ELA 

 
ELA STANDARDS: 
● CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. 
● CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.  
● CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. 
● CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. 

 
Monday  Tuesday  Wednesday  Thursday  Friday 
      1  2 
      Objective:  I can compare  Objective:  I can retell 
and contrast the adventures  stories, including key details, 
and experiences of characters  and demonstrate 
in stories.  understanding of their 
I can read with sufficient  central message or lesson.  
accuracy and fluency to  I can compare and contrast 
support comprehension.  the adventures and 
  experiences of characters in 
Instruction:  stories. 
Unit 3, Week 1, Day 4, Pages   
38a-41a  Instruction: 
  Unit 3, Week 1, Day 5, Pages 
Content Knowledge:   42a-43c 
-Revisit Sing with Me Big   
Book: Our Growing Town  Content Knowledge:  
-Revisit the concept that  -Revisit the concept that 
towns change   places change 
-Read Aloud Anthology Text:  -Reread Read Aloud 
“Out in the Country”  Anthology Text: “TOut in the 
-Introduce Amazing Words:  Country”  
makeshift and spindly  -Review all Amazing Words 
-Add to the concept map  -Add to the concept map 
   
Social Studies  in  Text­Based 
Reading:  Comprehension: 
-Activate Prior Knowledge  -Review Compare and 
about how insects are like  Contrast 
people  -Read short story on p. 43b 
in TE 
 -Preview and Predict about  -Ask questions focusing on 
selection  sequencing the important 
-Read the story: “My  events in the story 
Neighborhood Then and   
Now”  Assessment:  Unit 3, Week 
-Ask and answer questions  1 Assessment  
targeting comparing and 
contrasting and summarizing 
the text 
 
Assessment:  Informative 
assessment by asking and 
answering questions about 
comparing and contrasting 
and summarizing 
 
Assignment:  Students will 
read “My Neighborhood 
Then and Now” with 
appropriate fluency and 
decoding. 
5  6  7  8  9 
Objective:  I can compare  Objective:  I can read with  Objective  Objective  Objective 
and contrast the adventures  sufficient accuracy and  I can compare and contrast  I can compare and contrast  I can compare and contrast 
and experiences of characters  fluency to support  the adventures and  the adventures and  the adventures and 
in stories.  comprehension.  experiences of characters in  experiences of characters in  experiences of characters in 
    stories.  stories.  stories. 
Instruction:  Instruction:       
Unit 3, Week 2, Day 1, Pages  Unit 3, Week 2, Day 2, Pages  Instruction  Instruction:  Instruction: 
44j-49b  50a-73f  Unit 3, Week 2, Day 3, Pages  Unit 3, Week 2, Day 4, Pages  Unit 3, Week 2, Day 5, Pages 
    74a-77c  78a-81e  82a-83l 
Content Knowledge:   Content Knowledge:        
-Begin constructing concept  -Revisit Sing with Me Big  Content Knowledge:  Content Knowledge:   Content Knowledge:  
map focusing on: What do  Book: On Our Own Timeline  *Revisit Sing with Me Book:  -Revisit Sing with Me Big  -Revisit the concept that we 
we learn as we grow and  -Read Big Book: “Mr. George  “On Our Own Time.” Listen  Book: “On Our Own Time.”  grow and change 
change?  Baker”. Ask students to listen  for Amazing Words.   -Discuss question of the week  -Reread Read Aloud 
-Introduce Amazing Words:  for the Amazing Words:  *Introduce and define  and add to the concept map.  Anthology Text: Hermia’s 
attempt, event, timeline  flatter and famous  Amazing Words: correct  -Read Aloud Anthology Text:  Shell 
-Listen to Sing with Me Big  -Introduce and define  *Add to the concept map.  Hermia’s Shell  -Review all Amazing Words 
Book: On Our Own Timeline  Amazing Words: flatter and    -Introduce Amazing Words:  -Add to the concept map 
p. 14  famous  Text-Based Comprehension:  common and lovely   
-Apply Amazing Words in  -Add to the concept map  *Review sequence of a story -  -Add to the concept map  Text­Based 
sentence frames    order of events that happen.    Comprehension: 
  Text­Based  *Review compare and  Social Studies  in  -Review Compare and 
Text­Based  Comprehension:  contrast.  Reading:  Contrast 
Comprehension:  -Introduce Main Selection:  *Review main selection:  -Activate Prior Knowledge  -Read short story on p. 83b 
-Introduce the concept of  “Ruby in Her Own Time”  Ruby in Her Own Time.  about what they already  in TE 
Comparing and Contrasting  -Preview and Predict with  *Teacher asks and answers  learned about growing and  -Ask questions focusing on 
-Read Aloud “Something  students  questions about text using  changing.  comparing and contrasting 
Else to Do”  -Teacher introduces the  the close reading notes in  -Preview and Predict about  characters and events in a 
-Ask and answer questions  concept of Inferring  teacher’s guide  selection  story 
focusing on comparing and      -Read the story: The Ugly   
contrasting and tie it back to  Handwriting:  Teacher  Assessment:  Informative  Duckling  Assessment:  Unit 3, Week 
the main idea of the selection  models the letter K. Students  assessment by asking and  -Ask and answer questions  2 Assessment  
  practice the letter K.  answering questions about  targeting comparing and   
Assessment:  Informative    important details and  contrasting and summarizing 
assessment by asking and  Assignment:  Reader’s and  comparing and contrasting.  the text 
answering questions about  Writer’s Notebook page 337     
Comparing and Contrasting    Assignment:  Students will  Assessment:  Informative 
Assignment:  Students will  read Ruby in Her Own Time  assessment by asking and 
read “Ruby in Her Own  with appropriate fluency and  answering questions about 
Time” with appropriate  decoding.  comparing and contrasting 
fluency and decoding.    and summarizing 
   
Assignment:  Students will 
read The Ugly Duckling  with 
appropriate fluency and 
decoding. 
12  13  14  15  16 
Objective:   Objective  Objective  Objective  Objective 
I can identify fact and  I can identify fact and  I can identify fact and  I can identify fact and  I can identify fact and 
opinion statements in a  opinion statements in a  opinion statements in a  opinion statements in a  opinion statements in a 
story.  story.  story.  story.  story. 
         
Instruction:  Instruction  Instruction  Instruction  Instruction 
Unit 3, Week 3, Day 1, Pages  Unit 3, Week 3, Day 2, pages  Unit 3, Week 3, Day 3, pages  Unit 3, Week 3, Day 4, pages  Unit 3, Week 3, Day 5, pages 
84j-89f  90a-105g  106a-109c  110a-115f  116a-117l 
         
Content Knowledge:   Content Knowledge:  Content Knowledge:   Content Knowledge:  Content Knowledge: 
-Begin constructing concept  *Revisit Sing with Me Big  *Revisit Sing with Me Book:  *Revisit Sing with Me Book:  *Revisit Sing with Me Book: 
map focusing on: “What can  Book: My Puppy Buddy  My Puppy Buddy  My Puppy Buddy  My Puppy Buddy 
*Listen for Amazing Words.   *Listen for Amazing Words  *Listen for Amazing Words 
we learn about animals as  *Read Big Book: “Mr. George  *Introduce and define  *Introduce and define nibble,  *Review all Amazing Words 
they grow and change?”  Baker”. Ask students to listen  Amazing Words: crumple  nudges, wriggle  *Add to concept map 
-Introduce Amazing Words:  for the Amazing Words:  *Add to the concept map.  *Add to concept map   
features, mature, natural  swoop and tumble      Text-Based Comprehension: 
-Listen to Sing with Me Big  -Introduce and define  Text-Based Comprehension:  Science in Reading:  *Review Fact and Opinion 
Book: My Puppy Buddy  Amazing Words: swoop and  *Review compare and  *Activate prior knowledge:  *Read short story on page 
-Apply Amazing Words in  tumble  contrast  ask students what they have  117b 
sentence frames  -Add to the concept map  *Review fact and opinion  already learned about mice  *Ask questions about story 
    *Review main selection: The  *Preview and predict about  focusing on fact and opinion 
Text­Based  Text­Based  Class Pet  selection   
Comprehension:  Comprehension:  *Teacher asks and answers  *Read story Belling the Cat  Assessment 
-Introduce the concept of  -Introduce Main Selection:  questions about text using  *Ask and answer questions  Unit 3, Week 3 Weekly 
Fact and Opinion  The Class Pet  the close reading notes in  about plot, character, and  Assessment 
-Teacher Read Aloud: The  -Preview and Predict with  teacher’s guide  moral.   
End of Summer  students    Assessment   
-Ask and answer questions  -Teacher introduces the  Assessment  Informative assessment by 
focusing on fact and opinion  concept of Purpose  Informative assessment by  asking and answering 
and tie it back to the main    asking and answering  questions about fact and 
idea of the selection  Handwriting:  Teacher  questions about important  opinion 
  models the letter R. Students  details and fact and opinion   
Assessment:  Informative  practice the letter R.    Assignment 
assessment by asking and    Assignment  Students will read Belling the 
answering questions about  Assignment:  Reader’s and  Students will read The Class  Cat  with appropriate fluency 
Fact and Opinion  Writer’s Notebook page 353  Pet  with appropriate fluency  and decoding. 
  and decoding.   
Assignment:  Students will 
read The Class Pet  with 
appropriate fluency and 
decoding. 
19  20  21  22  23 
  Objective:   Objective  Objective  Objective 
No School  I can identify the author’s  I can identify the author’s  I can identify the author’s  I can identify the author’s 
Mid­Winter Break  purpose of a text.  purpose of a text.  purpose of a text.  purpose of a text. 
       
Instruction:  Instruction  Instruction  Instruction 
Unit 3, Week 4, Day 1, Pages  Unit 3, Week 4, Day 2, pages  Unit 3, Week 4, Day 3, pages  Unit 3, Week 4, Day 4, pages 
118j - 123f  124a-141f  142a-145c  146a-147f 
       
Content Knowledge:   Content Knowledge:  Content Knowledge:   Content Knowledge: 
*Revisit Sing with Me Big  *Revisit Sing with Me Book:  *Revisit Sing with Me Book: 
Book: Sprout! It’s a Garden  Sprout! It’s a Garden  Sprout! It’s a Garden 
 -Begin constructing concept  *Read Big Book: “What  *Listen for Amazing Words.   *Listen for Amazing Words 
map focusing on: “What  Makes the Seasons?”. Ask  *Introduce and define  *Introduce and define 
changes happen in a garden?  students to listen for the  Amazing Words: sprinkling  destroy and humongous 
-Introduce Amazing Words:  Amazing Words: gardener,  *Add to the concept map.  *Add to concept map 
gardener, nature, sprout  nature, sprout     
-Listen to Sing with Me Big  -Introduce and define  Text-Based Comprehension:  Science in Reading: 
Book: Sprout! It’s a Garden  Amazing Words: shade and  *Review author’s purpose   *Activate prior knowledge: 
-Apply Amazing Words in  dim  *Review Plot  ask students what they have 
sentence frames  -Add to the concept map  *Review main selection: Frog  already learned about 
    and Toad Together  growing plants. 
Text­Based   Text­Based  *Teacher asks and answers  *Preview and predict about 
Comprehension:  Comprehension:  questions about text using  selection 
-Introduce the concept of  -Introduce Main Selection:  the close reading notes in  *Read story Growing Plants 
Author’s Purpose  Frog and Toad Together  teacher’s guide  *Ask and answer questions 
-Teacher Read Aloud:  -Preview and Predict with    about predictions and 
Carlee’s Garden  students  Assessment  sequence. 
-Ask and answer questions  -Teacher introduces the  Informative assessment by  Assessment 
focusing on Author’s Purpose  concept of Purpose.  asking and answering  Informative assessment by 
and tie it back to the main    questions about important  asking and answering 
idea of the selection  Handwriting:  Teacher  details and facts and author’s  questions about author’s 
  models the letter C. Students  purpose.  purpose. 
Assessment:  Informative  practice the letter C.     
assessment by asking and    Assignment  Assignment 
answering questions about  Assignment:  Reader’s and  Students will read Frog and  Students will read Growing 
Author’s Purpose  Writer’s Notebook page 369  Toad Together  with  Plants  with appropriate 
    appropriate fluency and  fluency and decoding. 
Assignment:  Students will  decoding. 
read Frog and Toad 
Together  with appropriate 
fluency and decoding. 
26  27  28  1  2 
Objective  Objective  Objective  Objective 
I can identify fact and  I can identify fact and  I can identify fact and  I can identify fact and 
opinion statements in a  opinion statements in a  opinion statements in a  opinion statements in a 
story.  story.  story.  story. 
       
Instruction:  Instruction  Instruction  Instruction 
Unit 3, Week 5, Day 1, Pages  Unit 3, Week 5, Day 2, pages  Unit 3, Week 5, Day 3, pages  Unit 3, Week 5, Day 4, pages 
150j-155f  156a-173f  174a-177c  178a-179f 
       
Content Knowledge:   Content Knowledge:  Content Knowledge:   Content Knowledge: 
-Begin constructing concept  *Revisit Sing with Me Big  *Revisit Sing with Me Book:  *Revisit Sing with Me Book: 
map focusing on: “What  Book: Life Cycle  Life Cycle  Life Cycle 
changes can be seen in  *Read Big Book: “What  *Listen for Amazing Words.   *Listen for Amazing Words 
nature?”  Makes the Seasons?” and  *Introduce and define  *Introduce and define 
-Introduce Amazing Words:  students to listen for the  Amazing Words: flurries  emerge, fragile, vessel 
cycle, develop, and insect  Amazing Words  *Add to the concept map.  *Add to concept map 
-Listen to Sing with Me Big  -Introduce and define     
Book: Life Cycle  Amazing Words: rearrange  Text-Based Comprehension:  21st Century Skills: 
-Apply Amazing Words in  -Add to the concept map  *Review sequence  *Activate prior knowledge: 
sentence frames    *Review fact and opinion  ask students what they have 
  Text­Based  *Review main selection: I’m  already know about 
Text­Based  Comprehension:  a Caterpillar  computers. 
Comprehension:  -Introduce Main Selection:  *Teacher asks and answers  *Preview and predict about 
-Introduce the concept of  I’m a Caterpillar  questions about text using  selection 
Fact and Opinion  -Preview and Predict with  the close reading notes in  *Read story My Computer 
-Teacher Read Aloud: Fern’s  students  teacher’s guide  *Ask and answer questions 
Wild Job  -Teacher introduces the    about text-Features. Discuss 
-Ask and answer questions  concept of Purpose  Assessment  captions. 
focusing on fact and opinion    Informative assessment by  Assessment 
and tie it back to the main  Handwriting:  Teacher  asking and answering  Informative assessment by 
idea of the selection  models the letter V. Students  questions about important  asking and answering 
  practice the letter V.  details and fact and opinion  questions about fact and 
Assessment:  Informative      opinion and text features. 
assessment by asking and  Assignment:  Reader’s and  Assignment   
answering questions about  Writer’s Notebook page 385  Students will read I’m a  Assignment 
Fact and Opinion    Caterpillar  with appropriate  Students will read My 
  Assignment:  Students will  fluency and decoding.  Computer  with appropriate 
read I’m a Caterpillar   with  fluency and decoding. 
appropriate fluency and   
decoding.  Unit 3, Week 5 weekly 
assessment