measure the temperature bags and the comparative language |

| | | |used to describe it. |

| | | |4. TTW distribute more/less time spinners to groups/partners along with real life time cards in bags, allowing |

| | | |groups/partners to take turns displaying times, explaining, and use their comparative language to explain which |

| | | |activity has more or less time. |

| | | | |

| | | |5. TTW call the groups/partners back together to share information as well as compare answers. |

| | | |6. TTW chart answers on a graph or chart to compare and visualize the results from group to group and give the |

| | | |students more experiences to use their comparative language. |

| | |Weather Graph |**Add today’s weather to the weather graph.** |

| |SCIENCE |Performance Indicator ~ Weather Forecast |1. Discuss meteorologists. |

| |Unit 6 ~ Lesson 1 | |2. View the websites below to check out the different components of a weather forecast. |

| |TEKS: 1.2A, B, D, E, 1.3B, | | |

| |C, 1.4A, 1.8A-D | | |

| | | |3. Handout: Performance Indicator ~ Weather Forecast. Students will use our class weather graph to determine and |

| | | |describe today’s weather, as well as draw and label their predictions on what the weather will be for the next two |

| | | |days. |

| | |Map of Northern Hemisphere |1. Display a map of the Northern Hemisphere that shows a compass rose, landforms, and bodies of water. |

| |SOCIAL | |2. Point to the Northern Hemisphere and name it and other features of the globe. |

| |STUDIES | |3. Identify the United States, Texas and Springtown on the map. |

| |Unit 7 ~ Lesson 2 | |4. Examine the map closely and look for physical characteristics: landforms and bodies of waters. Ask questions to |

| |TEKS: 1.4, 1.4A, 1.5, 1.5A, | |draw attention to the details on the map. |

| |1.5B, 1.6, 1.6A, 1.6B, 1.17,| |Are there mountains or valleys? |

| |1.17B, 1.18, 1.18A, 1.18B | |Do you see the coastline, where the water meets the land? |

| | | |Where are there deserts or plains? |

| | | |Where is there a river? |

| | | |Are there streams? |

| | | |Do you see a lake? |

| | | |5. Locate the Map Key and discuss the symbols and why it is useful. |

| | | |1. In class Science Notebooks, create a new page for Our Earth Words. |

| | | |2. Suggested vocabulary for Our Earth Words: |

| | | |map |

| | | |globe |

| | | |landforms |

| | | |ocean |

| | | |continent |

| | | |atlas |

| | | |map key |

| | | |The student will choose several words to add to the notebooks and add brief definitions or pictures. |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Thursday | |Materials |Activity |

|Week 20 | | | |

| | |Three column chart from daily |Display the selected text and the three-column chart from Daily Lesson 2 Shared Reading. Review the facts and |

| |READING |lesson 2 |details students already knew and the questions they have about the topic. |

| |Unit 4~Lesson 1: |Collection of grade-appropriate fictional texts, |Ask: Do you have any other questions you would like to add to the chart about the topic? Discuss responses. |

| |TEKS: 1.3, 1.4, 1.5, 1.6, |expository texts, and procedural texts |Explain that students will listen as the text is being read aloud for answers to their questions. |

| |1.13, 1.14, 1.17, 1.19, | |Point to the table of contents. Ask: What is this called? How does it help a reader? Discuss responses including |

| |1.20, 1.21, 1.22, 1.23, 1.24| |that it helps a reader know what the book is about and can help a reader find specific information without reading |

| | | |the whole book. |

| | | |Ask: Which section will help us answer our questions? Discuss responses. |

| | | |Ask: What is the purpose for reading this text? Discuss responses. Read aloud the appropriate section of text. If |

| | | |applicable, Think Aloud about other text features in the chapter such as illustrations, charts, graphs, bold words,|

| | | |etc. and how they provide information |

| | | |Ask: Did this section answer one or more of our questions? Discuss responses and record the answer(s) to the |

| | | |question(s) in the third column of the chart. |

| | | |Ask: Is there another section that will help us answer our other questions? Discuss responses. |

| | |Sticky note (20-24) ( Scissors (1) Chart paper (if|Advance Prep: Create a T-chart. Label one side “open” and the other side “closed”. Prepare a list of 10-12 one |

| |PHONICS |applicable) |syllable open and closed syllable words. Possible words could include: go, she, he, hi, me, my, by, cat, let, pot, |

| |Unit 4 ~ Lesson 1 | |tub, hip, etc. Write the words on sticky notes. Prepare another list of 10-12 two syllable words that begin with an|

| |TEKS ~ 1.3 A, C | |open or closed syllable. Possible words could include: magnet, pencil, basket, contest, unlock, subtract, baby, |

| | | |bacon, pony, tulip, predict, recess, etc. Write the selected words on sticky notes. |

| | | |Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routine. |

| | | |Display the following words: go, got. |

| | | |Echo Read the displayed words. |

| | | |Clap the syllables together. Explain that each word is a one syllable word. |

| | | |Review what a closed syllable is from previous units. Ask: Which word has a closed syllable? Why is it a closed |

| | | |syllable? Discuss responses including that the syllable contains a vowel followed by one consonant. |

| | | |Explain that the word go is an open syllable. Explain that an open syllable is a syllable that ends with one vowel |

| | | |that usually makes the long sound. |

| | | |Display the T-Chart. Inform students that they will see and hear a word with one syllable. Explain that they need |

| | | |to decide if the word has an open syllable or a closed syllable. |

| | | |Display and read the first single syllable word written on a sticky note. Ask: Does this word have an open or |

| | | |closed syllable? Does this word end in a vowel or consonant? Is the vowel long or short? Discuss responses and |

| | | |place the word in the correct column on the T-Chart. |

| | | |Repeat this process with all the single syllable words on sticky notes. |

| | | |Display the first two-syllable word. Read the word while students clap the syllables. Ask: How many syllables are |

| | | |in this word? Two. Make a line dividing the word into syllables. |

| | | |Isolate the first syllable aloud. Ask: Is the first syllable open or closed? Students discuss in partners and then |

| | | |with the class. |

| | | |On the sticky note, label the first syllable with an “O” for open or a “C” for closed. |

| | | |Isolate the second syllable aloud. Ask: Is the second syllable open or closed? Students discuss in partners and |

| | | |then with the class. |

| | | |On the sticky note, label the second syllable with an “O” for open or a “C” for closed. |

| | | |Continue this process with the remaining two syllable words. |

| | | |Choral Read the words on the T-Chart. |

| | |Writer’s Notebook (1 per student) |Display the concept web in the Teacher Writer’s Notebook from Daily Lesson 2. |

| |WRITING |Teacher Writer’s Notebook (1) |Reread the information in the graphic organizer. |

| |Unit 4~Lesson 1: |Chart paper (if applicable) |Model writing the beginning of the composition using the information on the graphic organizer. Demonstrate how to |

| |TEKS: 1.3, 1.4, 1.5, 1.6, | |use adverbs of time (e.g., before, next) in the sentences. |

| |1.13, 1.14, 1.17, 1.19, | |Ask: How do adverbs improve the writing piece? Why do authors use adverbs? Discuss responses, including that |

| |1.20, 1.21, 1.22, 1.23, 1.24| |adverbs show when an action is done which helps the audience understand the author’s message. |

| | | |Students reread the information from their concept webs. |

| | | |In the Writer’s Notebooks, students write the beginning of their compositions using the information in their |

| | | |concept webs. Students include adverbs as appropriate. |

| | | |Confer with students to provide targeted instruction to support use adverbs and other skills as applicable. |

| | | |Conduct Author’s Chair routine, allowing time for feedback. Invite students to share adverbs they included in their|

| | | |composition |

| | |Activities to compare Thursday and Friday: |1. TTW lead the class through all appropriate calendar activities including reflecting on time, patterns, important|

| |MATH |1.Sharpening pencils |events, attendance, and so forth. |

| |Unit 10 ~ Lesson 1 |2.Lining up with duck tail and bubbles |2. TCW elaborate on time/ duration of real life situations through the daily class schedule and compare using |

| |TEKS: : 1.8B; 1.11A; 1.12B |3. Cleaning up |comparative language to decide which day took the longest amount of time, shortest, and median to two other days |

| | |Handout: Order Me Activities Page |during the week. |

| | | |3. TTW charts the classes’ prediction of which activity will take the longest amount of time and the shortest. TCW |

| | | |then complete the activities and chart the actual time it took and then chart the difference. (TCW need to keep |

| | | |these to compare the results tomorrow. |

| | | |4. TCW discusses the responses and then lead into the activity Order Me. TCW completes the handout Order Me in |

| | | |groups/ partners but they must agree on the order. |

| | | |5. TGW come back and share answers as well as explain/ justify answers, brainstorm other activities and the |

| | | |possibility of how long they would take, comparing them to activities on the Order Me page/ class graph. |

| | | |6. TTW close the activity with a challenge to the class to see if they can perform the three activities in less |

| | | |time tomorrow: sharpening pencils, cleaning up, and lining up ready for the hall. |

| | |Handouts: Weather Changes & What’s the Forecast |1. Review vocabulary. |

| |SCIENCE | |2. Complete handout: Weather Changes & What’s the Forecast? |

| |Unit 6 ~ Lesson 1 | | |

| |TEKS: 1.2A, B, D, E, 1.3B, | | |

| |C, 1.4A, 1.8A-D | | |

| | |Classroom globe |1. Display the classroom globe. Point to the top of the globe and ask if students know what that point on the |

| |SOCIAL |A map of the Earth that includes a compass rose. |globe is called. (the North Pole) Point to the bottom of the globe and ask if students know what that point on the|

| |STUDIES |compass |globe is called. (the South Pole) |

| |Unit 7 ~ Lesson 2 | |2. The words North and South tell direction. |

| |TEKS: 1.4, 1.4A, 1.5, 1.5A, | |Directions help tell where something is located. |

| |1.5B, 1.6, 1.6A, 1.6B, 1.17,| |What other direction words do we use? (East and West) |

| |1.17B, 1.18, 1.18A, 1.18B | |These words are known as the cardinal directions. They are north, south, east, and west. |

| | | |3. Display the compass using the document camera. Move the compass slightly to show how the needle moves. Locate |

| | | |the north, south, east, and west sides of the classroom using the compass. |

| | | |4. Display the map of the Earth. Point to the compass rose. The compass rose is a tool used to tell where something|

| | | |is located or give directions. |

| | | |5. Ask questions that will allow students to use the cardinal directions found on the compass rose in their |

| | | |answers. |

| | | |What ocean is west of the United States? (Pacific) |

| | | |What ocean is east of the United States? (Atlantic) |

| | | |Is Antarctica north or south on the globe? (south) |

| | | |What state is east of Texas? (Louisiana) |

| | | |What country is just south of Texas? (Mexico) |

| | | |6. Display the map used previously of the local community and surrounding areas. |

| | | |Ask questions specific to the map that will require students to use the cardinal directions in the answer. For |

| | | |example: What city is just west of Dallas? (Ft. Worth) |

| | | |7. Add vocabulary to Our Earth Words in Science Notebook from previous lesson. |

| | | |Suggested vocabulary words from this section of the lesson: |

| | | |compass rose |

| | | |cardinal directions |

| | | |north |

| | | |south |

| | | |east |

| | | |west |

| | | |The student will choose several words to add to the notebooks and add brief definitions or pictures. |

GOSHEN CREEK ELEMENTARY 1st GRADE

|Friday | |Materials |Activity |

|Week 20 | | | |

| | |Collection of grade-appropriate fictional texts, |Display the selected expository text with events. Explain that authors use clue words such as: next, first, second,|

| |READING |expository texts, and procedural texts |third, after to tell about the order of events. Review that next and after are adverbs. |

| |Unit 4~Lesson 1: |*****Select an expository text that includes |Ask: What does it mean to retell? Discuss responses. |

| |TEKS: 1.3, 1.4, 1.5, 1.6, |events in a sequential order, such as a book about|Conduct a Book Walk of the selected text: |

| |1.13, 1.14, 1.17, 1.19, |a cycle (water, life, etc.). |Show and discuss the cover. |

| |1.20, 1.21, 1.22, 1.23, 1.24| |Read the title, author, and illustrator. |

| | | |Preview and discuss 2-3 illustrations. |

| | | |Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Ask: |

| | | |What is the topic of this text? How do you know? Discuss responses and point out textual evidence to support ideas.|

| | |Note card (optional, 18 per 2 students), Chart |Select 15 single syllable words (5 closed syllable, 5 open syllable, and 5 vowel-consonant-e syllable). Possible |

| |PHONICS |paper (if applicable) |words could include: go, she, he, hi, my, no, let, cup, sad, him, gum, got, hop, nope, line, tune, home, gate, |

| |Unit 4 ~ Lesson 1 | |like, base, etc. Create a set of note cards with all 15 words for each pair of students. On the other note cards, |

| |TEKS ~ 1.3 A, C | |write closed, open, and silent e on three separate note cards for each pair of students. These will be used as |

| | | |headings for sorting. Create a three-column chart labeled with the same headings (open, closed, silent e). |

| | | |Review 3-5 words from the Word Wall using the Word Wall Routine. |

| | | |Display and read the following words: me, pig, made. |

| | | |Ask: Which word follows the closed syllable pattern? Why? Ask: Which word follows the open syllable pattern? |

| | | |Why? Ask: Which word follows the vowel-consonant-silent e pattern? Why? |

| | | |Display the three column chart and place the words into the correct categories. |

| | | |Explain to students they will place words into the same categories. |

| | | |Distribute the note cards. |

| | | |Students find the header cards (open, closed, and silent –e) and spread them out in order to be able to sort the |

| | | |other words. |

| | | |With a partner, students read each word and then sort them into the correct categories. |

| | | |Review the three syllable types. |

| | | |Review the correct answers for the sorting. Clarify any misconceptions and write the words in the correct category.|

| | |Writer’s Notebook (1 per student) |Display the concept web in the Teacher Writer’s Notebook from Daily Lesson 2. |

| |WRITING |Teacher Writer’s Notebook (1) |Reread the information in the graphic organizer. |

| |Unit 4~Lesson 1: |Chart paper (if applicable) |Model writing the rest of the composition using the information on the graphic organizer. Use adverbs when |

| |TEKS: 1.3, 1.4, 1.5, 1.6, | |applicable and reinforce appropriate conventions (handwriting, capitalization, punctuation, and spelling). |

| |1.13, 1.14, 1.17, 1.19, | |Model using available resources to find correct spellings (e.g., word wall, sight word lists, student dictionaries,|

| |1.20, 1.21, 1.22, 1.23, 1.24| |environmental print). |

| | | |Students reread the information on their concept webs. |

| | | |In the Writer’s Notebook, students finish their compositions using ideas from their concept webs. |

| | | |Confer with students to provide targeted instruction related to skills reinforced in the Mini Lesson. |

| | | |Conduct Author’s Chair routine. |

| | |Activities Graph: |1. TTW lead the class through all appropriate calendar activities including reflecting on time, patterns, |

| |MATH |Lining up, sharpening pencils, and cleaning up as |important events, attendance, and so forth. |

| |Unit 10 ~ Lesson 1 |well as activities sheet. |2. TTW review data from the classroom activities chart as well as make predictions if the class can perform the |

| |TEKS: : 1.8B; 1.11A; 1.12B |*Performance Indicator- TTW pose real life |tasks quicker today. |

| | |situations of time to the hour/ half-hour and ask |3. TCW perform the 3 activities and chart the data comparing the data/ using comparative language to share the |

| | |the students to show the time |results. TCW compete activities CSCOPE page placing activities in order by their duration. |

| | | |4. TTW Pose real life time scenarios and ask the students to show the correct response as a performance indicator. |

| | | |TTW check for understanding. |

| | | |5. TCW wrap up any activities as needed and play a friendly game of what time is it? |

| | | |(The Teacher displays different times to the hour and half-hour on her classroom clock. Second round you could turn|

| | | |it into boys vs. girls, groups -vs- groups or sort by jacket color.) |

| | |Handout: Weather Watching |1. Review this week’s topics. |

| |SCIENCE | |2. Complete Handout: Weather Watching. |

| |Unit 6 ~ Lesson 1 | | |

| |TEKS: 1.2A, B, D, E, 1.3B, | | |

| |C, 1.4A, 1.8A-D | | |

| | |Google Maps / Earth |1.Display Google Maps/Earth. Demonstrate how to use the north, south, east, west arrows to manipulate the |

| |SOCIAL | |map/globe. |

| |STUDIES | |2. Use the plus/minus tool to zoom in and out. By zooming in, the view will go from the North American continent to|

| |Unit 7 ~ Lesson 2 | |the United States. Guide it to zoom in on Texas and then your local community. |

| |TEKS: 1.4, 1.4A, 1.5, 1.5A, | |3. Demonstrate how to find landforms and bodies of water in and around the local community and other areas of |

| |1.5B, 1.6, 1.6A, 1.6B, 1.17,| |Texas. |

| |1.17B, 1.18, 1.18A, 1.18B | |Look for: |

| | | |a continent |

| | | |an ocean |

| | | |mountains |

| | | |hills |

| | | |plains |

| | | |valleys |

| | | |deserts |

| | | |the coast |

| | | |lakes |

| | | |rivers |

| | | |ponds |

| | | |4. Students turn and talk to a partner telling how technology can help us learn about maps and globes. |

| | | |5. Students add to Our Earth Words in the Science Notebook defining Google Maps/Earth and illustrating one of the |

| | | |screen shots. |

| | | |6. Facilitate a discussion that focuses on Key Understandings and Guiding Questions: |

| | | |People use maps and globes to communicate about the physical characteristics of place. |

| | | |What is a map? |

| | | |What is a globe? |

| | | |How is land indicated on a map or globe? |

| | | |How is water indicated on a map or globe? |

| | | |How do maps help us communicate about the physical characteristics of place? |

| | | |How does the compass rose help determine direction? |

| | | |How does a map key help determine specific landforms? |

| | | |What landforms and bodies of water are found on Earth? |

Objectives

Science: Unit 6 – Lesson 1

Students observe, describe, measure, collect, and record data on day to day weather changes to formulate predictions.

Reading Unit 4~Lesson 1: TSW continue to practice comprehension strategies in informational text. Students ask and answer questions, identify topic, purpose, and important details in expository text. Using text features, students locate specific information. Students participate in the research process.

Math: Students read an analog or digital clock to tell time to the hour and half-hour, describe a transitive relation between three or more events, and compare and order sensory temperatures by describing them using comparative language.

Writing Unit 4~Lesson 1: TSW have the opportunity to write brief informational compositions.

Phonics Unit 4~Lesson 1

Students read and spell words and high frequency words with the syllable pattern vowel-consonant-silent e (a-e, o-e, i-e, u-e). Students decode words using common syllable patterns including open and closed syllables.

Social Studies Unit 7 Lesson 2

The students will identify a globe as a model of the Earth. They will interact with maps and globes.

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