Ms.
Stone Monday 11/6
Student
Expectations
1.2C - Recognize the change in a
spoken word when a specified
phoneme is added, changed, or
removed (e.g.,/b/l/o/w/ to/g/l/o/w/).
1.3A - Decode words in context and
in isolation by applying common
letter-sound correspondences
1.3B - Combine sounds from letters
and common spelling patterns (e.g.,
consonant blends, long- and short-
vowel patterns) to create
recognizable words.
1.5A - Read aloud grade-level
appropriate text with fluency (rate,
accuracy, expression, appropriate
phrasing) and comprehension.
1.6C - Determine what words mean
from how they are used in a
sentence, either heard or read
1.6E - Alphabetize a series of words
to the first letter and use a dictionary
to find words
Fig 19A - Establish purposes for
reading selected texts based upon
desired outcome to enhance
comprehension.
Fig 19C - Monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, rereading a portion
aloud).
1.9A - Describe the plot (problem and
solution) and retell a story's
beginning, middle, and end with
attention to the sequence of events.
1.9B - Describe characters in a story
and the reasons for their actions and
feelings.
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.
Tuesday 11/7
1.2C - Recognize the change in a
spoken word when a specified
phoneme is added, changed, or
removed (e.g.,/b/l/o/w/ to/g/l/o/w/).
1.3A - Decode words in context and
in isolation by applying common
letter-sound correspondences
1.3B - Combine sounds from letters
and common spelling patterns (e.g.,
consonant blends, long- and short-
vowel patterns) to create
recognizable words.
1.5A - Read aloud grade-level
appropriate text with fluency (rate,
accuracy, expression, appropriate
phrasing) and comprehension.
1.6C - Determine what words mean
from how they are used in a
sentence, either heard or read
1.6E - Alphabetize a series of words
to the first letter and use a dictionary
to find words
Fig 19A - Establish purposes for
reading selected texts based upon
desired outcome to enhance
comprehension.
Fig 19C - Monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, rereading a portion
aloud).
1.9A - Describe the plot (problem and
solution) and retell a story's
beginning, middle, and end with
attention to the sequence of events.
1.9B - Describe characters in a story
and the reasons for their actions and
feelings.
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.
Wednesday 11/8
1.2C - Recognize the change in a
spoken word when a specified
phoneme is added, changed, or
removed (e.g.,/b/l/o/w/ to/g/l/o/w/).
1.3A - Decode words in context and
in isolation by applying common
letter-sound correspondences
1.3B - Combine sounds from letters
and common spelling patterns (e.g.,
consonant blends, long- and short-
vowel patterns) to create
recognizable words.
1.5A - Read aloud grade-level
appropriate text with fluency (rate,
accuracy, expression, appropriate
phrasing) and comprehension.
1.6C - Determine what words mean
from how they are used in a
sentence, either heard or read
1.6E - Alphabetize a series of words
to the first letter and use a dictionary
to find words
Fig 19A - Establish purposes for
reading selected texts based upon
desired outcome to enhance
comprehension.
Fig 19C - Monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, rereading a portion
aloud).
1.9A - Describe the plot (problem and
solution) and retell a story's
beginning, middle, and end with
attention to the sequence of events.
1.9B - Describe characters in a story
and the reasons for their actions and
feelings.
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.
Thursday 11/19 Friday 11/10
1.2C - Recognize the change in a
spoken word when a specified TEACHER WORK
phoneme is added, changed, or
removed (e.g.,/b/l/o/w/ to/g/l/o/w/). DAY/ STUDENT
1.3A - Decode words in context and
in isolation by applying common HOLLIDAY
letter-sound correspondences
1.3B - Combine sounds from letters
and common spelling patterns (e.g.,
consonant blends, long- and short-
vowel patterns) to create
recognizable words.
1.5A - Read aloud grade-level
appropriate text with fluency (rate,
accuracy, expression, appropriate
phrasing) and comprehension.
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
1.6E - Alphabetize a series of words
to the first letter and use a dictionary
to find words
Fig 19A - Establish purposes for
reading selected texts based upon
desired outcome to enhance
comprehension.
Fig 19C - Monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, rereading a portion
aloud).
1.9A - Describe the plot (problem and
solution) and retell a story's
beginning, middle, and end with
attention to the sequence of events.
1.9B - Describe characters in a story
and the reasons for their actions and
feelings.
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.
1.19D - Make inferences about text
and use textual evidence to support
understanding.
Performance Word Work - Students will write the
Indicator alphabet in order. Students will use
knowledge of letter sound
relationships to write a list of 5-10
words containing the CVC pattern.
Students will read the words aloud.
Reading – Identifying the stories
problem and solution, and retelling
events in sequence order, (BME).
Vocabulary Connections – when we read or talk
about something and it makes us
think about something we read, saw,
or did.
Engage
Remind – refer back to connections.
Objective We will develop an awareness of our
thinking as we read, listen and view.
Product I will be able to draw or write what I
am thinking during a read aloud.
Teaching Toolkit Lesson 1
Point
“The Art Lesson”
WWW: who, https://www.youtube.com/watch?
now, came, time_continue=9&v=EDA1Jybm2bo
on, must -Engage the students by showing the
cover and sharing the title, and
WJ Sort helping them connect to the story
Pattern: n, p, before reading.
t, f -Demonstrate the process of turning
to a partner.
Test Words: -Explain that listening and reading
Who, came, involve thinking and that nothing
now, on, matters more than the thinking we do
must, ten, sat, when we read, listen and view.
cop, if, pun -Model how we think when we read,
listen and view and how we can leave
tracks of our thinking on Post-its.
-Invite kids to write and/or draw what
the text makes them think about on a
post-it.
-Continue reading. Stop occasionally
and encourage students to talk and
jot down or draw their thinking on
Post-its.
-Focus on a big idea in the story and
ask kids to think about and respond
Word Work - Students will write the
alphabet in order. Students will use
knowledge of letter sound
relationships to write a list of 5-10
words containing the CVC pattern.
Students will read the words aloud.
Reading – Identifying the stories
problem and solution, and retelling
events in sequence order, (BME).
Retell – use information from the
story to tell what happened in my own
words.
Characters – people in the story
Setting – the time and place of a
story
We will be aware of the connections
we make to a story that is read aloud
I will be able to draw or write my
connections to the story that is being
read.
Read short story “The Statue of
Liberty”.
-Have the students look at a picture
of the Statue of Liberty. Have them
draw or write one thing they already
know about the Statue of Liberty.
-Have them turn to a partner and
share what they wrote or drew on
their post-it.
-Read the short passage and have
the students continue to write/draw
what they are thinking when they
story is read.
-What is the article mostly about?
-Ask them what kind of connections
they can make?
-Ask them what kind of story they
think we are reading and the Author’s
Purpose.
Word Work - Students will write the
alphabet in order. Students will use
knowledge of letter sound
relationships to write a list of 5-10
words containing the CVC pattern.
Students will read the words aloud.
Reading – Identifying the stories
problem and solution, and retelling
events in sequence order, (BME).
Retell – use information from the
story to tell what happened in my own
words.
Characters – people in the story
Setting – the time and place of a
story
We will be aware of the connections
we make to a story that is read aloud.
I will be able to draw or write what I
am thinking during a read aloud
Read Beth and the Band (TT 1.2 pg
118)
-Before reading have students write
what they are thinking and if they
make any connections.
-Project the story on the overhead
and read while the students are
holding their own copy in Texas
Treasures.
-Students will read-along with the
text.
-They will write on post-its
connections and thoughts they have
as the story is read aloud.
-Students will discuss the beginning
middle and end of the story. They
will complete Practice Book Page 94.
This is a retelling mat for this story.
Make sure to tell the students how
important it is to retell the events of a
story in order.
Word Work - Students will write the
alphabet in order. Students will use
knowledge of letter sound
relationships to write a list of 5-10
words containing the CVC pattern.
Students will read the words aloud.
Reading – Identifying the stories
problem and solution, and retelling
events in sequence order, (BME).
Retell – use information from the
story to tell what happened in my own
words.
Characters – people in the story
Setting – the time and place of a
story
Compound Word – a word made by
combining two words to make a new
word.
We will understand that two words TEACHER WORK DAY/STUDENT
combined to make a new word is HOLLIDAY
called a compound word.
I will show that I understand that
many of the words I know can be a
combination of two smaller words.
Reread Beth and the Band (TT 1.2 pg
118) Students will complete the
comprehension quiz about the story.
Students will complete page 93 of the
practice workbook to show
understanding to compound words.
 to it.
-Have students draw what the story
mostly made them think about.
-Share that sometimes we have a
question when we listen and read
and that reading on can help.
-Invite students to share their
drawings of what the story made
them think about.
Small Group Triangle- CVC/Blending
Literacy Read to self— Students will choose
Stations books to read from the class library
Word Family Focus: Students will be
completing a pocket chart activity that
focuses on the word family of the
week. Students will also take turns
reading focus words using the big flip
book. (th, sh, ng)
Word Journey’s: Students will be
focusing on their own focus in this
station. There will be different choices
of activities to choose from while
practicing their Word Journey’s focus.
iPad – students will be working on
phonics at www.starfall.com
Word Work: Students will choose
from various activities to practice their
phonemic and phonological
awareness
Phonics/ Word Journeys- Cut, sort, and Write
Spelling District Word Wall: now, came, who,
must, on
Word Study (15 min): Teacher will
introduce the word family focus
(diagraphs) of the week. Students will
work in TT practice book on pg. 91 to
work on- th, -sh, and -ng words. As a
whole group we will read words out of
the big flip book.
Writing Invitation to Notice
Read “The Day the Crayons Quit”
(YouTube)
https://www.youtube.com/watch?
time_continue=127&v=U0m04WyDB
Ys
Triangle- CVC/ Blending
Square- Sight Words & Fluency
Hexagon- Accuracy & Retelling BME
Rectangle – Accuracy & Connections
Read to self— Students will choose
books to read from the class library
Word Family Focus: Students will be
completing a pocket chart activity that
focuses on the word family of the
week. Students will also take turns
reading focus words using the big flip
book. (th, sh, ng)
Word Journey’s: Students will be
focusing on their own focus in this
station. There will be different choices
of activities to choose from while
practicing their Word Journey’s focus.
iPad – students will be working on
phonics at www.starfall.com
Word Work: Students will choose
from various activities to practice their
phonemic and phonological
awareness
Word Journey- Word Hunt
District Word Wall: now, came, who,
must, on
Word Study (15 min): Teacher and
students will help create a mini
anchor chart of –th, -sh, and –ng
words.
Students will read sentences and
identify –th or –sh or –ng words and
write them.
Invitation to Notice
Reread “The day the Crayons Quit.”
(YouTube)
https://www.youtube.com/watch?
time_continue=127&v=U0m04WyDB
Ys
Triangle- CVC/Blending
Square- Sight Words & Fluency
Circle- Sight Words & Fluency
Rectangle – Accuracy & connections
Read to self— Students will choose
books to read from the class library
Word Family Focus: Students will be
completing a pocket chart activity that
focuses on the word family of the
week. Students will also take turns
reading focus words using the big flip
book. (th, sh, ng)
Word Journey’s: Students will be
focusing on their own focus in this
station. There will be different choices
of activities to choose from while
practicing their Word Journey’s focus.
iPad – students will be working on
phonics at www.starfall.com
Word Work: Students will choose
from various activities to practice their
phonemic and phonological
awareness
Word Journeys- Speed Sort
District Word Wall: now, came, who,
must, on
Word Study (15 min):
Students will identify each picture
verbally, and figure out of it make the
–sh, -th, or –ng sound.
Invitation to Notice
Students revise their writing with a
partner.
(Once students have completed their
portion of the writing assignment for
the day they will work on their
Triangle- CVC/Blending
Square- Sight Words & Fluency
Circle- Sight Words & Fluency
Hexagon - Accuracy & Retelling BME
Read to self— Students will choose
books to read from the class library
Word Family Focus: Students will be
completing a pocket chart activity that
focuses on the word family of the
week. Students will also take turns
reading focus words using the big flip
book. (th, sh, ng)
Word Journey’s: Students will be
focusing on their own focus in this
station. There will be different choices
of activities to choose from while
practicing their Word Journey’s focus.
iPad – students will be working on
phonics at www.starfall.com
Word Work: Students will choose
from various activities to practice their
phonemic and phonological
awareness
Word Journeys- Assessment Word Journeys- Assessment
District Word Wall: now, came, who, District Word Wall: now, came, who,
must, on must, on
Word Study (15 min):
Student will continue to work on –sh,
-th, and –ng words.
Invitation to Notice
Students will rewrite their paper as a
final draft and draw their picture of
their crayon they wrote about.
(Once students have completed their
portion of the writing assignment for
 The students will work on writing a
response to the reading.
Students will work on prewriting that
ask the following questions:
What’s your favorite crayon? Why
does it quit? Reasons it should not
quit? And Where it ran away to and
what happened?
(Once students have completed their
portion of the writing assignment for
the day they will work on their
Turkeys)
**Students will be creating their
Thanksgiving Turkeys using the word
family focus of the week (-th, -sh,
-ng)**
Invitation to Invitation to Notice:
Notice Display a sentence or group of
sentences from a familiar piece of
text (this is the mentor sentence of).
Extend the invitation for students to
notice what is done correctly in the
sentence. Chart a list showing what
students noticed in the sentences.
Ask specifically directed grammar
questions.
Materials The Art Lesson
The Day the Crayons Quit
Post-it Notes or index cards
Writing Journals
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
_Teacher reads questions/answer
choices at 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
Students will begin to work on pre
writing planning organizer.
(Once students have completed their
portion of the writing assignment for
the day they will work on their
Turkeys)
**Students will be creating their
Thanksgiving Turkeys using the word
family focus of the week (-th, -sh,
-ng)**
Invitation to Notice More-Students will
notice subject/predicate, verbs, nous,
and punctuation.
Statue of Liberty
The Day the Crayons Quit
Writing Journals
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
_Teacher reads questions/answer
choices at 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
Turkeys)
**Students will be creating their
Thanksgiving Turkeys using the word
family focus of the week (-th, -sh,
-ng)**
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. It’s ok if
they don’t find any examples, it’s
okay. You are just trying to get the
concept down.
Student TT Book: Beth and the Band
(1.2, Pg 118)
Writing Journals
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
_Teacher reads questions/answer
choices at 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
the day they will work on their
Turkeys)
**Students will be creating their
Thanksgiving Turkeys using the word
family focus of the week (-th, -sh,
-ng)**
Invitation to Imitate/Celebrate: TEACHER WORK DAY/STUDENT
You will need to teach students how HOLLIDAY
to imitate.
 Deconstruct the sentence
for its prominent features.
 Show an imitations 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.
Student TT Book: Beth and the Band
(1.2 Pg 118)
Writing Journals
Texas Treasures TE
Chart and Writing paper
Comprehension Anchor Charts
Students Book Boxes
__Small group / one on one
_Teacher reads questions/answer
choices at 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 ____Word list ____Word list ____Word list

Literacy (Monday- Will be demonstrating stations for the week- Will take up 5 mins of Guided Reading time)
Stations  ON THURSDAY & FRIDAY ONLY: Students will complete a Problem & Solution activity based on The Three Little Pigs