Ms.
Stone ELA
Ms. Stone Monday 10/9 NO SCHOOL Tuesday 10/10
Student NO SCHOOL 1.1A – Recognize that spoken
Expectations words are represented in written
FAIR DAY English by specific sequences of
letters
FALL BREAK 1.1B – Identify upper- and lower-
case letters
COLUMBUS DAY 1.1C -Sequence the letters of the
alphabet.
1.3B - Combine sounds from
letters and common spelling
patterns (e.g., consonant blends,
long- and short-vowel patterns) to
create recognizable words
1.3D - Decode words with
common spelling patterns (e.g.,
-ink, -onk, -ick).
1.4A - Confirm predictions about
what will happen next in text by
"reading the part that tells".
1.21A – Form upper- and lower-
case letters legibly in text, using
the basic conventions of print
(left-to-right and top-to-bottom
progression), including spacing
between words and sentences.
1.22A –Use phonological
knowledge to match sounds to
letters to construct known words
1.28A – Share information and
ideas about the topic under
discussion, speaking clearly at an
appropriate pace, using the
conventions of language.
1.22B - Use letter-sound patterns
to spell
Performance Spelling - Using legible
Indicator handwriting, create a flip book to
collect and maintain words that
follow the spelling and syllable
patterns taught in this unit. In a
small group or with a partner,
read the collected words
Reading - Listen to a well-known
October 9-13, 2017
Wednesday 10/11
1.1A – Recognize that spoken
words are represented in written
English by specific sequences of
letters
1.1B – Identify upper- and lower-
case letters
1.1C -Sequence the letters of the
alphabet.
1.3B - Combine sounds from
letters and common spelling
patterns (e.g., consonant blends,
long- and short-vowel patterns) to
create recognizable words
1.3D - Decode words with
common spelling patterns (e.g.,
-ink, -onk, -ick).
1.4A - Confirm predictions about
what will happen next in text by
"reading the part that tells".
1.21A – Form upper- and lower-
case letters legibly in text, using
the basic conventions of print
(left-to-right and top-to-bottom
progression), including spacing
between words and sentences.
1.22A –Use phonological
knowledge to match sounds to
letters to construct known words
1.28A – Share information and
ideas about the topic under
discussion, speaking clearly at an
appropriate pace, using the
conventions of language.
1.22B - Use letter-sound patterns
to spell
Spelling - Using legible
handwriting, create a flip book to
collect and maintain words that
follow the spelling and syllable
patterns taught in this unit. In a
small group or with a partner,
read the collected words
Reading - Listen to a well-known
Thursday 10/12
1.1A – Recognize that spoken
words are represented in written
English by specific sequences of
letters
1.1B – Identify upper- and lower-
case letters
1.1C -Sequence the letters of the
alphabet.
1.3B - Combine sounds from
letters and common spelling
patterns (e.g., consonant blends,
long- and short-vowel patterns) to
create recognizable words
1.3D - Decode words with
common spelling patterns (e.g.,
-ink, -onk, -ick).
1.4A - Confirm predictions about
what will happen next in text by
"reading the part that tells".
1.21A – Form upper- and lower-
case letters legibly in text, using
the basic conventions of print
(left-to-right and top-to-bottom
progression), including spacing
between words and sentences.
1.22A –Use phonological
knowledge to match sounds to
letters to construct known words
1.28A – Share information and
ideas about the topic under
discussion, speaking clearly at an
appropriate pace, using the
conventions of language.
1.22B - Use letter-sound patterns
to spell
Spelling - Using legible
handwriting, create a flip book to
collect and maintain words that
follow the spelling and syllable
patterns taught in this unit. In a
small group or with a partner,
read the collected words
Reading - Listen to a well-known
Friday 10/13
1.1A – Recognize that spoken
words are represented in written
English by specific sequences of
letters
1.1B – Identify upper- and lower-
case letters
1.1C -Sequence the letters of the
alphabet.
1.3B - Combine sounds from
letters and common spelling
patterns (e.g., consonant blends,
long- and short-vowel patterns) to
create recognizable words
1.3D - Decode words with
common spelling patterns (e.g.,
-ink, -onk, -ick).
1.4A - Confirm predictions about
what will happen next in text by
"reading the part that tells".
1.21A – Form upper- and lower-
case letters legibly in text, using
the basic conventions of print (left-
to-right and top-to-bottom
progression), including spacing
between words and sentences.
1.22A –Use phonological
knowledge to match sounds to
letters to construct known words
1.28A – Share information and
ideas about the topic under
discussion, speaking clearly at an
appropriate pace, using the
conventions of language.
1.22B - Use letter-sound patterns
to spell
Spelling - Using legible
handwriting, create a flip book to
collect and maintain words that
follow the spelling and syllable
patterns taught in this unit. In a
small group or with a partner, read
the collected words
Reading - Listen to a well-known
 Ms. Stone ELA
story or fable read aloud. With a
partner, make personal
connections to the story or fable
and discuss evidence from the
text. Write about one personal
connection and explain how it
improved your comprehension
Vocabulary Vocabulary
Sequence – putting events in a
story
Fable – fictional tale that teaches
a moral lesson, entertains, and
often includes animals with
human characteristics
Fantasy story – a story (that could
include pictures or statements)
that is not real or could not
happen
True story – a story (that could
include pictures or statements)
that is real or could actually
happen
Media – a variety of ways people
communicate with others (e.g.,
print, digital, electronic, social)
Biography- The story of a real
person’s life written by another
person.
Objective We will make connections using
textual evidence.
Product I will make a connection to a story
using textual evidence.
Students will be able to write a
complete sentence explaining
their connection (self, book,
world) to the book using text
evidence
Teaching points Read Aloud from PebbleGo the
and Biography of Sonia Sotomayor.
activities Students will write important and
interesting facts learned in the
Word Wall passage.
October 9-13, 2017
story or fable read aloud. With a
partner, make personal
connections to the story or fable
and discuss evidence from the
text. Write about one personal
connection and explain how it
improved your comprehension
Vocabulary
Sequence – putting events in a
story
Fable – fictional tale that teaches
a moral lesson, entertains, and
often includes animals with
human characteristics
Fantasy story – a story (that could
include pictures or statements)
that is not real or could not
happen
True story – a story (that could
include pictures or statements)
that is real or could actually
happen
Media – a variety of ways people
communicate with others (e.g.,
print, digital, electronic, social)
Biography- The story of a real
person’s life written by another
person.
We will make connections using
textual evidence.
I will make a connection to a story
using textual evidence.
Students will be able to write a
complete sentence explaining
their connection (self, book,
world) to the book using text
evidence
Read Aloud from Brittanica
School (online USERNAME:
gpisd PASSWORD: grand) about
Sonia Sotomayor. Students will
record important and interesting
story or fable read aloud. With a
partner, make personal
connections to the story or fable
and discuss evidence from the
text. Write about one personal
connection and explain how it
improved your comprehension
Vocabulary
Sequence – putting events in a
story
Fable – fictional tale that teaches
a moral lesson, entertains, and
often includes animals with
human characteristics
Fantasy story – a story (that could
include pictures or statements)
that is not real or could not
happen
True story – a story (that could
include pictures or statements)
that is real or could actually
happen
Media – a variety of ways people
communicate with others (e.g.,
print, digital, electronic, social)
Biography- The story of a real
person’s life written by another
person.
We will make connections using
textual evidence.
I will make a connection to a story
using textual evidence.
Students will be able to write a
complete sentence explaining
their connection (self, book,
world) to the book using text
evidence
Students will read Animal Moms
and Dads in the Texas Treasures
student book. As they are
reading, they will use sticky notes
to make connections. When they
story or fable read aloud. With a
partner, make personal
connections to the story or fable
and discuss evidence from the
text. Write about one personal
connection and explain how it
improved your comprehension
Vocabulary
Sequence – putting events in a
story
Fable – fictional tale that teaches
a moral lesson, entertains, and
often includes animals with
human characteristics
Fantasy story – a story (that could
include pictures or statements)
that is not real or could not
happen
True story – a story (that could
include pictures or statements)
that is real or could actually
happen
Media – a variety of ways people
communicate with others (e.g.,
print, digital, electronic, social)
Biography- The story of a real
person’s life written by another
person.
We will make connections using
textual evidence.
I will make a connection to a story
using textual evidence.
Students will be able to write a
complete sentence explaining
their connection (self, book, world)
to the book using text evidence
Students will reread the story,
Animal Moms and Dads, and
complete the comprehension quiz
over the story.
 Ms. Stone ELA October 9-13, 2017

Words: facts learned in the passage. are finished they will write a
where, play,
complete sentence showing their
yellow, run
text to self-connection to the
Word story.
Journeys:
Sort pattern: f,
w, j

Guided
Reading:

M- triangle,
square, circle
T- square,
triangle,
hexagon
W-circle,
square, triangle
Th-triangle,
circle, hexagon
F- square,
triangle, circle

Small group Group 1- CVC words/Letter Group 1- CVC words/ Letter Group 1-CVC words/ Letter Group 1- CVC words/Letter
Name/Sounds Name/Sounds Name/Sounds Names/Sounds

Group 2- WWW/Sight Words & Group 2- WWW/Sight Words & Group 2-WWW/Sight Words & Group 2-WWW/Sight Words &
Fluency Fluency Fluency Fluency

Group 3- WWW/Sight Words & Group 3- WWW/Sight Words & Group 3- WWW/Sight Words & Group 3- WWW/Sight Words &
Fluency Fluency Fluency Fluency

Group 4-Fluency/Self-Correct Group 5- Fluency/Self- Group 6-Comprehesion/

Literacy Read to self— Students will
Stations choose books to read from the
class library. (Will teach/model to
students how to pick the
appropriate level of books for
themselves)
Word Family Focus: Students will
be complete a pocket chart
activity with the short o words.
(Short o (op, og, ot)
Word Journey’s/ Writing:
Students will be focusing on their
own focus in this station. There
will be different choices of
Read to self— Students will
choose books to read from the
class library. (Will teach/model to
students how to pick the
appropriate level of books for
themselves)
Word Family Focus: Students will
be complete a pocket chart
activity with the short o words.
(Short o (op, og, ot)
Word Journey’s/ Writing:
Students will be focusing on their
own focus in this station. There
will be different choices of
Correct/Retell
Read to self— Students will
choose books to read from the
class library. (Will teach/model to
students how to pick the
appropriate level of books for
themselves)
Word Family Focus: Students will
be complete a pocket chart
activity with the short o words.
(Short o (op, og, ot)
Word Journey’s/ Writing:
Students will be focusing on their
own focus in this station. There
will be different choices of
Accuracy
Read to self— Students will
choose books to read from the
class library. (Will teach/model to
students how to pick the
appropriate level of books for
themselves)
Word Family Focus: Students will
be complete a pocket chart
activity with the short o words.
(Short o (op, og, ot)
Word Journey’s/ Writing: Students
will be focusing on their own focus
in this station. There will be
different choices of activities to
 Ms. Stone ELA
activities to choose from while
practicing their Word Journey’s
focus. (Word Sort/Write, Word
Hunt, ABC Order, Practice
Spelling Test etc.)
Word Work: Students will choose
from two activities to practice their
phonemic and phonological
awareness and word building
skills. (Differentiated for high and
low students)
Fluency Station-Student will
practice fluency by reading Texas
Treasures Decodable readers
and practicing with sight
word/word family flash
cards/writing in words in writing
journal. (Writing words that are
being focused on in each story)
Phonics/ Word Journey- cut, sort, write;
spelling word hunt
District Word Wall: where, yellow,
play, run
Work on Short /o/ words/High
Frequency (Practice Phonics
Book)
Writing NO SCHOOL Students will write critical
information learned (date and
FAIR DAY place of birth and interesting
facts) about Sonia Sotomayor
FALL BREAK during the reading lesson.
. Work on forming upper and
COLUMBUS DAY Work on forming upper and
lowercase letters legibly in text,
including spacing between words
and sentences; recognize and
use capitalization for the
beginning of sentences.
Understand and use verbs (past,
present, future, nouns
(singular/plural, common/proper),
pronouns (I, me), and time order
transition words.
October 9-13, 2017
activities to choose from while
practicing their Word Journey’s
focus. (Word Sort/Write, Word
Hunt, ABC Order, Practice
Spelling Test etc.)
Word Work: Students will choose
from two activities to practice their
phonemic and phonological
awareness and word building
skills. (Differentiated for high and
low students)
Fluency Station-Student will
practice fluency by reading Texas
Treasures Decodable readers
and practicing with sight
word/word family flash
cards/writing in words in writing
journal. (Writing words that are
being focused on in each story)
Word Journey- cut, sort, write;
word hunt
District Word Wall: where, yellow,
play, run
Work on Short /o/ words/High
Frequency (Practice Phonics
Book)
Students will write about
interesting facts learned about
Sonia Sotomayor during the
reading lesson.
lowercase letters legibly in text,
including spacing between words
and sentences; recognize and
use capitalization for the
beginning of sentences.
Understand and use verbs (past,
present, future0, nouns
(singular/plural, common/proper),
pronouns (I, me), and time order
transition words.
activities to choose from while
practicing their Word Journey’s
focus. (Word Sort/Write, Word
Hunt, ABC Order, Practice
Spelling Test etc.)
Word Work: Students will choose
from two activities to practice their
phonemic and phonological
awareness and word building
skills. (Differentiated for high and
low students)
Fluency Station-Student will
practice fluency by reading Texas
Treasures Decodable readers
and practicing with sight
word/word family flash
cards/writing in words in writing
journal. (Writing words that are
being focused on in each story)
Word Journey- cut, sort, write;
word hunt
District Word Wall: where, yellow,
play, run
Work on Short /o/ words/High
Frequency (Practice Phonics
Book)
Students will write about what
they think they could learn from
Sonia Sotomayor. They will
begin working on a portrait of
Sonia Sotomayor.
Work on forming upper and
lowercase letters legibly in text,
including spacing between words
and sentences; recognize and
use capitalization for the
beginning of sentences.
Understand and use verbs (past,
present, future0, nouns
(singular/plural, common/proper),
pronouns (I, me), and time order
transition words.
choose from while practicing their
Word Journey’s focus. (Word
Sort/Write, Word Hunt, ABC
Order, Practice Spelling Test etc.)
Word Work: Students will choose
from two activities to practice their
phonemic and phonological
awareness and word building
skills. (Differentiated for high and
low students)
Fluency Station-Student will
practice fluency by reading Texas
Treasures Decodable readers and
practicing with sight word/word
family flash cards/writing in words
in writing journal. (Writing words
that are being focused on in each
story)
Word Journey- cut, sort, write;
word hunt
District Word Wall: where, yellow,
play, run
Work on Short /o/ words/High
Frequency (Practice Phonics
Book)
Students will complete any work
not finished during the week
regarding Sonia Sotomayor.
Work on forming upper and
lowercase letters legibly in text,
including spacing between words
and sentences; recognize and use
capitalization for the beginning of
sentences.
Understand and use verbs (past,
present, future0, nouns
(singular/plural, common/proper),
pronouns (I, me), and time order
transition words.
 Ms. Stone ELA
Invitation to Invitation to Notice More-Students
Notice will notice subject/predicate,
verbs, nouns, and punctuation.
Nouns** (Make anchor chart)
Grammar Form upper and lowercase letters
legibly in text, including spacing
between words and sentences;
recognize and use capitalization
for the beginning of sentences.
Understand and use verbs (past,
present, future). Understand and
use nouns (singular/plural,
common/proper), pronouns (I and
me), and time order transition
words.
Materials Texas Treasures Big Book- Hello,
Hello
Texas Treasures Student Book-
Unit 2 Animal Moms and Dads
Writing Journals
Retell cards
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
__Teacher reads
questions/answer choices at
October 9-13, 2017
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.
Nouns** (Cut & Paste)
Form upper and lowercase letters
legibly in text, including spacing
between words and sentences;
recognize and use capitalization
for the beginning of sentences.
Understand and use verbs (past,
present, future). Understand and
use nouns (singular/plural,
common/proper), pronouns (I and
me), and time order transition
words.
Texas Treasures Big Book- Hello,
Hello
Texas Treasures Student Book-
Unit 2 Animal Moms and Dads
Writing Journals
Retell cards
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
__Teacher reads
questions/answer choices at
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 student’s
and connect back to the
prominent features.
 Show students how to
insert their ideas and
experiences and still
imitate the structure or
pattern.
Nouns** (Grammar Sheet)
Form upper and lowercase letters
legibly in text, including spacing
between words and sentences;
recognize and use capitalization
for the beginning of sentences.
Understand and use verbs (past,
present, future). Understand and
use nouns (singular/plural,
common/proper), pronouns (I and
me), and time order transition
words.
Texas Treasures Big Book- Hello,
Hello
Texas Treasures Student Book-
Unit 2 Animal Moms and Dads
Writing Journals
Retell cards
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
__Teacher reads
questions/answer choices at
Invitation to Edit:
Student shows what they know.
 Type the mentor text
incorrectly several
different ways. Students
choose correct mentor
sentence.
 Students underline
subject and underline
predicate.
 Students circle capitals
and punctuation on a
collected sentence form
the week.
 Provide space for
students to imitate
sentence.
Nouns** (Assessment)
Form upper and lowercase letters
legibly in text, including spacing
between words and sentences;
recognize and use capitalization
for the beginning of sentences.
Understand and use verbs (past,
present, future). Understand and
use nouns (singular/plural,
common/proper), pronouns (I and
me), and time order transition
words.
Texas Treasures Big Book- Hello,
Hello
Texas Treasures Student Book-
Unit 2 Animal Moms and Dads
Writing Journals
Retell cards
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
__Teacher reads
questions/answer choices at
Ms. Stone ELA
student request
__graphic organizer
_x__extra time for completing
work
___break apart/chunk work
__shorten instructions
__extra time for written responses
_x__peer tutors/partners
___Maniuplatives
____Word list
_x___ teacher assists
October 9-13, 2017
student request
__graphic organizer
_x__extra time for completing
work
___break apart/chunk work
__shorten instructions
__extra time for written responses
_x__peer tutors/partners
___Maniuplatives
____Word list
_x___ teacher assists
student request
__graphic organizer
_x__extra time for completing
work
___break apart/chunk work
__shorten instructions
__extra time for written responses
_x__peer tutors/partners
___Maniuplatives
____Word list
_x___ teacher assists
student request
__graphic organizer
_x__extra time for completing
work
___break apart/chunk work
__shorten instructions
__extra time for written responses
_x__peer tutors/partners
___Maniuplatives
____Word list
_x___ teacher assists