YCUSD 2016-17 - Grade 1 Reading Wonders – Units 1 & 2

Week Dates Unit/Wk # days Reading: Word Work Reading Language Arts Integrate Ideas

8/11-8/12 2 Teach Routines/Administer Diagnostic Assessments

1 8/15-8/19 SS/1 5 Start Smart Daily Lessons/
2 8/22-8/26 SS/2 5 Teach Routines/
3 8/29-9/2 SS/3 5 Administer Diagnostic Assessments

Phonological Awareness: Listening Comp:

Identify rhyme, Phoneme “This School Year Will Be the
Isolation/Blending/ Best!”
Segmentation “Schools Around the World”
Research/Inquiry:
Reading/Writing Workshop Writing:
Phonics/Spelling: Make a Page For a Class Book
“Jack Can” (Fiction) Informative/Explanatory
Sept 5th: /a/ spelled a Day 1: Shared
Fluency: Phrasing Text Connections:
Labor Day (Reading/Writing Workshop)
Structural Analysis: Literature Anthology/ “What do you do at your
Day 2: Interactive
Unit 1/ Inflectional Ending: –s Close Reading Companion: school?”
4 9/6-9/9 4 (Reading/Writing Workshop)
Week 1 Main Selection: “Nat and Sam”
(Fiction) Days 3-5: Independent
HFW: does, not, school, Text to Music
Paired Read: “Rules at School” (Literature Anthology)
what (Nonfiction)
Speaking and Listening:
Decodable Readers: Literature Big Book Throughout week – all
“This School Year Will Be the Grammar:
“Pam Can” components
Best!” Sentences
“Pack a Bag”
Skill: Key Details
Daily Handwriting: Aa Strategy: Visualize

Listening Comp:
Phonological Awareness: “City Mouse and Country
Alliteration/ Mouse”
Phoneme Categorization/ Research/Inquiry:
Reading/Writing Workshop Writing:
Blending/Segmentation Make a Page For a Class Book
“Six Kids” (Fantasy) Informative/Explanatory
Day 1: Shared
Phonics/Spelling: Text Connections:
Fluency: Intonation (Reading/Writing Workshop)
Introduce short /i/ “What is it like where you
Day 2: Interactive
live?”
Unit 1/ Literature Anthology/ (Reading/Writing Workshop)
5 9/12-9/16 5 Structural Analysis:
Week 2 Close Reading Companion: Days 3-5: Independent
Double Final Consonants Text to Fine Art
Main Selection: “Go Pip” (Literature Anthology)
(Fantasy)
HFW: down, out, up, very Paired Read: “I Live Here” Speaking and Listening:
(Nonfiction) Throughout week – all
Grammar:
Decodable Readers: components
Literature Big Book Word Order
“Kim and Nick”
“Jill and Jim” “Alicia’s Happy Day”
Daily Handwriting: Ii Skill: Key Details
Strategy: Visualize
 YCUSD 2016-17 - Grade 1 Reading Wonders – Units 1 & 2
Week Dates Unit/Wk # days Reading: Word Work Reading Language Arts Integrate Ideas

Listening Comp:
Phonological Awareness:
“Our Pets”
Contrast Vowel Sounds,
Phoneme Substitution/ Reading/Writing Workshop
Blending/Segmentation “A Pig for Cliff” Writing:
(Fantasy) Research/Inquiry:
Phonics/Spelling: Narrative
Create a Poster
Beginning Consonant Fluency: Day 1: Shared
Blends Phrasing (Reading/Writing Workshop)
Text Connections:
Day 2: Interactive
Literature Anthology/ “What makes a pet special?”
Unit 1/ Structural Analysis: (Reading/Writing Workshop)
6 9/19-9/23 5 Close Reading Companion:
Week 3 Plural Nouns –s Days 3-5: Independent
“Flip” (Fantasy) Text to Poetry
(Literature Anthology)
“What Pets Need” (Nonfiction)
HFW: be, come, good, pull Speaking and Listening:
Literature Big Book
“Cool Dog School Dog” Throughout week – all
Decodable Readers: Grammar:
components
“Cliff Has a Plan” Skill: Capitalization and Punctuation
“A Good Black Cat” Key Details
Strategy:
Daily Handwriting: Ll
Visualize

Listening Comp:
“Games Long Ago”
Phonological Awareness:
Phoneme Categorization/
Reading/Writing Workshop
Segmentation/Deletion,
“Toss! Kick! Hop!”
Rhyme, Phoneme Blending
Writing:
Fluency: Informative/Explanatory Research/Inquiry:
Phonics/Spelling:
Phrasing Day 1: Shared Make a Poster
Short /o/
(Reading/Writing Workshop)
Literature Anthology/ Day 2: Interactive Text Connections:
Structural Analysis:
Close Reading Companion: (Reading/Writing Workshop) “What do friends do together?”
Unit 1/ Alphabetical Order
7 9/26-9/30 5 “Friends” (Nonfiction) Days 3-5: Independent
Week 4
“There Are Days and There (Literature Anthology) Text to Fine Art
HFW:
Are Days” (Poetry)
fun, make, they, too
Speaking and Listening:
Literature Big Book Grammar: Throughout week- all
Decodable Readers:
“Friends All Around” Question and Exclamation components
“Bob is a Fun Pet”
Marks
“Dog and Fox”
Skill:
Key Details
Daily Handwriting: Oo
Strategy:
Ask and Answer Questions
 YCUSD 2016-17 - Grade 1 Reading Wonders – Units 1 & 2
Week Dates Unit/Wk # days Reading: Word Work Reading Language Arts Integrate Ideas

Phonological Awareness: Listening Comp:

Phoneme Categorization/ “Rabbit and Coyote Race”
Segmentation/Deletion/
Blending Reading/Writing Workshop
“Move and Grin” Writing: Research/Inquiry:
Phonics/Spelling: Informative/Explanatory Create a Visual Record
Beginning Consonant Fluency: Day 1: Shared
Blends Phrasing (Reading/Writing Workshop) Text Connections:
Structural Analysis: Literature Anthology/ Day 2: Interactive “How does the human body
Unit 1/ Possessives Close Reading Companion: (Reading/Writing Workshop) move?”
8 10/3-10/7 5
Week 5 “Move It!” (Nonfiction) Days 3-5: Independent
HFW: “Using Diagrams” (Nonfiction) (Literature Anthology) Text to Photography
jump, move, run, two
Literature Big Book
Decodable Readers: “The Move!” Speaking and Listening:
“Snap, Skip, Trot” Grammar: Throughout week- all
“Snip and Fred Can Move” Skill: Writing Sentences components
Key Details
Daily Handwriting:
Review correct writing Strategy:
position Ask and Answer Questions

Phonological Awareness:
Review all weeks
Phonics/Spelling:
Review: /a/ spelled a; Text Connections:
Short /i/; Short /o/; Connect to the Big Idea:
Beginning Consonant Blends What makes us special?
Structural Analysis:
Review all weeks Reader’s Theater: Research/Inquiry:
Share Your Writing:
“Look at Me Now” Choose a Project! – The Big
HFW: Informative/Explanatory
Unit 1/ Idea: What makes you special?
9 10/10-10/14 5 does, not, school, what
Week 6 down, out, up, very
Time For Kids (Reading Select from weeks 1-5
Unit Grammar:
be, come, good, pull Digitally):
Unit Review
fun, make, they, too “World Games” Speaking and Listening:
jump, move, run, two Throughout week – all
components
Decodable Readers:
Reread all Unit 1 Decodables

Daily Handwriting:
Continue daily practice

Unit Assessment – to be determined (throughout Unit 1/Week 6)

Unit 1/
10 10/17-10/21 Week 7 5 Extension Week (Unit 1 only)
 YCUSD 2016-17 - Grade 1 Reading Wonders – Units 1 & 2
Week Dates Unit/Wk # days Reading: Word Work Reading Language Arts Integrate Ideas

Phonological Awareness: Listening Comp:

Phoneme “Jobs Around Town!”
Blending/Isolation/ Reading/Writing Workshop
Segmentation “Good Job, Ben!”
Writing: Research/Inquiry:
Phonics/Spelling: Fluency: Informative/Explanatory Write a Script
Short /e/ spelled e and ea Intonation Day 1: Shared
Literature Anthology/ (Reading/Writing Workshop) Text Connections:
Structural Analysis: Close Reading Companion: Day 2: Interactive “What can we learn about jobs
Unit 2/ Inflectional ending: –ed “The Red Hat” (Realistic (Reading/Writing Workshop) that help the community?”
11 10/24-10/28 5
Week 1 Fiction) Days 3-5: Independent
HFW: “Firefighters at Work” (Literature Anthology) Text to Fine Art
again, help, new, there, use (Nonfiction)
Literature Big Book Speaking and Listening:
Decodable Readers: “Millie Waits for the Mall” Grammar: Throughout week- all
“Ted Gets a Job” Nouns components
“I Sell Crabs” Skill:
Character, Setting, Events
Daily Handwriting: Strategy:
Ee Make and Confirm Predictions

Phonological Awareness: Listening Comp:

Rhyme, Phoneme “The Three Little Pigs”
Identity/Blending/Segmenta Reading/Writing Workshop
tion “Cubs in a Hut” Research/Inquiry:
Writing:
Fluency: Draw and Label a Building
Phonics/Spelling: Informative/Explanatory
Short /u/ Expression Day 1: Shared
Text Connections:
Literature Anthology/ (Reading/Writing Workshop)
What can we learn about the
Structural Analysis: Close Reading Companion: Day 2: Interactive
buildings in our community?
Unit 2/ Contractions with ‘s “The Pigs, the Wolf, and the (Reading/Writing Workshop)
12 10/31-11/4 5 What are they made of?
Week 2 Mud” (Fantasy) Days 3-5: Independent
HFW: “Homes Around the World” (Literature Anthology)
Text to Music
could, live, one, then, three (Nonfiction)
Literature Big Book Speaking and Listening:
Decodable Readers: “The 3 Little Dassies” Grammar:
Throughout week- all
“Can Bud Stop Bug” Singular and Plural Nouns
Skill: components
“It’s Up to Us”
Character, Setting, Events
Daily Handwriting: Strategy:
Uu Make and Confirm Predictions
 YCUSD 2016-17 - Grade 1 Reading Wonders – Units 1 & 2
Week Dates Unit/Wk # days Reading: Word Work Reading Language Arts Integrate Ideas

Phonological Awareness: Listening Comp:

Phoneme “Animals in the Dessert”
Categorization/Blending/Su
bstitution/Segmentation Reading/Writing Workshop
“The Best Spot”
Writing: Research/Inquiry:
Phonics/Spelling: Fluency: Narrative Make a Collage
Ending consonant blends: Phrasing Day 1: Shared Text Connections:
nd, nk, nt, st, sk, mp (Reading/Writing Workshop) What can we learn about a
Literature Anthology/ Day 2: Interactive habitat? What kinds of
11/7-11/10 Structural Analysis: Close Reading Companion:
Unit 2/ (Reading/Writing Workshop) creatures live there?
13 4 Inflectional ending: –ing “At a Pond” (Nonfiction)
Week 3 Days 3-5: Independent
Nov 11th: “Way Down Deep” (Poetry) (Literature Anthology) Text to Fina Art
Veterans HFW:
Day eat, no, of, under, who Literature Big Book Speaking and Listening:
Decodable Readers: “Babes in the Bayou” Grammar: Throughout week- all
“In a Land of Grass” Possessive Nouns components
“Stomp and Romp” Skill:
Main Topic and Key Details
Daily Handwriting:
Tt Strategy: Reread

Phonological Awareness: Listening Comp:

Phoneme “Luis’s Library”
Isolation/Categorization/
Blending/Segmentation Reading/Writing Workshop
“Thump Thump Helps Out”
Phonics/Spelling: Writing: Research/Inquiry:
Consonant digraphs: Fluency: Narrative Make a List
th, sh, ng Intonation Day 1: Shared
(Reading/Writing Workshop) Text Connections:
Structural Analysis: Literature Anthology/ Day 2: Interactive How can we make our
Unit 2/ Closed syllables Close Reading Companion: (Reading/Writing Workshop) classroom a better place?
14 11/14-11/18 5 “Neil’s Books” (Fantasy)
Week 4 Days 3-5: Independent
HFW: “Kids Can Help!” (Nonfiction) (Literature Anthology) Text to Poetry
all, call, day, her, want Literature Big Book
Decodable Readers: “The Story of Martin Luther Speaking and Listening:
“Dash Has a Wish” King Jr.” Grammar: Throughout week- all
“The Helping Game” Common and Proper Nouns components
“Send a Big Thanks” Skill:
Character, Setting, Events
Daily Handwriting:
Ff Strategy: Reread

11/21-11/25 Thanksgiving Break

 YCUSD 2016-17 - Grade 1 Reading Wonders – Units 1 & 2
Week Dates Unit/Wk # days Reading: Word Work Reading Language Arts Integrate Ideas

Phonological Awareness:
Phoneme Listening Comp:
Segmentation/Addition/ “Map It”
Blending Reading/Writing Workshop
Phonics/Spelling: “Which Way on the Map” Writing: Research/Inquiry:
Consonant digraphs: Informative/Explanatory Make a map
Fluency: Day 1: Shared
ch, tch, wh, ph Phrasing (Reading/Writing Workshop) Text Connections:
Structural Analysis: Literature Anthology/ Day 2: Interactive What can we learn about
Unit 2/ -es (plural nouns) Close Reading Companion: (Reading/Writing Workshop) maps?
15 11/28-12/2 5
Week 5 HFW: “Fun With Maps” (Nonfiction) Days 3-5: Independent
around, by, many, place, “North, East, South, or West?” (Literature Anthology)
walk (Nonfiction)
Literature Big Book Speaking and Listening:
Decodable Readers: Grammar: Throughout week- all
“A Map Match” “Me on the Map”
Irregular Plural Nouns components
“A Fun Chest” Skill:
“Phil and Steph Get Lost” Main Topic and Key Ideas
“Maps and Graphs”
Strategy: Reread
Daily Handwriting: Cc

Phonological Awareness:
Review all weeks
Phonics/Spelling:
Review:
Short /e/ spelled e and ea;
Short /u/;
Ending consonant blends: Text Connections: Connect to
nd, nk, nt, st, sk, mp the Big Idea. “What makes a
Consonant digraphs: th, sh, ng community?
Consonant digraphs: ch, tch, Reader’s Theater: “I Speak, I Share Your Writing:
wh, ph Say, I Talk” Informative Text Research/Inquiry: Project
Structural Analysis: Presentations Presentations, Reliable
Unit 2/ Review all weeks Time for Kids (Reading Resources
16 12/5-12/9 5 Digitally): “Help Your Unit Grammar:
Week 6 HFW:
again, help, new, there, use Community” Unit Review Speaking and Listening:
could, live, one, then, three Throughout week – all
eat, no, of, under, who components
all, call, day, her, want
around, by, many, place, walk

Decodable Readers:
Reread all Unit 2 Decodables
Daily Handwriting:
Continue daily practice

Unit Assessment – to be determined (throughout Unit 2/Week 6)