TREASURES READING
Unit 6 Lesson 24, Week 9, March 2nd-6th
COMPONENTS
Theme: I Can Do It?
MAIN SELECTION READING
and GENRE
“W h i s t l e f o r W i l l i e ”
Genre: Realistic Fiction
PHONEMIC AWARENESS
SWBAT identify, categorize, segment, and delete phonemes to
sound out known and unknown words with r-controlled
vowels /-or/
corn, horn, cork, fork, more, core
PHONICS/SPELLING
HIGH
FREQUENCY
WORDS
VOCABULARY
ORAL
VOCABULARY
ACADEMIC
VOCABULARY
Review:identify,
/-ar/ afar,
part, sort,
harmdiscuss, and/or illustrate bossy r
SWBAT
compose,
words; and relate spelling words to other words: form, storm,
lore, chore, shore, work, cores, port, mortgage, form, fort, lord
(Also Compare: door, moor, four, course) Review: arm, harm,
alarm, charm, art, cart, ark, lark
SWBAT identify, discuss, compose and/or illustrate
HF Words: early, thought, nothing, along
Review HFW: children, better, round, or
Vocabulary: errand, instead, suddenly
Review: discovery, machine, question,
Oral Vocabulary: admire, challenging, charity, focus, offer
Oral Vocabulary Review: determination, ingenuity
Academic Vocabulary: classify, categorize, synonym,
antonym, abbreviation, diagram, captions, draw conclusions,
persuasive, predictions, context clues, infer, strategy, analyze,
organize, adjectives, past-tense verbs, present continuous verbs,
temporal words (first, next, then, in conclusion), Venn Diagram,
T Chart, KWL chart, Graphic Organizer
COMPREHENSION STRATEGY
& SKILL
SWBAT apply reading strategies and skills by generating
questions in order to analyze plot for the problem and
solution of a story. Students will also use inference,
predictions, rereading and context clues for remembering
and deciding meaning of unknown words and passages.
Maintain Skill: Inferences, Cause and Effect What happens to
make something else happen? Which happens first? Find evidence
to support your answers and classify which is cause and effect.
SWBAT identify and use number words and prepositions.
Essential Question
How can using inferences help you better understand what you read?
Enduring Understanding
Good readers can find evidence to support reasons for inferences
while reading. Being able to identify context clues and use inferences
from the information helps make meaning and develops critical
thinking. A good reader will use skills to analyze and make
connections.
Generating questions while reading is very important. A good reader
asks and answers questions about the text and about what the author
is trying to convey while reading aloud as well as silently.
Good readers also reread passages and texts not fully understood or
return and reread to gather deeper meaning. This is very important.
GRAMMAR
SWBAT identify, speak, write, or illustrate descriptive words
(adjectives) Adjectives ask what kind, how many and which
ones? Number Adjectives describe quantity
Review: adjectives describe with color words
MECHANICS
SWBAT utilize skills for understanding the writing
process. Draft, Edit, Revise, Publish
SWBAT attend to sentence punctuation and capitalization (., ?, !)
Apostrophes and contractions (if needed) using descriptive,
narrative writing with a sense of closure 5-7 sentences. (W1.3)
SWBAT write a story using a topic, middle, and
ending. State the topic and details and have
some sense of closure. (W1.2) (W1.3)
SWBAT Describe people, places, things, and
events with relative details, expressing ideas
and feelings clearly. (SL1.4)
Treasures Unit 5
Standards:
L.1.1 e Use verbs to convey a sense of past, present, and future (e.g.,
Yesterday I walked home; Today I walk home; Tomorrow I will walk
home)
L.1.2 d Use conventional spelling for words with common
spelling patterns and for frequently occurring irregular words.
W.1.1, and W.1.2, Write opinion pieces, informative or narrative pieces
recounting sequencing of events, including details, using temporal
words, and give a sense of closure
W.1.3 Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide
some sense of closure.
W.1.5 With guidance, focus on a topic, respond to questions and
suggestions from peers and add details to strengthen writing as
needed.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of
their central message.
RL. 1.5 Explain major differences between books that tell stories and books that
give information, drawing on a wide reading of a range of text types.
RL. 1.6 Identify who is telling the story at various points in a text.
RF.1.2d Segment spoken single syllable words into their
complete sequence of individual sounds (phonemes).
RF1.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
RF.1.3b Decode regularly spelled one-syllable words. RI.1.3
Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
Science Connection
Use a Magnifying Glass in Literature, Types of Dog Breeds
Social Studies Connection
Biography
MATH: EXPRESSIONS
Weekly Learning Goals and Skills
Unit 6 1. Explore Representing Data Focus: Organize and represent categorical data 2. Organize Categorical Data Focus: Organize, represent, and interpret categorical data. 3. Use Stair Steps to Represent Data Focus: Organize, represent, and interpret data. 4. Data Sets with Three Categories Focus: Organize, represent, and interpret data with three categories. 5. Data Collecting Focus: Collect, organize, represent, and interpret data with three categories. Standards for Unit 6
Represent and solve problems
involving addition and subtraction.
(Operations and Algebraic
Thinking)
Measure lengths indirectly and by
iterating length units.
(Measurement and Data).
1. M.1.OA.1 Use addition and
subtraction within 20 to solve word
problems involving situations of adding
to, taking from, putting together, taking
apart, and comparing, with unknowns in
all positions, e.g., by using objects,
drawings, and equations with a symbol
for the unknown number to represent
the problem.
2. M.1.OA.2 Solve word problems that
call for addition of three whole numbers
whose sum is less than or equal to 20,e.g.,
by using objects, drawings, and equations
with a symbol for the unknown number to
represent the problem.
3. M.1.MD.4 Organize, represent, and
interpret data with up to three categories;
ask and answer questions about the total
number of data points, how many in each
category, and how many more or less are in
one category than in another.
Lesson 1
Unit 6 Comparisons and Data Lesson 1: Explore Representing Data Use circles and 5-­‐groups to show 9 black bugs and 8 green bugs. Lesson 2: Organize Categorical Data Represent 5 apples and 9 bananas on the board using circles and matching lines. Students will be able to tell how many in each category and how many more or fewer in one category than the other. Lesson 3: Use Stair Steps to Represent Data Students will be able to use Stair Steps to show Jen’s 9 jumps and Ali’s 5 jumps, and compare the number of jumps. Lesson 4: Data Sets with Three Categories Students will be able to make a comparison drawing on the board to show 5 green, 10 orange, and 4 black cubes. Students will be able to write an equation to show the total number of cubes. Lesson 5: Data Collecting Arrange three Stair Steps of different lengths and label them with children’s names. Have children ask and answer comparison questions about the number of dots. Children’s questions and answers should correctly use the terms more, fewer, most, and fewest.