Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
ELAR Grade 01 Unit 04 Exemplar Lesson 02: New Ways of Reading and Writing
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students follow multiple-step directions and learn to read signs while studying procedural text. In writing, students
practice writing letters using appropriate conventions. Students are increasing their vocabulary by learning how to
figure out the meaning of words in how they are used in a sentence and by breaking compound words into smaller
words.
Grade 01 ELAR Unit 04 PI 03
Follow a teacher-developed list of multi-step directions with picture cues to create a map of your school environment (e.g. classroom,
playground, school building). Include signs and symbols on your map and label each to explain its meaning.
Standard(s): 1.15A , 1.15B
ELPS ELPS.c.1A , ELPS.c.1F , ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.5B , ELPS.c.5C , ELPS.c.5G
Grade 01 ELAR Unit 04 PI 05
Using appropriate conventions, write a short letter to someone special describing your school day. Organize your ideas in a
chronological sequence.
Standard(s): 1.17B , 1.19B , 1.21C , 1.22A , 1.20A.iv , 1.20A.v , 1.20A.vi , 1.20A.vii , 1.21B.ii , 1.21B.iii
ELPS ELPS.c.1 , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 05/08/2013
page 1 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Grade 01 ELAR Unit 04 PI 06
Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text. Provide
textual evidence to support ideas.
Standard(s): 1.4B , 1.4C , 1.6C , 1.19C , 1.Fig19C , 1.Fig19D , 1.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Grade 01 ELAR Unit 04 PI 07
Read aloud a provided list of high frequency words. Spell high frequency words dictated by the teacher.
Standard(s): 1.3H , 1.22C
ELPS ELPS.c.2A , ELPS.c.2B , ELPS.c.2C , ELPS.c.2D , ELPS.c.3A , ELPS.c.3B , ELPS.c.4A , ELPS.c.4C
, ELPS.c.5A , ELPS.c.5C
Key Understandings
Authors use conventions of letter writing to communicate clearly and effectively.
Awareness of word patterns support the development of word reading, fluency, and spelling.
Readers interpret written directions in order to learn how to do new things.
Readers use processes to support understanding of written text.
The ability to focus on decoding patterns of the English language promotes reading fluency.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.3
Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
sounds, spelling patterns, and morphological analysis to decode written English. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
1.3F
Use knowledge of the meaning of base words to identify and read common compound words
(e.g., football, popcorn, daydream).
1.3H
Identify and read at least 100 high-frequency words from a commonly used list.
Last Updated 05/08/2013
page 2 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
1.4
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful
strategies as needed. Students are expected to:
1.4C
Establish purpose for reading selected texts and monitor comprehension, making
corrections and adjustments when that understanding breaks down (e.g., identifying clues,
using background knowledge, generating questions, re-reading a portion aloud).
1.6
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
1.6B
Determine the meaning of compound words using knowledge of the meaning of their
individual component words (e.g., lunchtime).
1.6C
Determine what words mean from how they are used in a sentence, either heard or read.
1.15
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to
glean and use information in procedural texts and documents. Students are expected to:
1.15A
Follow written multi-step directions with picture cues to assist with understanding.
1.15B
Explain the meaning of specific signs and symbols (e.g., map features).
1.17C
Revise drafts by adding or deleting a word, phrase, or sentence.
1.17D
Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric.
1.19
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
1.19B
Write short letters that put ideas in a chronological or logical sequence and use appropriate
conventions (e.g., date, salutation, closing).
1.19C
Write brief comments on literary or informational texts.
1.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
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page 3 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
1.20A
Understand and use the following parts of speech in the context of reading, writing, and
speaking:
1.20A.iv
adverbs (e.g., time: before, next).
1.20A.v
prepositions and prepositional phrases.
1.20A.vii
time-order transition words.
1.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
1.21B
Recognize and use basic capitalization for:
1.21B.ii
the pronoun "I"
1.21B.iii
names of people
1.21C
Recognize and use punctuation marks at the end of declarative, exclamatory, and
interrogative sentences.
1.22
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
1.22A
Use phonological knowledge to match sounds to letters to construct known words.
1.22C
Spell high-frequency words from a commonly used list.
1.22D
Spell base words with inflectional endings (e.g., adding "s" to make words plurals).
1.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
1.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community
and discuss textual evidence.
Ongoing TEKS
1.1
Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written
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page 4 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
and printed. Students are expected to:
1.1A
Recognize that spoken words are represented in written English by specific sequences of
letters.
1.1E
Read texts by moving from top to bottom of the page and tracking words from left to right with
return sweep.
1.3
Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
sounds, spelling patterns, and morphological analysis to decode written English. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
1.3E
Read base words with inflectional endings (e.g., plurals, past tenses).
1.3I
Monitor accuracy of decoding.
1.12
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained
periods of time and produce evidence of their reading. Students are expected to:
1.12A
Read independently for a sustained period of time.
1.17
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
1.17A
Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas).
1.20
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
1.20A
Understand and use the following parts of speech in the context of reading, writing, and
speaking:
1.20A.vi pronouns (e.g., I, me)
1.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
and use appropriate capitalization and punctuation conventions in their compositions. Students
are expected to:
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page 5 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
1.21A
Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-toright and top-to-bottom progression), including spacing between words and sentences.
1.21B
Recognize and use basic capitalization for:
1.21B.i
the beginning of sentences.
1.27
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others
in formal and informal settings. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
1.27A
Listen attentively to speakers and ask relevant questions to clarify information.
Materials
10-15 examples of signs and symbols
Chart paper (if applicable)
Collection of grade-appropriate texts for student selection
Dry erase board (1 per student)
Dry erase marker (1 per student)
Eraser (1 per student)
Examples of grade-appropriate maps
Grade-appropriate set of written directions with picture cues (class set)
Grade-appropriate set of written directions with picture cues for modeling (1)
Grade-appropriate text with examples of letters (1)
Note card (approx. 400)
Paper, cardstock (2-3 sheets)
Paper, lined (1 per student)
Reader’s Notebook (1 per student)
Sticky notes (3-5)
Teacher Writer’s Notebook (1)
Writer’s Notebook (1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
Last Updated 05/08/2013
page 6 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
keys are available in the district site and are not accessible on the public website.
Handout: Letter Writer (optional, 1 per student)
Teacher Resource: Word Wall Routines
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 05/08/2013
page 7 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
New Ways of Reading and Writing
Lesson Preparation
Daily Lesson #: 17
WORD STUDY
TEKS
1.22A, D
Key Understandings and
Guiding Questions
Ongoing
TEKS
1.3E
1.3I
The ability to focus
on decoding patterns
of the English
language promotes
reading fluency.
SHARED READING
TEKS
1.4C
1.15A
Ongoing TEKS
1.27A
Readers interpret written
directions in order to learn
how to do new things.
- How does a reader follow
directions?
- How does recognizing
word patterns help you as
a reader?
INDEPENDENT READING
TEKS
1.Fig19F
Ongoing
TEKS
1.1E
1.12A
Readers use
processes to support
understanding of
written text.
- How do readers make
connections?
WRITING
TEKS
1.19B
1.21Bii,iii,C
Ongoing
TEKS
1.20Avi
Authors use
conventions of letter
writing to
communicate clearly
and effectively.
- How do authors use
letters to communicate?
Vocabulary of Instruction
Inflectional ending
Base word
Procedural text
Follow directions
Picture cue
Connection
Textual evidence
Letter
Date
Salutation
Closing
Body (optional)
Signature (optional)
Dry erase board (1
per student)
Dry erase marker (1
Grade-appropriate set of
written directions with picture
cues for modeling (1)
Collection of gradeappropriate texts for
student selection
Teacher Writer’s
Notebook (1)
Grade-appropriate
Materials
Last Updated 05/08/2013
page 8 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 17
WORD STUDY
per student)
Dry erase eraser (1
per student)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
SHARED READING
Grade-appropriate set of
written directions with picture
cues (class set)
Chart paper (if applicable)
INDEPENDENT READING
Chart paper (if
applicable)
WRITING
examples of letters
(multiple)
Sticky note (3-5)
Chart paper (if
applicable)
Teacher Resource:
Word Wall Routines
1. Prepare to display
visuals as appropriate.
1. Prepare to display visuals as
appropriate.
2. Select the words to be
reviewed from the Word
Wall.
2. Select procedural texts that
have 2-3 written directions with
picture cues. These texts could
include recipes, art projects,
3. Make a list of at least 20instruction for games, drawing
25 base words with the
instructions, science
inflectional ending –s, ­
experiments, etc. These texts
es, ­ed, or –ing.
may have to be teachercreated. For example:
Last Updated 05/08/2013
1. Prepare to display visuals 1. Prepare to display
as appropriate.
visuals as appropriate.
2. Select a gradeappropriate text with
examples of letters or
gather other examples.
See the Lesson
Organizer for
suggestions.
3. Write the each of the
following letter
page 9 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 17
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
conventions on a sticky
note: date, salutation,
closing. These are the
conventions mentioned
directly in the standard
and the specificity.
4. Consider adding the
following letter
conventions and write
them on sticky notes:
body, signature (or name
of letter writer).
3. Prepare for students to
complete the directions.
Background Information
Base word - a word that stands
alone and has its own meaning
Inflectional ending - letters that
combine with a base word to
express tense, number, mood
or person (e.g., -s, -ing, and -ed)
Procedural text - a type of informational
text that is written with the intent to
explain the steps in the procedure, as
in a recipe
Possible examples of multi-step
directions with picture clues:
Instructions, directions, manuals, game
rules, science experiment, craft project
Connections include, but are not
limited to:
Own experiences things done or seen
Ideas in other text concepts that connect
one text with another
text
Larger community - a
group of people that
have the same
interest or live in the
same area
Date (e.g., January 12, 2010)
Salutation - greeting in a letter
(e.g., Dear Friend,)
Closing (e.g., Sincerely,)
Textual evidence - specific
details or facts found in text that
support what is inferred
Last Updated 05/08/2013
page 10 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 17
Teacher Notes
WORD STUDY
SHARED READING
This is a review from Unit 03.
INDEPENDENT READING
WRITING
This Daily Lesson is a Shared
Writing experience in which the
teacher and students do the
writing together.
Last Updated 05/08/2013
page 11 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Instructional Routines
Daily Lesson # 17
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Suggested Duration: 25-30 min.
Content Objective: Students
follow written multi-step directions
with picture cues to assist with
understanding.
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students read
and spell base words with
inflectional ending (–s, -es, ed, ing).
Suggested Duration: 15-20 min.
Content Objective: Students make
connections and discuss textual
evidence.
Suggested Duration: 25-30 min.
Content Objective: Students write
short letters in chronological or
logical sequence and use
appropriate conventions.
Mini Lesson
1. Review 3-5 words from the 1. Explain that readers
1. Review that good readers
Word Wall using Teacher
sometimes read to learn
make connections while
Resource: Word Wall
how to do or make
reading. Sometimes the
Routine.
something. Give examples
text reminds them of a
of procedural texts like
personal experience,
2. Review the concept of
recipes, game
another book they have
base words and
rules/procedures, art
read, or something that
inflectional endings
projects, science
they know.
including –s, ­es, ­ed, and
experiments, etc.
-ing.
2. Using a book from the
2. Display the selected set of
prepared collection, read
3. Write one of the prepared
directions for modeling.
aloud a short section and
words on the board.
demonstrate making
Instruct students to copy
3. Model reading and
different types of
the word on their dry
following directions step
connections. (e.g.,
erase board, underline the
by step.
personal experiences,
base word, and put a box
text-to-text, community).
4. Explain the importance of
around the ending.
Discuss the textual
reading the steps in order.
Repeat with as many
evidence that supports
words as needed.
5. Invite students to share
each connection.
experiences they’ve had
with procedural texts like
those discussed thus far.
1. Display the letter
examples or the selected
text with examples of
letters. Point to a page
with a letter and ask: Do
you know what type of
writing this is? A letter.
1. Students spell words with
1. Explain to students that
Learning Applications
1. Display and distribute the
Last Updated 05/08/2013
1. Students read the
2. Ask: Why do people
write letters? Discuss
responses.
3. Read several letters or the
text aloud and discuss the
conventions of a letter and
label them with the
appropriate sticky notes.
Point out examples of
capitalizing the pronoun “I’
and the names of people.
page 12 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
inflectional endings by
playing Sparkle. Model
and then play. The
directions are:
other selected set of
directions.
2. Choral Read the
directions. Check for
understanding after each
step.
Instruct students to
stand in a large circle.
The teacher calls out a 3. Students reread the
word. Starting with the
directions and complete
first student, each
the task/project.
student spells one
letter of the word in the
correct order.
After the last letter is
spelled, the next
student says “Sparkle”
and is out and sits
down.
If a student says the
wrong letter, then
he/she is out and sits
down.
Play continues around
the circle until only a
few are left standing.
selected text and make
connections while reading.
they are going to help
write a class letter.
2. In the Teacher Writer’s
Notebook or on chart
paper, start with writing
the date. Label it with the
sticky note.
3. Ask: What do we write
next? Salutation, “Dear
_______,” Review
capitalizing names of
people.
4. Ask: Who should we
write a letter to?
Discuss responses
including the principal,
another class, parents,
custodian, etc. Record the
agreed upon salutation.
Label with sticky note.
5. Ask: What do we write
next? Body. Ask: What
do we want to tell our
audience? Why are we
writing this letter?
Discuss responses
including to thank, to tell
about what is happening
in the classroom, etc.
6. With students, draft the
Last Updated 05/08/2013
page 13 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
body of the letter. Label
with sticky note. While
drafting, point out the
correct ending
punctuation for each
sentence.
7. Ask: What do we write
next? Closing. Ask: What
closing should we use?
Discuss responses
including Love, Sincerely,
Your Friend, etc. Record
the agreed upon closing.
Label with sticky note.
8. Sign the class name.
Label with sticky note.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: What do you know
about base words and
endings? Discuss
responses.
1. Ask: How does a reader
follow directions?
Discuss responses.
Last Updated 05/08/2013
1. Invite students to share
the connections they
made and the text
evidence that supports it.
1. Remove the sticky note
labels and select students
to label the parts of the
letter
page 14 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
New Ways of Reading and Writing
Lesson Preparation
Daily Lesson #: 18
WORD STUDY
TEKS
1.3H
1.22C
Key Understandings and
Guiding Questions
Ongoing
TEKS
1.1A
Awareness of word
patterns support the
development of word
reading, fluency, and
spelling.
- How does recognizing
high-frequency words quickly
and accurately help you a
reader and writer?
SHARED READING
TEKS
Ongoing
TEKS
1.6C
1.15A
INDEPENDENT READING
TEKS
1.6C
Ongoing
TEKS
1.1E
1.12A
Readers interpret
written directions in
order to learn how to
do new things.
Readers use
processes to support
understanding of
written text.
- How does a reader follow
directions?
- How do readers determine
the meaning of unknown
words?
WRITING
TEKS
1.19B
1.20Aiv,v, vii
1.21Bii, iii,C
1.22A
Ongoing
TEKS
1.20Avi
1.21A,Bi
Authors use
conventions of letter
writing to communicate
clearly and effectively.
- How do authors use
letters to communicate?
Vocabulary of Instruction
Word Wall
High-frequency word
Spelling pattern
Picture Cue
Directions
Last Updated 05/08/2013
Word meaning
Date
Salutation
Closing
Body (optional)
Signature (optional)
Time-order words
page 15 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Materials
Card stock (4-6 sheets)
or large note card (4-6)
Dry erase board (1 per
student)
Dry erase marker (1
per student)
Dry erase eraser (1 per
student)
Note card (20 per
student)
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
Grade-appropriate set
of written directions
with picture cues for
modeling (1)
Grade-appropriate set
of written directions
with picture cues (class
set)
Chart paper (if
applicable)
Collection of gradeappropriate texts for
student selection
Chart paper (if
applicable)
Teacher Resource:
Word Wall Routines
1. Prepare to display visuals
as appropriate.
Writer’s Notebook (1
per student)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Handout: Letter
Writing Template
(optional, 1 per
student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Refer to Teacher
2. Select procedural texts
2. Write 2-3 sentences on
Resource: Word Wall
that have 2-3 written
chart paper containing an
Routines. Select 4-6 new
directions with picture
unfamiliar word.
words to be introduced
cues. These texts may
and prepare accordingly.
have to be teacherWrite or print the words in
created. Refer to Daily
large letters on card stock.
Lesson 17 for an example.
or note cards to be
Prepare for students to
Last Updated 05/08/2013
1. Prepare to display visuals
as appropriate.
2. If opting to use Handout:
Letter Writing
Template, duplicate one
for each student.
page 16 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
displayed on the Word
complete the task.
Wall. Select high3. Select several words in
frequency word and words
the written directions that
that reflect the patterns
may be confusing or
taught in previous Daily
unfamiliar.
Lessons.
3. Create a set of 20 highfrequency word cards for
each student. Choose
words that have already
been introduced and are
on the Word Wall.
Consider making the set of
cards individual based on
student level and need.
Background Information
Refer to Daily Lesson 17.
Teacher Notes
Refer to Daily Lesson 17.
Refer to Daily Lesson 17.
Possible examples of time-order
transition words: First, next, then,
immediately, while, during,
occasionally, meanwhile, when,
frequently, now, until, already,
after, in the meantime, finally,
lastly
Adverbs, prepositions, and timeorder transition words are
conventions that are applicable to
writing a letter about a special
day. These skills have been
directly taught in previous lessons
Last Updated 05/08/2013
page 17 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
and will now be applied in the
context of letter writing.
Last Updated 05/08/2013
page 18 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Instructional Routines
Daily Lesson # 18
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students read
and spell high frequency words.
Suggested Duration: 25-30 min.
Content Objective: Students
follow written multi-step directions
with picture cues to assist with
understanding.
Suggested Duration: 15-20 min.
Content Objective: Students
determine what words mean from
how they are used in a sentence.
Suggested Duration: 25-30 min.
Content Objective: Students write
short letters in chronological or
logical sequence and use
appropriate conventions.
Mini Lesson
1. Follow Teacher Resource: 1. Ask: How do readers
1. Display and read the
Word Wall Routines and
follow written
prepared sentences one
introduce 4-6 new words
directions? Discuss
at a time. Think Aloud
including high-frequency
responses.
about the unfamiliar word
words and words that
and demonstrate how to
2. Display the selected set of
reflect spelling patterns
look for clues to help
directions for modeling.
recently introduced.
determine the word
meaning. Involve students
3. Model reading and
as appropriate.
following directions step
by step.
1. Using the class letter from
Daily Lesson 17, review
the letter conventions.
4. Explain the importance of
reading the steps in order.
5. Underline a word that
seems confusing or
unfamiliar to students.
Discuss how to look for
clues to determine the
meaning.
Last Updated 05/08/2013
2. Ask: Why do people
write letters? Discuss
responses.
3. Think Aloud about
wanting to write a letter to
a friend to share about a
special day.
4. Model writing the date and
the salutation in the
Teacher Writer’s
Notebook.
5. Tell about the special day
then model writing the
body of the short letter,
putting ideas in logical
order. Intentionally use the
pronoun “I’ and explain
that it replaces your name.
If appropriate, use the
page 19 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
pronoun “me” as well.
Include prepositions and
adverbs of time when
describing the events of
the special day.
6. Model writing the closing
and sign the letter.
7. Write time-order transition
words for all to see and
instruct students to refer
to them while writing.
8. With the class, brainstorm
and list special days
students could write
about.
Learning Applications
1. Distribute a set of high1. Display and distribute the
frequency word note cards
other selected set of
to each student and divide
directions.
the class into pairs.
2. Choral Read the
2. If the words have been
directions. Check for
individualized, then
understanding after each
students trade sets with
step.
their partner.
3. Students reread the
3. Student A holds up the
directions and complete
cards one at a time.
the task/project.
Last Updated 05/08/2013
1. Students select a book to 1. In partners or small
read independently and
groups, students share
use clues to determine the
ideas about a special day
meaning of unfamiliar
for their letters.
words.
2. Remind students to write
2. Actively monitor and
their ideas in logical order
confer with students about
and to use appropriate
using context to determine
letter conventions,
word meaning.
including the pronoun “I.”
3. Using appropriate letter
page 20 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Student B reads each
card. If it is read correctly,
it goes in one pile. If it is
not read it correctly, it
goes in another pile.
4. Students practice together
with the cards that were
read incorrectly.
4. Remind students to look
for clues to determine the
meaning of unfamiliar
words.
5. Actively monitor to
informally assess
understanding.
5. Repeat steps 2-4 using
Student B’s cards.
6. Students each select 5
cards. Students take turns
naming a word for their
partner to spell on the dry
erase board.
conventions, students
write short letters on
Handout: Letter Writer or
in the Writer’s Notebook.
4. Confer with students and
provide targeted
instruction to support
letter writing. Point out use
of adverbs, time-order
transition words and
prepositions.
5. Students will finish their
letters in Daily Lesson 19.
7. Students can switch
partners and continue
practicing as time allows.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How does
recognizing highfrequency words help
you as a reader and
writer? Discuss
responses.
1. Ask: Were you
successful in your
task/project? Why or
why not? Discuss
responses.
Last Updated 05/08/2013
1. Choose several students
1. Conduct Author’s Chair
to share a simple Book
routine. Reinforce the
Talk about their book by
targeted conventions and
sharing the title and an
the use of the pronoun “I.”
unfamiliar word that they
encountered and how they
determined its meaning.
page 21 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
New Ways of Reading and Writing
Lesson Preparation
Daily Lesson #: 19
WORD STUDY
TEKS
1.3F
1.6B
Key Understandings and
Guiding Questions
Ongoing
TEKS
1.1A
1.3I
The ability to focus on
decoding patterns of
the English language
promotes reading
fluency.
- How does recognizing
compound words help you
as a reader and writer?
SHARED READING
TEKS
Ongoing
TEKS
1.15B
INDEPENDENT READING
TEKS
1.6C
Ongoing
TEKS
1.12A
Readers use
processes to support
understanding of
written text.
Readers use
processes to support
understanding of
written text.
- How can readers
understand the meaning of
signs and symbols?
- How do readers determine
the meaning of unknown
words?
WRITING
TEKS
1.19B
1.20Aiv,v,vii
1.21Bii, iii,C
1.22A
Ongoing
TEKS
1.20Avi
1.21A,Bi
Authors use
conventions of letter
writing to communicate
clearly and effectively.
- How do authors use
letters to communicate?
Vocabulary of Instruction
Compound word
Sign
Symbol
Word meaning
Date
Salutation
Closing
Body (optional)
Signature (optional)
Note card (20 per
group of 3-4 students)
10-15 examples of
signs and symbols
Collection of gradeappropriate texts for
Writer’s Notebook (1
per student)
Materials
Last Updated 05/08/2013
page 22 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 19
WORD STUDY
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
SHARED READING
Examples of gradeappropriate maps
Chart paper (if
applicable)
INDEPENDENT READING
WRITING
student selection
Chart paper (if
applicable)
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Teacher Resource:
Word Wall Routine
1. Prepare to display visuals
as appropriate.
Handout: Letter
Writing Template
(optional, 1 per
student)
1. Prepare to display visuals
as appropriate.
2. Select the words to be
reviewed on the Word
Wall.
1. Prepare to display visuals
as appropriate.
2. Gather various examples
2. Write 2-3 sentences on
of different signs or
chart paper containing a
symbols. Examples
word that is most likely
include: stop sign, traffic
unfamiliar to students.
3. Write 10 compound words
light, exit sign, poison
on two cards to make a set
symbol, warning signs,
of concentration cards.
map symbols, symbols
Make one set of 20 cards
that represent other things
for each group of 3-4
(e.g., +, $, #, &), etc.
students.
3. Prepare to display each
sign or symbol either
electronically or on paper.
1. Prepare to display visuals
as appropriate.
2. If opting to use the
Handout: Letter Writing
Template, duplicate one
for each student.
4. Prepare to display the
selected maps so that all
students can see them
clearly.
Last Updated 05/08/2013
page 23 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 19
Background Information
Teacher Notes
WORD STUDY
Base word - a word that stands
alone and has its own meaning
Compound word - a word made
when two words are joined to form
a new word
Possible examples of common
compound words: Airplane,
anyone, backpack, backyard,
baseball, basketball, bathroom,
bedroom, birthday, bookcase,
campfire, classroom, cowboy,
cupcake, daydream, daylight,
football, haircut, inside,
lunchroom, mailbox, notebook,
pancake, playground, popcorn,
sunshine, toothbrush, upstairs
SHARED READING
Signs and symbols include, but
are not limited to:
INDEPENDENT READING
WRITING
This Instructional Routine
assesses Performance Indicator
06.
Map features
Symbols that represent
something else (e.g., +,
$, #, &)
Environmental print
(e.g., exit, restrooms)
In previous units students focused
on determining the meaning of a
compound word. This lesson
introduces the standard that
requires students to identify and
read compound words.
Adverbs, prepositions, and timeorder transition words are
conventions that are applicable to
writing a letter about a special
day. These skills have been
directly taught in previous lessons
and will now be applied in the
context of letter writing.
Last Updated 05/08/2013
page 24 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Instructional Routines
Daily Lesson # 19
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students
identify and read compound
words and determine their
meaning using the knowledge of
the meaning of their individual
words.
Mini Lesson
1. Review 3-5 words from the 1. Display one of the
Word Wall using Teacher
selected signs/symbols.
Suggested Duration: 25-30 min.
Content Objective: Students
explain the meaning of specific
signs and symbols.
Last Updated 05/08/2013
INDEPENDENT READING
WRITING
Suggested Duration: 15-20 min.
Content Objective: Students
determine what words mean from
how they are used in a sentence.
Suggested Duration: 25-30 min.
Content Objective: Students write
short letters in chronological or
logical sequence and use
appropriate conventions.
1. Display and read a
1. Review the teacher letter
prepared sentence. Think
from Daily Lesson 18.
page 25 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Resource: Word Wall
Routine.
Aloud about the
2. Review that adverbs often
unfamiliar word and
show when an action is
demonstrate how to look
2. Ask: What is a
done. Point out adverbs in
for clues to help determine
compound word?
the letter and invite a
word meaning. Repeat
Discuss responses
student to underline them.
with another sentence.
3. Explain that the community
including that 2 individual
is filled with signs and
3. Review that prepositions
words put together create
2. Distribute the Reader’s
symbols. Tell students that
are words that indicate
a new and different
Notebooks. Display the
readers don’t just read
location (e.g., in, on,
compound word.
third prepared sentence
words they must know the
beside) or time (e.g.,
and read it aloud. Choral
3. Write the following words
meaning of common signs
during, at noon, in the
Read the sentence.
on the board: cup, time,
and symbols.
fall). Point out prepositions
Instruct students to copy
cupcake, bedtime. Ask:
in the letter and invite a
the sentence into the
4. Ask: Where have you
Which words are
student to underline them.
Reader’s Notebook.
seen other signs or
compound words? How
symbols? What do they
do you know? Discuss
3. Underline the unfamiliar
mean? Discuss
responses.
word in the sentence and
responses and point out
instruct students to do the
4. Review the meaning of the
examples in the
same. Ask: What clues
individual words and how
classroom. Display and
in the sentence can
they help readers
briefly discuss the other
help us determine the
understand the meaning
selected symbols and
meaning of this word?
of the compound word.
signs.
Circle the clues and invite
students to explain what
5. Display the selected
the word means. Instruct
maps. Lead a discussion
students to circle the clues
about the purpose of
in their copied sentence.
maps and the symbols
included on them.
2. Ask: When have you
seen this sign/symbol?
What does it mean?
Discuss responses.
6. Draw a simple map of the
classroom. Use symbols to
represent desks, tables,
etc. Label the symbols.
Last Updated 05/08/2013
page 26 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Discuss that maps use
symbols to represent
things or objects.
Learning Applications
1. Divide students into
1. Students draw a simple
groups of 3-4. Distribute a
map of their bedroom and
set of concentration cards
include at least two
to each group.
symbols.
2. Students mix the cards
and turn them face down
in 4 rows. Students take
turns turning over two
cards and reading aloud
each word. If the word
matches, the student
keeps the set and takes
another turn. If the cards
do not match, the next
student takes a turn.
1. Students select a book to 1. Students continue writing
read independently and
their letters about a
use clues to determine the
special day.
meaning of unfamiliar
2. Confer with students and
words.
provide targeted
2. Actively monitor and
instruction to support
provide support as
letter writing. Point out use
needed.
of adverbs, time-order
transition words and
prepositions.
3. Students who finish early
may add an illustration to
their letter.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students lay the cards
face up and take turns
reading the words.
1. Pair students and invite
them to share their maps
and explain the meaning
of each symbol.
Last Updated 05/08/2013
1. Ask: What is one way to 1. Conduct Author’s Chair
determine the meaning
routine. Reinforce the
of an unfamiliar word?
targeted conventions and
Discuss and clarify
the use of the adverbs,
responses.
time-order transition
words, and prepositions.
page 27 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
New Ways of Reading and Writing
Lesson Preparation
Daily Lesson #: 20
WORD STUDY
TEKS
1.3H
1.22C
Key Understandings and
Guiding Questions
Ongoing
TEKS
1.1A
1.3I
Awareness of word
patterns support the
development of word
reading, fluency, and
spelling.
- How does recognizing
sight words help us become
better readers?
SHARED READING
TEKS
Ongoing
TEKS
1.15A,B
INDEPENDENT READING
TEKS
1.Fig19F
1.19C
Ongoing
TEKS
1.12A
Readers interpret
written directions in
order to learn how to
do new things.
Readers use
processes to support
understanding of
written text.
- How does a reader follow
directions?
- How does making
connections to a text help
you understand the author’s
message?
WRITING
TEKS
1.19B
1.20Aiv,v,vii
1.21Bii,iii,C
1.22A
Ongoing
TEKS
1.17B
1.20Avi
Authors use
conventions of letter
writing to communicate
clearly and effectively.
- How do authors use
letters to communicate?
Vocabulary of Instruction
High-frequency word
Direction
Symbol
Connection
Date
Salutation
Closing
Body (optional)
Signature (optional)
Paper, lined (1 per
student)
Chart paper (if
applicable)
Collection of gradeappropriate texts for
Writer’s Notebook (1
per student)
Materials
Last Updated 05/08/2013
page 28 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 20
WORD STUDY
SHARED READING
Chart paper (if
applicable)
Attachments and
Resources
Advance Preparation
INDEPENDENT READING
student selection
Reader’s Notebook (1
per student)
Chart paper (if
applicable)
Teacher Resource:
Word Wall Routine
1. Prepare to display visuals
as appropriate.
WRITING
Teacher Writer’s
Notebook (1)
Chart paper (if
applicable)
Handout: Letter
Writing Template
(optional, 1 per
student)
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
This Instructional Routine
This Instructional Routine partially
2. Select the words to be
reviewed on the Word
Wall.
2. Prepare a set of directions
with picture cues for
students to follow in order
to create a simple map of
3. Prepare a list of highthe school environment.
frequency words practiced
Choose one of the
in Unit 04 for students to
following or select a
read and spell. Note: The
different environment that
words selected for reading
is familiar to all students:
do not necessarily have to
classroom, playground, or
be the same ones
school building. Students
selected for spelling
will use signs and symbols
dictation.
on the map and include
labels.
Background Information
This Instructional Routine
This Instructional Routine
Last Updated 05/08/2013
page 29 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Daily Lesson #: 20
WORD STUDY
assesses Performance Indicator
07.
SHARED READING
INDEPENDENT READING
WRITING
assesses Performance Indicator
03.
assesses Performance Indicator
06.
assesses Performance Indicator
05.
Teacher Notes
Last Updated 05/08/2013
page 30 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Instructional Routines
Daily Lesson # 20
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students read
and spell high-frequency words.
Suggested Duration: 25-30 min.
Content Objective: Students follow
written multi-step directions with
picture cues and explain the
meaning of signs and symbols.
Suggested Duration: 10-15 min.
Content Objective: Students make
connections to text.
Suggested Duration: 25-30 min.
Content Objective: Students write
short letters in chronological or
logical sequence and use
appropriate conventions.
Mini Lesson
1. Review 3-5 words from the 1. Review the map of the
1. Using a book from the
1. Ask: How do authors
Word Wall using Teacher
classroom drawn in Daily
collection, review how to
use letters to
Resource: Word Wall
Lesson 19. Ask: What did
make connections (e.g., to
communicate? Discuss
Routine.
we use on our map to
personal experiences,
responses.
represent different
other texts, the
2. Display one of the teacher
objects in the room?
community) while reading.
letters from previous
Discuss responses
Use the stem: This book
lessons. Review the
including signs and
reminds me of….
format and conventions.
symbols.
2. Post the following
Point out that the letter
2. Display and discuss the
sentence stem: This book
shares ideas in a
Performance Indicator.
reminds me of…
chronological sequence.
Distribute and explain the
Write time-order transition
teacher-developed list of
words for all to see and
multi-step directions with
instruct students to refer
picture cues.
to them while writing.
3. Explain that today
students will write a letter
to someone special.
Explain that the letter will
describe their school day.
4. Lead a discussion about
the typical school day.
Last Updated 05/08/2013
page 31 of 34 Grade 1
English Language Arts and Reading
Unit: 04
Lesson: 02
Suggested Duration: Days 17-20
Retell key events in
chronological order. List
key words and phrases for
students to refer to.
Learning Applications
1. Distribute paper to each
student. Dictate each
high-frequency word one
at a time while students
write in on their paper.
2. While students read a
book silently or work on
something independently,
call each student to read
aloud the prepared list of
high-frequency words.
This may continue during
Independent Reading if
needed.
1. Students follow the written
directions and create a
simple map of the school
environment.
2. Students use signs and
symbols on their map to
represent various places.
1. Students select a book
and read independently.
2. When the time is up,
students complete the
sentence stem in the
Reader’s Notebook.
1. Either on Handout: Letter
Writing Template or in
their Writer’s Notebook,
students write a short
letter describing their
school day.
2. Remind students to write
their ideas in logical order
and to use appropriate
letter conventions.
3. Students label the map to
show what each sign or
symbol represents.
3. Confer with students to
provide targeted
instruction and support.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Review any words that
students had difficulty
reading or spelling.
1. Pair students and invite
each to share their map
and explain the meaning
of each sign or symbol.
2. Collect the maps to
assess individual
students.
1. Students share notebook
entries with a partner.
1. Conduct Author’s Chair
routine.
2. Collect student letters to
assess for letter
conventions and logical
order.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/08/2013
page 32 of 34 First Grade
English Language Arts and Reading
Unit: 04 Lesson: 02
Letter Writing Template
Date
Salutation
Body
Closing
Signature
©2012, TESCCC
10/15/12
page 1 of 1
Grade 01
English Language Arts and Reading
Unit: 01-06
Word Wall Routines
New Words Routine
Introduce 4-5 new words. Complete the suggested steps for each new word one at a time:
1. Show the word card, explain what the word means, and point out any special
features.
2. Say the word and have students echo.
3. Students chant the spelling of the word using a kinesthetic chant or cheer.
4. Students write the word.
5. Students check the spelling of the word as the teacher says the letters one at a
time.
6. Place the word on the Word Wall under the correct beginning letter.
7. Choose a Word Wall Practice Activity to build, read, and/or write the new words.
Review Words Routine
Select any 3-5 words from the Word Wall that have been previously introduced. Complete
the suggested steps for each word one at a time:
1.
2.
3.
4.
5.
Point to the word card and read the word.
Students echo the word.
Students chant the spelling using a kinesthetic chant or cheer.
Students write the word.
Students check the spelling of the word as the teacher says the letters one at a
time.
6. Choose a Word Wall Practice Activity to review words.
©2012, TESCCC
11/09/12
page 1 of 1