ELAR – Grade 1
Week of September 2, 2019
Monday Tuesday
August 26, 2019 August 27, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
1.1 C-Share information and ideas
about the topic under discussion,
speaking clearly at an appropriate  speaking clearly at an appropriate  speaking clearly at an appropriate  speaking clearly at an appropriate
1.1 E-Develop social
communication such as introducing
himself/herself and others, relating
experiences to a classmate, and
expressing needs and feelings.
1.5A-Self-select text and interact
LABOR DAY independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset
or initial sound;
Wednesday
August 28, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
1.1 C-Share information and ideas
about the topic under discussion,
1.1 E-Develop social
communication such as introducing
himself/herself and others, relating
experiences to a classmate, and
expressing needs and feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset
or initial sound;
Thursday
August 29, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
1.1 C-Share information and ideas
about the topic under discussion,
1.1 E-Develop social
communication such as introducing
himself/herself and others, relating
experiences to a classmate, and
expressing needs and feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset
or initial sound;
Friday
August 30, 2019
1.1 A- Listen actively, ask relevant
questions to clarify information, and
answer questions using multi-word
responses.
1.1 C-Share information and ideas
about the topic under discussion,
1.1 E-Develop social
communication such as introducing
himself/herself and others, relating
experiences to a classmate, and
expressing needs and feelings.
1.5A-Self-select text and interact
independently with text for
increasing periods of time.
1.6I-Monitor comprehension and
make adjustments such as re-
reading, using background
knowledge, checking for visual
cues, and asking questions when
understanding breaks down.
1.7D-Retell texts in ways that
maintain meaning.
1.2A-Demonstrate phonological
awareness by:
1.2Ai-producing a series of rhyming
words;
1.2Aii-recognizing spoken
alliteration or groups of words that
begin with the same spoken onset
or initial sound;
 Objective: Objective: Objective: Objective:
We will learn to ask questions before,
We will describe characters and
during, and after the text Product: Product:
the reasons for their actions.
Product:
I will ask questions at different
Product:
parts of a story or text.
I will explain the reasons for a
character’s actions

Picture cards: duck, fish, gym, lamb, Anchor Chart 16

leash, look, and sheep Characters
Printable Anchor
Sound/Spelling Cards: igloo, Chart 16: Characters
raccoon, Teaching Pal Book 1,
fish, zebra pp. 68–81
Letter Cards i ,d, f, r, s, t myBook Big Dilly’s Tale,
Display and Engage Blend and Book 1, pp. 68–81
Read 1.9 Know It, Show It p. 30
Start Right Reader Book 1, p. 76
Printable Letter Cards
Know It, Show It p. 27

Big Dilly’s Tale

Anchor Chart 1: Ask and Answer
Questions

W  Students spell correctly.  Students spell correctly.  Students spell correctly.  Students spell correctly.
o Students are expected: (A) Students are expected: (A) Students are expected: (A) Students are expected: (A)
r use phonological use phonological use phonological use phonological
d knowledge to match sounds knowledge to match sounds knowledge to match sounds knowledge to match sounds
to letters to construct to letters to construct to letters to construct to letters to construct
J unknown words; unknown words; unknown words; unknown words;
o
u
r
n
e
y
s
 Alliteration — the repetition of
the same sounds at the
beginning of two or more
adjacent words
 Brainstorming — a technique in
which many ideas are
generated quickly and without
judgment or evaluation, usually
as part of a problem-solving
process or to inspire creative
thinking. Brainstorming may
be done in a classroom, with a
small group, or individually.   small group, or individually.   small group, or individually.   group, or individually.
 Closed syllable — a syllable with
a short vowel, ending in a
consonant
 Collaboration — the process of
two or more people working
together to create or achieve the
same thing wherein each member
speaks, is heard, and takes
ownership of the resulting
product or activity
 Decoding — applying
knowledge of letter-sound
relationships in order to sound
out a word; in reading practice,
the term is used primarily to
refer to word identification
rather than word
comprehension
 Editing — a stage in the writing
process when a written text is
prepared for an audience by
attending to and correcting
mechanics, grammar, and
spelling
 Onset — the initial sound of a
word   word   word   
 Phonemic awareness — the
ability to identify, distinguish,
and manipulate the individual
sounds (phonemes) and/or
syllables in words
 Phonics — a method of reading
instruction that helps students
build understanding of sound–
 Alliteration — the repetition of
the same sounds at the
beginning of two or more
adjacent words
 Brainstorming — a technique in
which many ideas are
generated quickly and without
judgment or evaluation, usually
as part of a problem-solving
process or to inspire creative
thinking. Brainstorming may
be done in a classroom, with a
 Closed syllable — a syllable with
a short vowel, ending in a
consonant
 Collaboration — the process of
two or more people working
together to create or achieve the
same thing wherein each member
speaks, is heard, and takes
ownership of the resulting
product or activity
 Decoding — applying
knowledge of letter-sound
relationships in order to sound
out a word; in reading practice,
the term is used primarily to
refer to word identification
rather than word
comprehension
 Editing — a stage in the writing
process when a written text is
prepared for an audience by
attending to and correcting
mechanics, grammar, and
spelling
 Onset — the initial sound of a
 Phonemic awareness — the
ability to identify, distinguish,
and manipulate the individual
sounds (phonemes) and/or
syllables in words
 Phonics — a method of reading
instruction that helps students
build understanding of sound–
 Alliteration — the repetition of
the same sounds at the
beginning of two or more
adjacent words
 Brainstorming — a technique in
which many ideas are
generated quickly and without
judgment or evaluation, usually
as part of a problem-solving
process or to inspire creative
thinking. Brainstorming may
be done in a classroom, with a
 Closed syllable — a syllable with
a short vowel, ending in a
consonant
 Collaboration — the process of
two or more people working
together to create or achieve the
same thing wherein each member
speaks, is heard, and takes
ownership of the resulting
product or activity
 Decoding — applying
knowledge of letter-sound
relationships in order to sound
out a word; in reading practice,
the term is used primarily to
refer to word identification
rather than word
comprehension
 Editing — a stage in the writing
process when a written text is
prepared for an audience by
attending to and correcting
mechanics, grammar, and
spelling
 Onset — the initial sound of a
 Phonemic awareness — the
ability to identify, distinguish,
and manipulate the individual
sounds (phonemes) and/or
syllables in words
 Phonics — a method of reading
instruction that helps students
build understanding of sound–
 Alliteration — the repetition of
the same sounds at the
beginning of two or more
adjacent words
 Brainstorming — a technique in
which many ideas are generated
quickly and without judgment
or evaluation, usually as part of
a problem-solving process or to
inspire creative thinking.
Brainstorming may be done in
a classroom, with a small
 Closed syllable — a syllable with
a short vowel, ending in a
consonant
 Collaboration — the process of
two or more people working
together to create or achieve the
same thing wherein each member
speaks, is heard, and takes
ownership of the resulting
product or activity
 Decoding — applying
knowledge of letter-sound
relationships in order to sound
out a word; in reading practice,
the term is used primarily to
refer to word identification
rather than word
comprehension
 Editing — a stage in the writing
process when a written text is
prepared for an audience by
attending to and correcting
mechanics, grammar, and spelling
 Onset — the initial sound of a
word  
Phonemic awareness — the
ability to identify, distinguish,
and manipulate the individual
sounds (phonemes) and/or
syllables in words
 Phonics — a method of reading
instruction that helps students
build understanding of sound–
symbol relationships and
 symbol relationships and
spelling patterns
 Phonological awareness — an
“umbrella” term that is used to
refer to a student’s sensitivity
to the sound structure in
language. It encompasses
awareness of individual words
in sentences, syllables, and
onset-rime segments, as well as
awareness of individual
phonemes.
 Retell — to tell about something
read or heard with attention to
details
 Rhyme — two or more words
that have the same or similar
ending sounds
 Rime — the terminal syllable of
a word that can be rhymed
 Social communication — verbal
and non-verbal language used in
social situations and interactions
 Topic — a specific subject, idea,
or issue that is the focus of a
discussion, essay, article, or other
work  work  work
symbol relationships and
spelling patterns
 Phonological awareness — an
“umbrella” term that is used to
refer to a student’s sensitivity
to the sound structure in
language. It encompasses
awareness of individual words
in sentences, syllables, and
onset-rime segments, as well as
awareness of individual
phonemes.
 Retell — to tell about something
read or heard with attention to
details
 Rhyme — two or more words
that have the same or similar
ending sounds
 Rime — the terminal syllable of
a word that can be rhymed
 Social communication — verbal
and non-verbal language used in
social situations and interactions
 Topic — a specific subject, idea,
or issue that is the focus of a
discussion, essay, article, or other
symbol relationships and
spelling patterns
 Phonological awareness — an
“umbrella” term that is used to
refer to a student’s sensitivity
to the sound structure in
language. It encompasses
awareness of individual words
in sentences, syllables, and
onset-rime segments, as well as
awareness of individual
phonemes.
 Retell — to tell about something
read or heard with attention to
details
 Rhyme — two or more words
that have the same or similar
ending sounds
 Rime — the terminal syllable of
a word that can be rhymed
 Social communication — verbal
and non-verbal language used in
social situations and interactions
 Topic — a specific subject, idea,
or issue that is the focus of a
discussion, essay, article, or other
spelling patterns
 Phonological awareness — an
“umbrella” term that is used to
refer to a student’s sensitivity to
the sound structure in
language. It encompasses
awareness of individual words
in sentences, syllables, and
onset-rime segments, as well as
awareness of individual
phonemes.
 Retell — to tell about something
read or heard with attention to
details
 Rhyme — two or more words that
have the same or similar ending
sounds
 Rime — the terminal syllable of
a word that can be rhymed
 Social communication — verbal
and non-verbal language used in
social situations and interactions
 Topic — a specific subject, idea,
or issue that is the focus of a
discussion, essay, article, or other
work 

Power Words: Power Words:

ugly-not nice to look at ugly-not nice to look at
paddled- swimming by moving your paddled- swimming by moving your
hands and feet hands and feet
chilly- cold chilly- cold
beautiful- nice to look at beautiful- nice to look at
changed- different from what it was changed- different from what it was
Connect and Engage:
Phonological Awareness:
Phonological Awareness
Tell students a set of words. Ask them
to raise their hand if they begin with Remind children that they
the same sound. know how to break words into
individual sounds.
Teach/Model:
Say: First, I will say a word,
Start with something such as and you will say the sounds in the
Silly Sammy Smiles. Then give some word.
more examples: my marker, pink party
hat, hot head, happy dog, etc.
Model: Listen as I do the
Guided Practice: first one: my. I hear /m/ at the
beginning of my. My,
Grab Picture cards: duck, fish, gym,
lamb, leash, look, and sheep. Use /m/ /ī/. The sounds in my
these cards to segment phonemes.
are /m/ and /ī/.
Continue by letting students come up
one at a time sounding out and Now you try it! Listen to
blending each picture and then if it the word. Then say each sound: it
begins with the same sound as your (/i/ /t/), at (/ă/ /t/),
word join you and if different stand
on (/ŏ/ /n/), pan (/p/ /ă/ /n/),
somewhere else. As a class determine
fit (/f/ /i/ /t/), gem (/j/ /ĕ/ /m/), jug
the number of sorts and different
beginning sounds there are. (/j/ /ŭ/ /g/), tape (/t/ /ā/ /p/),
home (/h/ /ō/ /m/).
Independent Practice:
Continue practicing
segmenting with more words. See
phonological awareness for week 3.

Phonics
Connect and Engage:
Remind children that they have been
learning about the sounds for vowels
and consonants. Go over vowels and
their sounds.
Phonics:
Tell children that they will
be reading words that name one
item and words that
mean more than one item.
Explain that first, they will listen
Teach/Model:
for the ending
Say the word, sit and then you say the
vowel sound and name the vowel. sound in words you say. I
Repeat, emphasizing the vowel sound: am going to say two words. You
sit, /i/, short i. Now you try it. Then will say the words and
have students repeat the word, say the the sound you hear at the
vowel sound. Then have them practice end of each one.
with the following words: rap, sat, tip,
and sip,
I will do the first one.
Write rid for children to see, and Listen: cat, cats. Repeat the words,
use the blending routine below to emphasizing the ending
model blending the word using
sounds. I hear these ending
Letter Cards r, i, d.
sounds: cat, /t/; cats, /s/.
1. Display Letter Cards. Say the first
letter and sound.
2. Slide the second letter over. Say its
Now you try it. Repeat
these words and say the ending
sound. Then blend the two sounds.
sound: hat, hats (hat, /t/;
3. Slide the last letter over. Say its
hats /s/); web, webs
sound. Say the first two blended (web, /b/; webs, /z/); car, cars
sounds, the last sound, and the blended (car, /r/; cars, /z/); rock,
word: /ri/ /d/. rocks (rock, /k/; rocks, /s/);
ELL Accommodations: dog, dogs (dog, /g/; dogs, /z/).
BEGINNING
Act out sentence frames for children to
complete with Blend and
Read words: I put the pencil Fill in the
blanks my desk. (in)
INTERMEDIATE
Have partners take turns pointing to a
Blend and Read word,
reading it, and using it in an oral
sentence.
ADVANCED/ADVANCED HIGH
Challenge children to use two Blend
and Read words in a sentence.

Guided Practice:
Grab your Project Display and
Engage: Blend and Read 1.9 or use
Start Right Reader page 76.
1. Have children read the line. Then
use these questions to guide
instruction: How are all the words
alike? What is different about the
words? What do you notice? Point to
each word, and have children read the
line chorally. Help as needed.
2. Line 2 Continue with these words.
Then call on volunteers
to reread selected words until children
can identify the
words quickly.
3. Review for Line 3, have children
read the words chorally.
4. Have children who are ready for a
challenge read Line 4. Ask them to
compare any two words that differ by
one letter, and to demonstrate how
they read words with consonant
blends. Discuss word meanings with
the group.
5. Sentences for Lines 5–6, call on
children to blend selected decodable
words. hen have the group read the
sentences chorally.
Independent Practice:
Add some practice words or use word
journey sorts for blending practice as
well.

Option 1 Model how to write

and spell the word fan sound by sound.
Then have children identify sounds
and use
Printable: Letter Cards to form
these words: fin, ran, pin. Have a child
spell each word aloud while others
check their own work. Option 2
Children complete Know It, Show It
page 27.

Connect and Engage: Connect and Engage: Connect and Engage: Connect and Engage:
Talk to students about good readers Teach/Model: Remind children that the Teach/Model:
and some of the characteristics: ask Guided Practice: characters in Guided Practice:
questions, make predictions, re-
read when they can’t remember, Independent Practice: Independent Practice:
a story are whom the story is
make connections, visualize, and about.
use pencil and post its. Also
explain that good readers/learners
let the teacher know they are
listening or understand by asking Project or display Anchor Chart
questions 16:Characters.
Teach/Model:
Create Anchor Chart 1 with class
on ways to ask and answer
questions before, during, and after As you point to the
reading. Remind them of the corresponding parts of the
question starter words such as who, Anchor Chart, tell children
what, when, where, why, and how
and how starting with these words that readers can “get to know”
helps the reader gather all types of
information. characters by looking for clues
and paying attention to details
 in the words
Also tell them that a reader can use
evidence and details from the text and pictures.
to help answer some of their
questions.
Guided Practice:
-In your Teaching Pal, pages 68–79,
Teach/Model:
use the blue (read for understanding)
prompts to read Big Dilly’s Tale with
Remind children that details
children as they follow along and
can tell what the characters are
annotate in their MyBook.
like on the outside, or what they
-Read the genre information on page look like. They can also tell
68. Discuss the things children would what they are like on the inside,
expect to find in a fairy tale and or what they think or feel.
compare them with a realistic fiction
story like that you are familiar with
(Pinocchio).
Explain that understanding
- Read using the Set a Purpose section what a character is like can help
on page 68. Prompt children to set readers describe the reasons for
their own purpose for reading Big the characters’ actions, or why
Dilly’s Tale. they do what they do.

- Guide children to read the selection

all the way through. Pause
occasionally, using the prompts in Tell children they will reread
your Teaching Pal to gauge children’s parts of Big Dilly’s Tale to
understanding and to have them ask practice describing characters
and answer questions about the story, and the reasons for their
including what it is mostly about and actions.
its key details. Have them refer back to
the Anchor Chart for question words
they can use.

Independent Practice:
Guided Practice:
Have students turn and talk
with the questions on Teaching Pal
and myBook page 79. Remind them to
use the questions words: who, what,
where, when, why, or how to find out
details from the story and the main
idea. You can read the Talking Tip.
Review rules of sharing information
with each other and make sure they are
listening as well as talking. Have
children use the sentence frames: I
think the story is mostly about…, I
learned that…, I understand… to
help them add to their partners’ ideas.
Read aloud the first
question on Teaching Pal page 70
and
have children use details in
the text and pictures to tell who
the characters are. (two
friends, Dilly and Minna)
Then read the follow-up
question. Tell children to look for
evidence in the text and
pictures that tells about the
characters. (Dilly looks
different from Minna and the other
ducks;
Dilly and Minna like to
have fun together.)
Read aloud the questions on
Teaching Pal page 76. Tell
children to use clues from
the words and pictures to make an
inference. (because she is
his friend; the words say that
Minna
thinks Dilly is cute; the
pictures show that Dilly and Minna
like
spending time together)
Refer back to the Anchor
Chart to support the discussion.
Children may add sticky
notes to the chart to describe the
characters and the reasons
for their actions.

Independent Practice:
Read aloud the prompt on
Teaching Pal page 80. Have
children use the planning
space to record how Dilly looks,
sounds, and acts. Then have
them write their descriptions.

Then have children write

their responses to the prompt.
Remind children to refer
back to Big Dilly’s Tale and use
the
words and pictures from the
story for ideas.

You may want to have

children complete their writing
during
daily small-group time.
  Small group / one on one
Teacher reads
questions/answer choices at
student request
 graphic organizer
 extra time for completing
work
 break apart/chunk work
 shorten instructions
 extra time for written
responses
 peer tutors/partners
 Small group / one on one
Teacher readsgroup
 graphic organizer
 extra time for completing work
 break apart/chunk work
 shorten instructions
 extra time for written responses
 peer tutors/partners
 Small
questions/answer  Small
/ one on one choices atTeacher
student reads
request
group
questions/answer
/ one on one choices atTea
stu
 graphic organizer  graphic organizer
 extra time for completing work  extra time for completing work
 break apart/chunk work  break apart/chunk work
 shorten instructions  shorten instructions
 extra time for written responses  extra time for written responses
 peer tutors/partners  peer tutors/partners

Prompt children to look at p. 70 of

Assessment on Billy Dilly’s Tale
Big Dilly’s Tale. Ask:
What word is used to describe
Dilly? Allow children to
point to the word or answer aloud.
Then ask: What color
is Dilly? Provide children with the
word gray if needed.
. WWW/Word Journeys
Word Journey words

Word Study: Word Study: Word Study: Word Study:

in in in in
find find find find
away away away away
not not not not
jump jump jump jump

Phonics: d, f, r, s, t short i Phonics: d, f, r, s, t short i Phonics: d, f, r, s, t short i Phonics d, f, r, s, t short i

Reading Response: Reading Response: Reading Response:
Connect and Engage: Writing: Writing:
Use Tabletop
Remind children that they have been Comprehension: Comprehension:
learning about the sounds for vowels Minilessons:
and consonants. Go over vowels and
their sounds.
Say the word, sit and then you say the
vowel sound and name the vowel.
Repeat, emphasizing the vowel sound:
sit, /i/, short i. Now you try it. Then
have students repeat the word, say the
vowel sound. Then have them practice
with the following words: rap, sat, tip,
and sip,
Write rid for children to see, and
use the blending routine below to
model blending the word using
Letter Cards r, i, d.
1. Display Letter Cards. Say the first
letter and sound.
2. Slide the second letter over. Say its
sound. Then blend the two sounds.
3. Slide the last letter over. Say its
sound. Say the first two blended
sounds, the last sound, and the blended
word: /ri/ /d/.
Reading Response:
Grab your Project Display and
Engage: Blend and Read 1.9 or use
Start Right Reader page 76.
1. Have children read the line. Then
use these questions to guide
instruction: How are all the words
alike? What is different about the
words? What do you notice? Point to
each word, and have children read the
English Language
Development 3.2
(Reading) to
reinforce and practice
the language skill.
Then use the
following text-based
prompts with Big Dilly’s
Tale to guide application of
the language skill. Begin
with the prompt at the
child’s identified language
proficiency level. As
children are able, use lighter
supports to encourage
increased language
proficiency.
Writing:
Children use evidence to write
ideas about what Dilly is like. See
Engage & Respond, p. T213.
Comprehension:
» Who are the characters?
» How can you describe the outside
of this character—how the
character looks?
» How can you describe the inside of
this character—how the character
thinks
line chorally. Help as needed. and feels?
» Can you explain the reason for
2. Line 2 Continue with these words.
this character’s actions?
Then call on volunteers
to reread selected words until children
can identify the
words quickly.
3. Review for Line 3, have children
read the words chorally.
4. Have children who are ready for a
challenge read Line 4. Ask them to
compare any two words that differ by
one letter, and to demonstrate how
they read words with consonant
blends. Discuss word meanings with
the group.
5. Sentences for Lines 5–6, call on
children to blend selected decodable
words. hen have the group read the
sentences chorally.

Comprehension:
Add some practice words or use word
journey sorts for blending practice as
well.

Option 1 Model how to write

and spell the word fan sound by sound.
Then have children identify sounds
and use

Printable: Letter Cards to form

these words: fin, ran, pin. Have a child
spell each word aloud while others
check their own work. Option 2
Children complete Know It, Show It
page 27.

ELL Accommodations:
Beginning
Act out sentence frames for children to
complete with Blend and
Read words: I put the pencil Fill in the
blanks my desk. (in)

Intermediate:
Have partners take turns pointing to a
Blend and Read word,
reading it, and using it in an oral
sentence.

Advanced/Advanced High
Challenge children to use two Blend
and Read words in a sentence.

Writing
 1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Monday Tuesday
Invitation to Notice More-Students
will notice subject/predicate, verbs,
nous, and punctuation.
Anchor chart W1
Chart paper
Writing template
Writing folder/notebook
\ Objective: We will be prewriting
and create a first draft.
Product: I will create a first draft
using words and/or pictures.
1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Wednesday
Invitation to Collect:
Teacher will guide students to look
through book boxes and familiar
texts. The students are looking for
sentences containing the
convention from the mentor
sentence of the week. When
students find a sentence, they write
it down in their writer’s notebook.
After they are collected, share a
few and celebrate the most
powerful examples.
Anchor chart W1
Chart paper
Writing template
Writing folder/notebook
Objective: We will begin
prewriting and create a first draft.
Product: I will create a first draft
using words and/or pictures.
1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Thursday
Invitation to Imitate/Celebrate:
You will need to teach students
how to imitate.
 Deconstruct the sentence
for its prominent features.
 Show an imitation of your
own or a students’ and
connect back to the
prominent features.
Show students how to insert their
ideas and experiences and still
imitate the structure or pattern.
Anchor chart W1
Chart paper
Writing template
Writing folder/notebook
Objective: We will begin
prewriting and create a first draft.
Product: I will create a first draft
using words and/or pictures.
1.11A-Plan a first draft by
generating ideas for writing such as
by drawing and brainstorming.
1.11B-Develop drafts in oral,
pictorial, or written form by:
1.11E-Share writing
Friday
Invitation to Edit:
Student shows what they know.
 Type the mentor text
incorrectly several different
ways. Students choose
correct mentor sentence.
 Students circle capitals and
punctuation on a collected
sentence form the week.
Provide space for students to
imitate sentence.
Anchor chart W1
Chart paper
Writing template
Writing folder/notebook
Objective: We will begin
prewriting and create a first draft.
Product: I will create a first draft
using words and/or pictures.
Give a topic to the class
Model for “a moment in my life”.
Review the stages of writing
anchor chart.
Use writers’ notebook to begin
the prewriting stage.
Read aloud the prompt on Teaching
Pal page 80. Have
children use the planning
space to record how Dilly looks,
sounds, and acts. Then have
them write their descriptions.
Then have children write
their responses to the prompt.
Remind children to refer
back to Big Dilly’s Tale and use
the
words and pictures from the
story for ideas.
You may want to have
children complete their writing
during
daily small-group time.