W.1.3-Write narratives in which they recount two or Narrative Writing: Sentences Write in response to text (p. T53) more appropriately sequenced events, include sequence words some details regarding what happened, use Writing Tasks temporal words to signal event order, and provide Learning Targets (I Can…) Write a short story. some sense of closure. Write a short story, and put the events in order. Use words in my story that describe a sequence. Speaking and Listening Strategies and Skills Performance Assessments SL.1.4-Describe people, places, things, and events Using descriptive words Journeys Progress Monitoring, Lesson 21 with relevant details, expressing ideas and feelings Grab-and-Go Assessments, Lesson 21 Journeys clearly. Teacher Created Learning Targets (I Can…) Opening routines: Teacher’s Edition pp. T12, T36, T46, T58, Describe the character and settings in a story. T68 Express my ideas and feelings clearly. Guided Retelling: p. T33 Classroom conversation: p. T42 Language Strategies and Skills Vocabulary L.1.1d-Use personal, possessive, and indefinite Use pronouns correctly (he, she, it, they) Prefix re- pronouns (e.g., I, me, my; they, them their; anyone, Use the prefix re- to help understand words. Daily Vocabulary Boost everything). Resources for explicit instruction in vocabulary can be found in Enrich Vocabulary (p. T54) the TNCore summer training materials from 2013, Unit 2 . See L.1.4b-Use frequently occurring affixes as a clue to the SCS weebly for log-in information. the meaning of a word. Vocabulary for Explicit Instruction Poked, prune, prefix, pronoun Learning Targets (I Can…) (Supplemental Resources, click Vocabulary Quadrant) Use pronouns correctly. Use prefixes to help me understand words. Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, sort words into categories, review of previously taught skills, additional activities: Language Arts Subject Pronouns Performance Assessments Journeys Progress Monitoring, Lesson 21
W.1.3-Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Narrative Writing: Sentences sequence words Learning Targets (I Can…) Write a short story, and put the events in order. Use words in my story that describe a sequence. Write in response to text (p. T53) Writing Tasks Write a short story. Speaking and Listening SL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Strategies and Skills Using descriptive words Learning Targets (I Can…) Describe the character and settings in a story. Express my ideas and feelings clearly. Performance Assessments Journeys Progress Monitoring, Lesson 21 Journeys Grab-and-Go Assessments, Lesson 21 Teacher Created Opening routines: Teacher’s Edition pp. T12, T36, T46, T58, T68 Guided Retelling: p. T33 Classroom conversation: p. T42 Language L.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything). L.1.4b-Use frequently occurring affixes as a clue to the meaning of a word. Strategies and Skills Use pronouns correctly (he, she, it, they) Use the prefix re- to help understand words. Resources for explicit instruction in vocabulary can be found in the TNCore summer training materials from 2013, Unit 2 . See the SCS weebly for log-in information. Learning Targets (I Can…) Use pronouns correctly. Use prefixes to help me understand words. Vocabulary Prefix re- Daily Vocabulary Boost Enrich Vocabulary (p. T54) Vocabulary for Explicit Instruction Poked, prune, prefix, pronoun (Supplemental Resources, click Vocabulary Quadrant) Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, sort words into categories, review of previously taught skills, additional activities: Language Arts Subject Pronouns Performance Assessments Journeys Progress Monitoring, Lesson 21
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