TREASURES READING
Lesson 11, Week 13 (Nov. 10th-14th)
COMPONENTS
Theme:
Being Friends
MAIN SELECTION READING
and GENRE
“Kate’s Game”
PAIRED SELECTION GENRE
SWBAT identify nonfiction text features and
community helping
PHONEMIC AWARENESS
SWBAT identify and use categorization (middle
and ending sounds), segmentation, and deletion
skills to sound out known and unknown words
and letters, attend to long a sounds and words
PHONICS/SPELLING
Genre:
Fantasy
SWBAT identify, compose, sort, discuss, and/or illustrate
long a, and relate spelling words to other words:
pace, fake, tame, lame)
review –cl, fl, bl
HIGH FREQUENCY WORDS
VOCABULARY
ORAL VOCABULARY
SWBAT identify, discuss, compose and or illustrate
HF words: girl, boy, together, when, people
care, water, oh, all, hello, could, walk, pull
Review HFW: today, way, away, school, why
Oral vocabulary: culture, custom, language,
skills, similar
COMPRHENSION STRATEGY
& SKILL
SWBAT apply reading Strategies and skills to text
GRAMMAR
SWBAT identify, speak, write, or illustrate
Present-tense verbs
MECHANICS
SWBAT attend to sentence punctuation and
capitalization (., ?, !) RF1.1a, personal narrative
(W.1.3) and persuasive writing
structure and features, and compare and contrast
components of a story or between two texts
Treasures Unit 3, Week 1 Lesson
11 Standards
RF.1.2 Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
RF.1.3c Know final –e and common vowel team conventions
for representing long vowel sounds.
RF.1.3g Recognize and read grade-appropriate irregularly
spelled words.
RL.1.2 Retell stories, including key details, and
demonstrate understanding of their central message or
lesson.
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.
L.1.1e 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)
W.1.1, W.1.2, and W.1.3 Write opinion pieces, informative or
narrative pieces recounting sequencing of events, including
details, using temporal words, and give a sense of closure
Treasures
Social Studies Connection
1. kids around the world
Paired Selection: Kids Can Help
Turkeys, Pilgrims, and Veterans
Identify and discuss turkeys, pilgrims, and Veterans
now and then
Service, gratefulness, determination, and commitment
MATH: EXPRESSIONS
Weekly Learning goals and skills
CC.1.OA.1, 4
SWBAT relate counting to addition and subtraction
(find missing addend, subtrahend; use fact
families)
SWBAT subtract within 20, demonstrating fluency
for subtraction within 10 (5 + __ = 9)
SWBAT Determine the unknown whole numbers in
subtraction equations relating to three whole
numbers.
Determine the unknown by using known addends
(Show your work. Use drawings and/or objects to
solve.) There are 8 dogs. 5 are not barking. The rest
are barking. How many are barking? (Show your
work. Use drawings and/or objects to solve.)
Big Idea 3 Mixed Story Problems
3.10 Solve Mixed Problems
Focus: Solve story problems with
unknown partners and totals.
situations
CC.1OA.1,4,8
3.11 Practice with Mixed Problems
Focus: Solve story problems with
unknown partners and totals.
3.12 Mathematical Practices
Focus: Use standards and practices in a
variety of real world problem solving
situations.
SWBAT Use addition and subtraction within 20 to
solve word problems involving situations of adding
to, taking away from, putting together, taking
apart, and comparing unknowns in all positions
(Show your work using drawings or objects to solve.)
Ex: Use minuend and subtrahend to solve for the
missing number. 8 - 4=__
SWBAT relate counting to addition and subtraction
(find missing addend, subtrahend; use fact
families)
SWBAT subtract within 20, demonstrating fluency
for subtraction within 10 (5 + __ = 9)
SWBAT Determine the unknown whole numbers in
subtraction equations relating to three whole
numbers.
Determine the unknown by using known addends
Standards Unit 3

Math Expressions, Unit 3:
Subtraction Strategies
Demonstrate fluency of addition and subtraction through 10
1.OA.6 Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8
+ 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number
leading to a ten (e.g., 13
– 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 +
4 = 12, one knows 12 – 8 = 4); and creating equivalent
but easier or known sums (e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.1 relate counting to addition and subtraction (find
missing addend, subtrahend, use fact families)
add and subtract within 20, demonstrating fluency for
addition and subtraction within 10 (5 + __ = 9)
1.OA.2 Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking away
from, putting together, taking apart, and comparing
unknowns in all positions (using drawings or objects to
solve)
1.OA.4 Understand subtraction as an unknown--‐addend
problem. For example, subtract 10 – 8 by finding the
number that makes 10 when added to 8.
1.OA.5 relate counting to addition and subtraction
(find missing addend, subtrahend; use fact
families, count on 2 to add 2, count back on 2 to
subtract 2)

Math Expressions, Unit 3:
Relate and solve Unknown
Numbers in Addition and
Subtraction
Apply the relationship between addition and subtraction
(e.g., fact families, missing addends, minuends and
subtrahends, etc.)
1.OA.1 relate counting to addition and subtraction (find
missing addend, subtrahend, use fact families)
add and subtract within 20, demonstrating fluency for
addition and subtraction within 10 (5 + __ = 9)
1.OA.2 Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking away
from, putting together, taking apart, and comparing
unknowns in all positions (using drawings or objects to
solve)
1.OA.4 Understand subtraction as an unknown--‐addend
problem. For example, subtract 10 – 8 by finding the
number that makes 10 when added to 8.
1.OA.5 relate counting to addition and subtraction
(find missing addend, subtrahend; use fact
families, count on 2 to add 2, count back on 2 to
subtract 2)
1.OA.6 Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8
+ 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number
leading to a ten (e.g., 13
– 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 +
4 = 12, one knows 12 – 8 = 4); and creating equivalent
but easier or known sums (e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.8 Determine the unknown whole number in an
addition or subtraction equation relating to three whole
numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 +
?
= 11, 5 = �– 3, 6 + 6 = �.
Unit 4 Place value Concepts
Lesson 4.1 Introduction to Tens
Grouping
Focus: Recognize 10 as a group of
tens and count decade numbers as
groups of ten.
lesson 4.2 Explore Teen Numbers
Focus: Recognize that teen numbers
are composed of ten and extra ones.
CC.1.OA.5, CC. NBT.1, .2, .2a, .2c,
and CC.1.NBT.5
1.OA.5 relate counting to addition and subtraction
(find missing addend, subtrahend; use fact
families, count on 2 to add 2, count back on 2 to
subtract 2)
1.NBT.1 Read, write, and Count to 120 starting at any
number less than 120.
1. NBT.2 Understand that the two digits of a two-digit
number represent tens and ones.
1.NBT.2a 10 is a bundle of ten ones.
1NBT.2b The numbers from 11-19 are composed of a ten
and one, two, three, four, five, six, seven, eight, and nine
ones.
1.NBT.2c The numbers 10,20, 30, 40, 50, 60, 70, 80, and
90 refer to two, three, four, five, six, seven, eight, and nine
tens and zero ones.
1.NBT.5 Given a two-digit number, mentally find 10 more
or 10 less than the number, without having to count.