1st Grade

CPC Planning Sessions for 2nd Grading Period

Week Three: 11/2-11/6 and Week Four: 11/9-11/13

I-Station vs. Imagine Learning

  • I-Station in the classroom
  • Imagine Learning at home for digital homework and lab
  • Monthly testing in the classrooms on the I-pad

ISIP Meeting Standards

  • Look at instructions for recording in ESP

Writing PLC

  • Bring the last observational comment writing piece.
  • We will score your whole class.
  • We will use the data to see what we need to work on in writing.

Reading Genre: Fiction

TEKS:

  • 1.9A describe the plot (problem and solution) and retell a story's beginning, middle, and end
  • 1.9B describe characters in a story and the reason's for their actions and feeling
  • Fig.19E retell or act out important events in order


Vocabulary:

  • setting
  • characters
  • author's purpose
  • plot-->problem and solution
  • predict
  • retell
  • beginning
  • middle
  • end


Question Stems:

What happened when ______?

What happened in the beginning of the story?

What happened in the middle of the story?

Retell 3 important events in the order that they happened?

Why do we need to be able to tell the story in the order that it happened?


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Parts of a Story Song - Little Songs For Language Arts

Capstone

  • Gus Books

Technology Ideas:

Smartboard-->Retell using pictures on the smartboard.

Book Creator/Storybird-->Use pictures from the story to retell the story.

Chatterpix-->Take pictures of the characters/events have students retell.

Phonics:

English:

1.3A decode words in context and in isolation by applying common letter-sound correspondences (consonant blends)


Week 3: Blends-->bl, fl, st, sm,

Week 4: Blends-->tr, dr, cr, fr


Spanish:

1.22D become familiar with words using orthographic patterns including:

(v) words that have the same sound represented by different letters (e.g "ll" and "y" as in llave or yate, etc...)


Week 3: j, ge, gi AND c, qu

Week 4: gue and gui

Blends Song | Letter Blends | Consonant Blends | Two Letters that Work Together | Jack Hartmann
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Writing

TEKS:

1.18A write brief stories that include a beginning, middle, and end


**Connect stories that you are reading during your read aloud to model how author's write stories with a Beginning, Middle, and End


Grammar:

1.20A understand and use the following parts of speech in the context of reading, writing, and speaking: nouns


**We need to find somewhere to fit in compound words. Where do you think it could work?


  • Small group
  • Grammar
  • Daily Edit

Recount Narrative

We are going to focus on having 3 details instead of 5 so we can write a story with a B, M, and E

Social Studies

UU: Events that happen now will become events of the past.

  • Look at printed lessons
  • Log onto Pearson-Chapter 5
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Look at TPT for Past/Present Activities

Week Five: 11/16-11/20 and Week Six: 11/30-12/4

Reading CCA

  • We need to give a reading CCA- Let's pick a date.
  • The Reading DCA will be on December 2nd.

Compound Words

**We need to find somewhere to fit in compound words. Where do you think it could work?


  • Small group
  • Grammar
  • Daily Edit

Reading Genre: Expository focus on Text Features

TEKS:

1.14A restate the main idea, heard or read

1.14B identify important facts and details in text, heard or read

1.14D use the text features (title, table of contents, illustrations) to locate specific information in text


Expository give information about a topic. The topic is what the text is about. Both words and pictures can give information. Captions give more information about the pictures.


Vocabulary:


  • text features
  • caption
  • title
  • photographs
  • main idea
  • index
  • glossary
  • facts
  • labels



Questions:


  • How do text features help us?
  • What do captions tell us?
  • What does the title tell us?
  • How can we use the index to help us find information?
  • What is a photograph and how does it help us?
  • What information can we find out using the glossary?
  • How do you know _______? What text feature gave you that information? Prove it.
Nonfiction Text Features

Resources for text...

  • Time for Kids
  • "I Can Read" books
  • National Geographic online

Phonics

English:

1.3C use common syllabication patterns (iv) vowel-consonant-silent "e"


Week 5: closed and silent e-->cap-cape, kit-kite, cop-cope, cub-cube, pet-pete

Week 6: silent e review all words


Spanish:

1.22D become familiar with words using orthographic patterns including:

(v) words that have the same sound represented by different letters (e.g "ll" and "y" as in llave or yate, etc...)


Week 5: b/v and blends for Consuegra (tr, pr, br, cr)

Week 6: y/ll and blends for Consuegra (tr, pr, br, cr)

MS

Writing and Grammar

TEKS:

1.19C write brief comments on literary or informational texts


Just a thought...

What if the students made their own nonfiction book using nonfiction text features?


  • Choose topic that they have lots of schema for-->Could be a season from Science (Fall), or you could read a book about something seasonal, something from Social Studies, etc...
  • Have a book already prepared with photographs on each page
  • Students could add a title, captions for photographs, labels for a diagram, table of contents, index, etc...


OR...


  • Read something quick each day about a career
  • Have a career book made for kids with photographs for different careers
  • Students add a caption for each photograph to write about the career.


Grammar:


  • How are your kids doing with nouns?
  • Can we move on?
  • Could we fit in compound words here?
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Social Studies

Week 5: Thanksgiving helps us to remember to be thankful for what we have.

11/16-11/20
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Week 6: The kinds of homes people live in have changed over time.

11/30-12/4


  • Read the text from MyOn: Homes From the Past
  • Create a double bubble map to compare homes from the past and homes from now.
  • The book gives lots of good examples of how homes from the past and present are the same and how they are different.

Week 7: 12/7-12/11 and Week 8: 12/14-12/18

CPC Schedule

  • Let's come up with a CPC schedule for all of 1st grade.

I-Station

  • Please make sure students are accessing as much as possible during rotations.
  • These students MUST get at least 20 minutes every day: Jerome Laramore, Adam Quadom, Avey Lopez, Miguel Vera

Smartboard during Daily Five (Wait to discuss with McAnally)

Try and use the smartboard as part of your rotation:


  • Phonics games
  • Grammar games
  • Retelling stories
  • Sorts

CCA Results

  • Look at results
  • How did your kids do?
  • What is our next step?

Phoneme Grapheme Mapping

  • Do you want to create a folder to keep the paper in?

Reading Genre: Expository Research

TEKS:

1.23A generate a list of topics of class-wide interest and formulate open ended questions about one or two of the topics

1.23B decide what sources of information might be relevant to answer these questions

1.24A gather evidence from available sources as well as from interviews with local experts

1.24B use text features in age-appropriate reference works to locate information

1.24C record basic information in simple visual formats

1.26A create a visual display or dramatization to convey the results of the research



  • Research is a systematic investigation to establish facts and new conclusions.
  • Research is a search for knowledge, or an inquiry.
  • The end result of the research should be a visual display or a dramatization.



Vocabulary:


  • lists
  • sources
  • investigation
  • gather data/evidence
  • research questions
  • record
  • text features

Christmas Around the World...

  • Everyone choose a country.
  • Your class will research the country.
  • You can do google hangouts to share information.
  • You can rotate on Thursday and create a craft with each class.

Phonics/Phonemic Awareness

Phonics

English:

1.3C use common syllabication patterns (ii) open syllable


Week 7: open syllables and closed syllables

Week 8: open and closed syllables


Spanish:

1.22D become familiar with words using orthographic patterns including:

(v) words that have the same sound represented by different letters (e.g "ll" and "y" as in llave or yate, etc...)


Week 5: c,s,z and blends for Consuegra (bl, cl, pl)

Week 6: y as consonant and y as vowel and blends for Consuegra (bl, cl, pl)

Look at Smartboard Sort for Open and Closed Syllables

Reading Strategy: Closed and Open Syllables

Writing

TEKS:

1.19C write brief comments on literary or informational texts


Students will write about what they are learning during their research.


Grammar:


  • Do we still want to focus on compound words?
  • Could we move on to adjectives?
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Social Studies

Week 7: UU: Technology changed the ways families meet their needs.

  • Powerpoint in Common Folder: Language Arts-->2015-2016-->Social Studies
  • Pictures from powerpoint also in the same folder.
  • You could use the pictures to sort on the smartboard or students can sort them for a grade.

  • Also-->Check the pearson website. For some reason specialists still do not have access.

Week 8: UU: The ways that families celebrate has changed over time.

  • You can use this time to continue teaching "Christmas Around the World"

If we have time...we can finish our long range plan.