GRADE 1Teacher Edition

UNIT 2 INTRODUCE THE UNIT  |  WHOLE GROUPOBJECTIVES Introduce the UnitRecognize characteristics and Motivate and Engagestructures of informational text.TEKS 1.b.5.B In this unit, students will learn about living things. As a class, discuss what students already know about living things. Point out that throughout the unit,React to a variety of sources students will explore different aspects of living things by reading various texts.read, heard, or viewed inmeaningful ways such as writing Essential Questionor illustrating. TEKS 1.b.3.D Introduce the Essential Question for Unit 2: How do living things grow andMake connections to personal change? Point out that throughout the unit, students will explore differentexperiences, to ideas in aspects of living things by reading various texts.other texts, and to the largercommunity to activate prior Watch the Videoknowledge. TEKS 1.b.2.D Have students watch the video from the unit opener. TURN, TALK, AND SHARE   Encourage partners to discuss the video and share their thoughts with the whole class. • What living things did you see in the video? • What did you learn? • What did you already know? Explain that during the unit, they will read informational texts, a story, and a poem about different kinds of living things. Remind students that a living thing is anything that is alive. Prompt students to give examples of living things, describing what they know about how these living things change as they grow. Tell students that at the end of this unit, they will use what they have learned to write an informational text about a living thing that grows and changes.T00 UNIT 2 • WEEK 1

DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONS 2UNIT Spotlight on Informational Text I Spy Reading Workshop Essential Question Infographic: Title to Come How do living things From Tadpole to Frog . . . . . . . . . . . . . . . . . . Informational Text grow and change? by Kathleen Weidner Zoehfeld Watch “Who’s Been There?” Infographic: Title to Come TURN AND TALK What did you learn about animal tracks? My Five Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Informational TextText and Learning Connection, pp. 6–7 by Aliki Media: Title to Come Animal Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . Informational Text by Nathan Olson Infographic: Title to Come Say It Again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poetry by Brian Cassie Diagram: Title to Come Spinning Spirals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Realistic Fiction by Bonnie Bourne © Pearson Education, Inc., or its affiliates. All rights reserved. Reading-Writing Bridge Informational Text © Pearson Education, Inc., or its affiliates. All rights reserved. • Academic Vocabulary • Language and Conventions • Spelling Writing Workshop • Write a Topic • Give Details Informational Text • Write or Draw About a Topic • Create a Title and Table of Contents • Sum Up a Topic Performance-Based Assessment Informational Text Write an Informational Text 7 ELL Language DevelopmentWork with a small group. Highlight the words living things, grow, and changein the Essential Question. Pronounce the words for students and have themrepeat the words. Then share or display examples of living things that growand change, such as a seedling becoming a tree or a cub and a lion.On their own, have students tell you about a type of living thing they saw inthe video. Help each student list several words to describe what he or shesaw. Encourage the student to use these words to discuss the living thingwith a partner.ELPS 74.4.c.1.C Use strategic learning techniques such as concept mapping, drawing, memorizing,comparing, contrasting, and reviewing to acquire basic and grade level vocabulary. From Tadpole to Frog T00

WEEK 1 INTRODUCE THE UNIT  |  WHOLE GROUPOBJECTIVES Unit GoalsRecognize characteristics and Read the bulleted list of goals aloud to students. Explain that by the end of thestructures of informational text. unit, students will be able to read and write informational texts and talk aboutTEKS 1.b.5.B living things.Develop vocabulary. TEKS1.b.1.B MY TURN   To determine how much prior knowledge and experience students have with the elements of these goals, encourage them to completeELL Language Development the chart on p. 4. Students should mark a thumbs up if they feel they have already accomplished the goal, and a thumbs down if they feel they haveCOGNATES  Point out the Spanish more to learn.cognates of this unit's academicvocabulary: Return to this page at the end of the unit to reassess students' knowledge andnature / naturaleza highlight their accomplishments.reason / razón Academic Vocabulary Oral Language Explain that students will hear and read reason, nature, pattern, and notice throughout the unit. They will learn to use these words to describe what they have learned. Read the paragraphs on p. 5 aloud. Use the Academic Vocabulary words as you talk about the picture: There is a pattern on the honey bee. I notice that the bee has two wings. I think the reason the bee is on the honeycomb is to make honey for its babies and the rest of the hive. We can learn a lot about living things by looking at nature. TURN, TALK, AND SHARE   Have students use the Academic Vocabulary words as they talk about the picture with a partner.T00 UNIT 2 • WEEK 1

DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONS2UNIT INTRODUCTION ToRgeeathder ToRgeeathder Unit Goals Academic Vocabulary noticeIn this unit, you will reason nature pattern• read informational texts• write an informational text In this unit, you will learn about plants and animals in nature. You will understand the• learn about plants and animals reason things happen .MY TURN Color the pictures to answer . What do you notice about the picture? Do you see a pattern?I can read informational text .I can make and use words to TURN AND TALK Use the Academicread and write informational Vocabulary words to talk about the picture .text .I can write informational text . © Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. I understand how living things grow and change . 9 8Text and Learning Connection, pp. 8–9 ELL Targeted SupportReread the text on p. 9 aloud. Use synonyms and examples to help studentsunderstand the academic vocabulary word meanings.Have pairs create their own sentences using the word nature. Give themcloze sentences to reinforce meaning, such as, In nature, _____ and _____grow.  BEGINNINGHave pairs describe the picture using as many words as they can. Give themsentences starters, such as • In the picture, I notice _____. • One pattern I see is _____.  INTERMEDIATEHave pairs take turns describing a new picture or natural scene using as many ofthe academic words as they can correctly in complete sentences. ADVANCEDELPS 74.4.c.1.E Internalize new and academic language by using and reusing it in meaningful ways inspeaking and writing activities that build concept and language attainment. From Tadpole to Frog T00

WEEK 1 WEEKLY LAUNCH  |  WHOLE GROUPOBJECTIVES Jump-Start ThinkingMake connections to personal Motivate and Engageexperiences, to ideas inother texts, and to the larger Explore the Infographiccommunity to activate priorknowledge; TEKS 1.B.2.D Have students follow along in their Text and Learning Connection, p. 10, asIdentify possible sources and you read “Fun Animal Facts” aloud. Then organize students into small groups,gather information. TEKS 1.b.8.C and have them use the pictures to talk about how animals grow and change.Science TEKS 1.b.10.C Display the following statements as ideas groups might discuss:Compare ways that younganimals resemble their parents. • Some animals stay small.1.b.10.D Observe and record • Some animals start very small but grow large.life cycles of animals such as achicken, frog, or fish. Then ask, What can you notice by looking at different animals? Guide students to go back to the infographic and mark what they notice. Have eachACADEMIC VOCABULARY group reach a consensus on an answer and choose a representative to give the group's answer to the class.LANGUAGE OF IDEAS The unitacademic vocabulary words help MY TURN   Then have students match the pictures with the animal namesstudents access ideas. Use these on p. 11.words to teach and reinforceinstruction throughout the lesson. Weekly QuestionFor example, as you discuss theinfographic, ask: What do you Remind students of the Essential Question for Unit 2: How do living thingsnotice about the pictures? What grow and change? Point out the Week 1 Question: How do animals grow andthings in nature do the pictures change? Explain that students will learn about animals this week. Ask them toshow? consider what they already know about how animals grow.• nature  •  pattern• notice  •  reason Inquiry and Research  Where else can we learn about animals? Help students name print and media sources of information. weekly question. What does it mean when an animal grows? (The animal gets bigger or becomes an adult.) What does it mean when an animal changes? (It looks or acts differently than it did before).T2 UNIT 2 • WEEK 1

DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONSWEEKLY LAUNCH: INFOGRAPHIC ToRgeeathder Weekly Question ToRgeeathder 1WEEKFun Animal Facts How do animals grow and change? Some frogs stay very MY TURN Write the name of each animal . small even when they are grown up . frog whale panda A blue whale grows to be © Pearson Education, Inc., or its affiliates. All rights reserved. whale panda huge . Its tongue can weigh © Pearson Education, Inc., or its affiliates. All rights reserved. as much as an elephant . frog A baby giant TEKS 1.B.2.D make connections to personal experiences, to ideas in other texts, and to the larger community 11 panda is the to activate prior knowledge; Science TEKS 1.b.10.C Compare ways that young animals resemble their parents. size of a stick 1.b.10.D Observe and record life cycles of animals such as a chicken, frog, or fish. of butter . 10Text and Learning Connection, pp. 10–11 ELL Language Development EXPERT'S VIEWAllow students to draw an animal they know at two stages of its life. Then Jim Cummins,work with students to complete the following sentences orally. Help them Universitywrite the words, or let them dictate the words to you and review the spellings of Torontowith them. My animal is a/an __________. To begin, it __________. Then, it__________. “ ELL students’ culturalEncourage students to use other words they know that will help describe how knowledge and language abilitiestheir animal grows and changes. are important resources in enabling academic engagement.ELPS 74.4.c.1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, ELL students will engagecomparing, contrasting, and reviewing to acquire basic and grade level vocabulary. academically to the extent that instruction affirms their identities and enables them ”to invest their identities in learning. From Tadpole to Frog T3

WEEK  1   DAY 1 READING WORKSHOP  |  WHOLE GROUPOBJECTIVES Phonological AwarenessBlending spoken phonemes Segment and Blend Phonemesto form one- and two-syllablewords, including consonant MINILESSONblends such as bl, st, and tr.TEKS 1.b.1.G.iv Model   Say cat. Point to the cat in the picture on p. 12. Say the soundsIsolating initial, medial, and final in the word cat several times: /k/ /a/ /t/. Segment and blend the word cat:sounds in one-syllable spoken /k/ /a/ /t/ cat.words. TEKS 1.b.1.G.v Practice   Say the following words and have students segment and blend the phonemes: bat, /b/ /a/ /t/; sad, /s/ /a/ /d/; mat, /m/ /a/ /t/; pan, /p/ /a/ /n/. Apply   SEE AND SAY Have students complete the short a activity at the top of p.12 in the Text and Learning Connection. Aa Phonics 1 astronaut Blend Short a Words Sound-Spelling Card 1 MINILESSON SKILLS TRACE Focus   Use Sound-Spelling Card 1 (astronaut) to introduce short a Short a spelled a. Introduce  pp. x, xx, xx, xx Practice  pp. x, xx, xx, xx Model and Practice   Write and say the word cat. I will say the sounds in Review  pp. x, xx, xx, xx Assess  pp. x, xx, xx, xx the word slowly: /k/ (pause) /a/ (pause) /t/. What vowel sound do you hear? The vowel sound in cat is /a/. Repeat this process with students for the wordsT4 UNIT 2 • WEEK 1 • DAY 1 sat, pal, hat, ran, and sad. Apply   MY TURN   Have partners practice blending the words on p. 12 in the Text and Learning Connection to each other. Foundational Skills Extension See pp. T24, T26, and T29 for short a extension activities that can be used as students read the weekly selection on Days 2 and 3.

DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONSPHONOLOGICAL AWARENESS | PHONICS ToRgeeathder ToRgeeathder READING WORKSHOPShort a Short a SEE AND SAY Name the pictures . TURN AND TALK Read these wordsListen to the sounds . with a partner . at man dad tap cat can had nap mat ran sad lapShort a Spelled a MY TURN Say the picture name . Write the letter to finish the word .The letter a can make theshort a sound you hear in bat.Words I Can Blend © Pearson Education, Inc., or its affiliates. All rights reserved. aa © Pearson Education, Inc., or its affiliates. All rights reserved. MY TURN Blend these words .ma t nap12 TEKS 1.B.1.G.V isolating initial, medial, and final sounds in one-syllable spoken words TEKS 1.B.1.G.VI aa 13 segmenting spoken one-syllable words of three to five phonemes into individual phonemes such as splat= /s/ /p/ /l/ /a/ /t/; TEKS 1.b.1.G.iv blending spoken phonemes to form one- and two-syllable words, including consonant blends such as bl, st, and tr;Text and Learning Connection, pp. 12 ELL Targeted Support  QUICK CHECKStudents may struggle to identify the English words for the pictures on Notice and Assessp. 12. Pair students with native speakers and guide them to talk aboutwhat they see. Once English learners hear the words for the pictures, Can students segment andthey can begin to listen for the short a sound.  BEGINNING blend phonemes?Explain that students can actively participate in activities by asking and Decideanswering yes-no and wh- questions, such as Do you see the cat? andYes, I see the cat.  INTERMEDIATE • If students struggle, revisit instruction for phonologicalHave students think about other words that have a short a sound. Guide awareness in Small Group onstudents to work with partners and make a list of those words.  ADVANCED p. T10.ELPS 74.4.c.4.A Learn relationships between sounds and letters of the English language and decode • If students show(sound out) words using a combination of skills such as recognizing sound-letter relationships and understanding, extendidentifying cognates, affixes, roots, and base words. instruction for phonological awareness in Small Group on p. T11. From Tadpole to Frog T5

WEEK  1   DAY 1 READING WORKSHOP  |  WHOLE GROUPOBJECTIVES Listening ComprehensionAsk and answer questions about Read Aloudkey details in a text read aloudor information presented orally Tell students that you are going to read an informational text aloud. Haveor through other media. TEKS students listen as you read the informational text, “Different Ducks,” aloud.1.b.2.B Encourage students to be active listeners by looking at you and thinking about what you are saying as you read aloud. START-UP Different DucksREAD-ALOUD ROUTINE Imagine a duck. What do you see? Do you see aPurpose  Have students white bird with an orange beak and feet? That isactively listen for elements of a Pekin duck. Do you see a gray bird with a greeninformational text. head, orange feet, and a yellow beak? That is aREAD  the entire text aloud mallard.without stopping for the ThinkAloud callouts. The first Pekin ducks came from China. Some wereREREAD  the text aloud, pausing brought to New York more than one hundred yearsto model Think Aloud strategies ago.related to the phonics skill andgenre. Some people raise Pekin ducks as pets. These ducks get along well with people. They can even be  THINK ALOUD  After you trained. Most Pekin ducks cannot fly.reread the first paragraph, say, Thisparagraph asks me to imagine two Mallards are wild ducks. That means they livedifferent kinds of ducks: the Pekin outside and take care of themselves. They moveduck and the mallard. I think the topic from place to place at different times of the year.of this text is different kids of ducks.  THINK ALOUD  After youreread the third paragraph, say, Iheard a short a sound in the lastsentence. Say the word can and havestudents repeat after you. Can has theshort a sound. Write can on the boardand have students say it aloud again.T6 UNIT 2 • WEEK 1 • DAY 1

DIGITAL OPTIONS Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come \"Different Ducks,\" continuedMallards like to stay near water. They build theirnests near ponds, lakes, and rivers.There are many different kinds of ducks. All ducksare birds. All ducks have beaks, feathers, andwebbed feet that help them swim. ELL Targeted Support WRAP-UPAsk students to draw a picture based on the passage. Then have them use Interactive Whiteboardtheir new vocabulary to label and describe the drawing to a partner. Promptstudents with vocabulary from the passage as needed.  BEGINNING I SpyHave students use sentence frames to describe the types of ducks. Pekin Ducks Mallards • _____ ducks have _____ feathers, _____ feet, and_____ beaks. • Mallard ducks are _____ , which means they live in the wild. INTERMEDIATE Ask students: How are Pekin ducks and mallards alike and different?Have students use sentence starters to compare and contrast mallard and Use the chart to record studentPekin ducks. responses. • Mallard ducks and Pekin ducks are similar because _____. • Mallard ducks and Pekins are different because _____.  ADVANCEDELPS 744.c.2.G Understand the general meaning, main points, and important details of spokenlanguage ranging from situations in which topics, language, and contexts are familiar to unfamiliar. From Tadpole to Frog T7

WEEK  1   DAY 1 READING WORKSHOP  |  WHOLE GROUPLearning Goal SPOTLIGHT ON GENREI can read informational texts. Informational TextOBJECTIVES MINILESSONRecognize characteristics and Focus   An informational text gives facts and details about a topic.structures of informational text.TEKS 1.b.5.B Read the first part of p. 22 in the Text and Learning Connection together.Establish purpose for reading • An author gives a title that names the topic.assigned and self-s­ elected texts. • The topic is what the text is mostly about.TEKS 1.b.2.H • Details tell more about the topic.LANGUAGE OF THE GENRE Model and Practice   Read the model \"From Egg to Butterfly\" withAs you review the Anchor Chart, students.check that students understand • Point out the title, topic, and details.the words that help them talk • Then read the anchor chart on p. 23 together.about informational text.• title• topic• details Apply   TURN, TALK, AND SHARE   Have students turn and talk with a partner about an informational text they have read. Have several examples of simple informational texts available for the class if needed. Students should name the topic and tell one or details about the topic. Remind them to use the Anchor Chart on p. 23. Use the Quick Check as you circulate among groups. Have partners share their ideas with the class. DIY Anchor Charts    To make your own anchor chart to go with this lesson, begin with the genre, informational text. • Have students talk about what informational texts do. • Have them suggest headings and graphics. • Add to the anchor chart as students learn more about the genre.T8 UNIT 2 • WEEK 1 • DAY 1

DIGITAL Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come OPTIONSGENRE: INFORMATIONAL TEXT ToRgeeathder ToRgeeathder READING WORKSHOP My Learning I can read informational texts . Goal SPOTLIGHT ON GENRE Informational Text Authors write informational text to tell about a topic . Title From Egg to Butterfly © Pearson Education, Inc., or its affiliates. All rights reserved. Topic © Pearson Education, Inc., or its affiliates. All rights reserved. Facts A butterfly goes through and four stages . First it is anDetails egg . Next it is a caterpillar . Then it builds a chrysalis . Finally it is a butterfly . TURN AND TALK Talk about the parts of an informational text .22 TEKS 1.B.5.B recognize characteristics and structures of informational text 23Text and Learning Connection, pp. 22–23 ELL Targeted Support  QUICK CHECKPair English learners with native speakers. Guide them to work together to Notice and Assessidentify several purposes for writing. Can students identify theHave students give examples of reasons they might have for writing (e.g., elements of informational text,to explain how to make a sandwich, to give information about a favorite such as title, topic, and details?animal).  BEGINNING DecideOffer sentence starters to help students actively participate in conversation: • If students struggle, revisit • My reason to write is to… instruction for informational text in Small Group on p. T10. • My topic would be…  INTERMEDIATE • If students showELPS 74.4.c.3.G Express opinions, ideas, and feelings ranging from communicating single words and understanding, extendshort phrases to participating in extended discussions on a variety of social and grade-appropriate instruction for informationalacademic topic. text in Small Group on p. T11. From Tadpole to Frog T9

WEEK  1   DAY 1 SCAFFOLDED SUPPORT  |  SMALL GROUP Phonological Awareness Segment and Blend Phonemes MINILESSON Model   Segment the word bat into phonemes: /b/ /a/ /t/. Have students blend the sounds and say the word bat. Repeat with map, man, hat, pat, pan, tap, nap, and ran. Ask students what sound is in the middle of each of those words: /a/. Practice   Have students segment and blend other words with /a/, such as can, am, fat, man. Informational Text MINILESSON  Foundational Skills Kit Focus   Review the characteristics of informational text.Use the sound-spelling cards inthe Foundational Skills Kit as you • Informational text tells about a topic.reteach short a. • A topic is what the text is about.T10 UNIT 2 • WEEK 1 • DAY 1 • Details tell more about the topic. Model and Practice   Reread \"Different Ducks\" to students. • Informational text has a title. The title of this text is \"Different Ducks.\" • What is the topic of \"Different Ducks\"? • What are some details about ducks that we heard? Apply   Provide a mixture of fiction and informational texts. Have students explain which texts are informational and why.

DIGITAL OPTIONS Component Component Component Component Component Title to come Title to come Title to come Title to come Title to come ELL Language DevelopmentTo promote language development, use the following oral vocabulary routineto help students understand vocabulary words related to informational text.Encourage kids to act out the words, and add the words to the Word Wall.sameDefine alike; not differentExpand The students all read the same book.Ask What things can you think of that are the same?Repeat this routine with different and real. Extension Activity For students who easily identify informational text, have them read a leveled reader at their independent reading level. For additional activities focused on informational text, visit the Online Student Resources at www..com