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Grade 1, Unit 8: Get Out the Map!

Common Core Standards:


RI.1.3: Describe the connection between two individuals, events, ideas, or
pieces of information in a text.

WEEK 1. Anchor Selection:

If Maps Could Talk, R and RfR SE pp. 210223

WEEK 2. Alternate Selection: Caperucita Roja, R and RfR SE pp. 236257

W.1.2: Write informative/explanatory texts in which they name a topic,


supply some facts about the topic, and provide some sense of closure.

WEEK 3. Alternate Selection: National Geographic Leveled Reader,


Wheres That Bone?

SL.1.1: Participate in collaborative conversations with diverse partners


about kindergarten topics and texts with peers and adults in small and
larger groups.

WEEK 4. Alternate Selection: National Geographic Education Online


Activity: Create a Pasta Population Map;
United States Census Bureau Online
Interactive: Statistics in Schools For Kids

L.1.6: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).

Throughout this unit:

CONTENT CONNECTION: Social Studies

Why do we
need maps?

Reading Foundations: Endings -es, -ed, -ing;


Adverbs; Suffixes; Blend Sounds; Prepositions

WEEK 1: If Maps Could Talk


Accessing the Anchor Selection
Correlating Standards:
Common Core Standard RI.1.10: With prompting and support,
read informational texts appropriately complex for grade 1.

Reading
Correlating Standards:
Common Core Standard RI.1.3: Describe the connection between
two individuals, events, ideas, or pieces of information in a text.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Preview the Anchor Selection


using the section heads. Explain
the genre and introduce the Big
Question. Read aloud the Anchor
Selection and ask students to track
the print as you read. Based on
labeled illustrations from texts in
small groups, have students
identify Big Question answers in
the Anchor Selection.

Have students preview the Anchor


Selection. Build background about
maps as you introduce the Big
Question. As you read aloud the
text, have students track the print
and whisper-read with a partner.
Have pairs produce a complete
sentence to initially respond to
the Big Question.

Activate prior knowledge by


asking students when they have
used or seen a map. Introduce the
Big Question. Read aloud the
Anchor Selection, and ask students
to read the section heads. Based
on sentences from illustrated texts
using illustrated word walls in
small groups, ask students to
construct a map of the classroom.

Introduce the Big Question.


With a partner, have students
preview the Anchor Selection.
Build background about maps.
Choral-read the Anchor Selection.
Using a template with a partner,
ask pairs to follow oral instructions
to compare the Anchor Selection
maps in terms of the Big Question.

Have students preview the Anchor


Selection and make predictions
based on the section heads.
With a partner, have students take
turns reading aloud the Anchor
Selection; provide support as
needed. Ask pairs to follow
multi-step oral instructions to
compare the Anchor Selection maps
in terms of the Big Question.

See: R T210, T211, T212


See: RfR T210, T211

See: R T210, T211, T212


See: RfR T210, T211!

See: R T210, T211, T212


See: RfR T210, T211

See: R T210, T211, T212


See: RfR T210, T211

See: R T210, T211, T212


See: RfR T210, T211

Level 1: Entering

!
Level 1: Entering

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging
After students reread the Anchor
Selection, have partners explain
map symbols to each other.
Based on extended oral
discourse with a partner, have
students construct a map of the
school. Have pairs relate the
maps to the Big Question.
See: R T213, 216217, T224c
See: RfR T212213, T216217,
T224!

Model making connections as you


read aloud the Anchor Selection.
Ask students to identify symbols in
the pictures. Based on simple oral
commands in small groups, have
students compare two different
maps to respond to the Big
Question when called upon.

Have students echo-read sections


of the Anchor Selection. Based on
illustrated descriptive labels from
texts in small groups, have
students identify Big Question
answers in the Anchor Selection.
Call on groups to provide an
answer; make a list of answers.

As you read aloud the Anchor


Selection, ask questions to clarify
details. Have students identify
and explain map symbols based
on information from illustrated
texts in small groups. Ask groups
to discuss the Big Question
using realia.

Review the Anchor Selection


with students, and ask clarifying
questions. Have students make
connections and explain map
symbols. Using realia, have
students construct a map of the
classroom. Have students relate
the maps to the Big Question.

See: R T213, 216217, T224c


See: RfR T212213, T216217,
T224!

See: R T213, 216217, T224c


See: RfR T212213, T216217,
T224!

See: R T213, 216217, T224c


See: RfR T212213, T216217,
T224!

See: R T213, 216217, T224c


See: RfR T212213, T216217,
T224!

WEEK 1: If Maps Could Talk

Writing
Correlating Standards:
Common Core Standard W.1.2: Write informative/explanatory
texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

See: R T224, T225


See: RfR T222223, T223f

Speaking and Listening


Correlating Standards:
Common Core Standard SL.1.1: Participate in collaborative
conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
WIDA Standard 1: English language learners communicate for
Social and Instructional purposes within the school setting.

Language
Correlating Standards:
Common Core Standard L.1.6: Use words and phrases acquired
through conversations, reading and being read to, and
responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.

Assessment
Correlating Standards:
! Common Core Standard RI.1.10: With prompting and support, read
informational texts appropriately complex for grade 1.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Social Studies.

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Based on illustrated descriptive


labels from texts in small groups,
have students discuss information
learned from the Anchor Selection.
Ask groups to produce a fact sheet
about different kinds of maps to
support the Big Question. Call on
groups to share their fact sheets
with the class.

Based on sentences from


illustrated texts using illustrated
word walls in small groups, ask
students to construct a fact book
based on the Anchor Selection
maps to reinforce the Big
Question concept. Ask groups
to assign each member a map
to recreate for their books.

Model sharing how to get from


one place to another.
From models, have students write
a sequence of instructions to
explain how to use a map to arrive
at a specific location. Ask students
to construct visuals to support
their instructions. Discuss the Big
Question as a class.

With a partner, have students


share how to get from one place
to another. Then have students
record their instructions in
writing. Ask students to
construct visuals to support
their instructions. Have partners
discuss the Big Question.

See: R T224, T225


See: RfR T222223, T223f

See: R T224, T225


See: RfR T222223, T223f

See: R T224, T225


See: RfR T222223, T223f

See: R T224, T225


See: RfR T222223, T223f

Level 1: Entering
Model sharing an idea you
learned from the Anchor
Selection. From models, ask
students to draw an idea they
learned. With a partner, ask
students to discuss their
drawings in relation to the Big
Question. Call on pairs to
summarize their discussions.

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Level 1: Entering

Level 2: Emerging

Model sharing new ideas about


the Big Question. Explain and
play together a vocabulary game
for students to apply their word
knowledge. Based on simple oral
commands in small groups, have
students construct vocabulary
flashcards in order to practice
using the words.

With a partner, have students


follow oral instructions to
categorize ideas about the Big
Question. Then, explain and play
together a vocabulary game for
students to apply their word
knowledge of Key Words.
Have pairs construct flashcards in
order to practice using the words.

Invite volunteers to share ideas


about the Big Question.
Record students answers on the
board. Have students play a
vocabulary game to apply their
word knowledge. Using realia, ask
students to describe the work of
maps in terms of the Big Question.

Using a template with a partner,


have students construct graphic
organizers to list Big Question
ideas and answers. Have pairs play
a vocabulary game to apply their
word knowledge. Ask pairs to
describe in detail the work of two
different maps to support the
Big Question concept.

See: R T224c, T225b


See: RfR T223g, T224

See: R T224c, T225b


See: RfR T223g, T224

! students to draw two Big


Ask
Question responses. With a
partner, have students identify
similarities and differences
between their illustrated Big
Question responses. Then, have
students play a vocabulary game.
Call on students to explain their
illustrations in terms of the
Big Question.

See: R T224c, T225b


See: RfR T223g, T224

See: R T224c, T225b


See: RfR T223g, T224

See: R T224c, T225b


See: RfR T223g, T224

!
Level 1: Entering

Based on illustrated descriptive


labels from texts in small groups,
have students review Key Words
by constructing 4-corner posters.
Ask groups to discuss the Anchor
Selection maps and the Big
Question using the Key Words.
From models, ask groups to make
two different kinds of maps.

See: R T224b, T225b


See: RfR T223e, T223g

See: R T224b, T225b


See: RfR T223e, T223g

!
Level 1: Entering

Level 3: Developing

Level 2: Emerging

Review and display Key Words.


Lead students in a discussion
about maps using the Key
Words. Invite students to identify
parts of a map to support their
language. From models, ask
students to construct a map of
the classroom to reinforce the
Big Question concept.

Level 4: Expanding

Level 5: Bridging

!Ask students to construct


4-corner posters to review Key
Words. Supported by
illustrations in small groups,
have students use Key Words to
discuss the Anchor Selection
maps. Ask groups to review the
Big Question using Key Words.

Review Key Words. Have students


discuss information found on
Anchor Selection maps in a small
group. Based on oral discourse
supported by illustrations in
small groups, have students
construct and a list from their
discussion. Call on groups to
discuss the Big Question using
the list of map elements.

Engage students in a discussion


about Anchor Selection
maps using the Key Words.
Using realia, have students
construct three types of maps.
Call on students to share their
maps; encourage students to use
Key Words as they explain. Make
connections to the Big Question.

See: R T224b, T225b


See: RfR T223e, T223g

See: R T224b, T225b


See: RfR T223e, T223g

See: R T224b, T225b


See: RfR T223e, T223g

!
Level 3: Developing

Level 2: Emerging

With a partner, have students


participate in scavenger hunt;
have students indicate how their
scavenger hunts relate to the Big
Question. Use the WIDA CAN DO
Descriptors for assessing.

With a partner, have students


participate in a scavenger hunt;
ask pairs to state the work of the
map to relate information to the
Big Question. Use the WIDA CAN
DO Descriptors to assess.

Using realia, ask students to


construct two kinds of maps to
answer the Big Question; have
students describe the work of both
maps. Use the WIDA CAN DO
Descriptors to assess.

See: R T232c, T232d


See: RfR T225e!

See: R T232c, T232d


See: RfR T225e

See: R T232c, T232d


See: RfR T225e

Level 4: Expanding

!
Using
realia, have students review
what they have learned about the
Big Question and add to the
Concept Map; have students
connect personal experiences to the
Big Question. Use the WIDA CAN DO
Descriptors for assessing.
See: R T232c, T232d
See: RfR T225e

Level 5: Bridging
Using
realia, ask students to
!
compose a paragraph about the
Big Question to the Concept Map.
Use the WIDA CAN DO Descriptors
to assess.
See: R T232c, T232d
See: RfR T225e

Grade 1, Unit 8: Get Out the Map!


!Common Core Standards:

WEEK 1. Anchor Selection:

RL.1.2: Retell stories, including key details, and demonstrate understanding of


their central message or lesson.

If Maps Could Talk, R and RfR SE pp. 210223

WEEK 2. Alternate Selection: Caperucita Roja, R and RfR SE pp. 236257

W.1.1: Write opinion pieces in which they introduce the topic or name the book
they are writing about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.

WEEK 3. Alternate Selection: National Geographic Leveled Reader,


Wheres That Bone?
WEEK 4. Alternate Selection: National Geographic Education Online
Activity: Create a Pasta Population Map;
United States Census Bureau Online
Interactive: Statistics in Schools For Kids

SL.1.5: Add drawings or other visual displays to descriptions when appropriate


to clarify ideas, thoughts, and feelings.
L.1.5a: With guidance and support from adults, demonstrate understanding of
word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the
concepts the categories represent.

Throughout this unit:

Reading Foundations: Endings -es, -ed, -ing;


Adverbs; Suffixes; Blend Sounds; Prepositions

What can maps


show us?

CONTENT CONNECTION: Social Studies

WEEK 2: Caperucita Roja


Accessing the Alternate Selection
Correlating Standards:
Common Core Standard RL.1.10: With prompting and support,
read prose and poetry of appropriate complexity for grade 1.

Reading
Correlating Standards:
Common Core Standard RL.1.2: Retell stories, including key
details, and demonstrate understanding of their central message
or lesson.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Introduce the Big Question.


Model sharing what you know
about the genre, to build
background. With a partner, ask
students to preview the Alternate
Selection. Support pairs by using
sheltering strategies. Read aloud
the Alternate Selection. Have
students identify map elements in
the Alternate Selection.

Ask students to name a fairy tale,


to build background about the
genre. Use the Big Question to set
a purpose. Read aloud the
Alternate Selection; have students
identify map details in the text.
Based on simple segmented
instructions in small groups, have
students construct lists to respond
to the Big Question.

Show the opening spread of the


Alternate Selection. Read and
explain the title. Introduce the Big
Question before reading aloud the
text. Have students whisper-read
with a partner as you read. Using
realia, ask students to provide Big
Question responses by referring to
the Alternate Selection.

Introduce the Big Question, then


preview the Alternate Selection.
Discuss the title and genre.
Ask students to make predictions
with a parter; read aloud the
Alternate Selection. Ask pairs to
confirm their predictions. Ask pairs
to construct a map like the map in
the Alternate Selection.

Show the cover photo of the


Alternate Selection. With a partner,
have students describe who and
what they see. Introduce the Big
Question before reading aloud the
text. Have students echo-read with
you. Ask students to construct
a map like the map in the
Alternate Selection.

See: R T236, T237, T238


See: RfR T236, T237

See: R T236, T237, T238


See: RfR T236, T237

See: R T236, T237, T238


See: RfR T236, T237

See: R T236, T237, T238


See: RfR T236, T237

See: R T236, T237, T238


See: RfR T236, T237

Level 1: Entering

!
!

Level 1: Entering

Level 2: Emerging

Level 4: Expanding

Level 5: Bridging

Check students understanding of


the Anchor Selection by asking
comprehension questions. With a
partner, have students retell the
Anchor Selection to each other,
identifying evidence to support
the Big Question.

Model using the Anchor Selection


pages to retell the story. Based on
simple segmented instructions in
small groups, have students
identify Alternate Selection details.
Have groups address the Big
Question as they retell the story to
another group.

Ask students to identify and tell


about the directions Caperucita
Roja must follow. Supported by
illustrations in small groups, have
students construct a map like the
map in the Alternate Selection.
Have groups relate the maps to
the Big Question.

Based on oral discourse supported


by illustrations in small groups,
have students use the Alternate
Selection pages to retell key
details. Ask groups to connect the
Alternate Selections main idea to
the Big Question.

Have students partner-read the


Alternate Selection. Encourage
pairs to take notes as they read to
retell key details. Using realia, have
students connect the Alternate
Selection main idea to the Big
Question by identifying what the
map showed Caperucita Roja.

See: R T244245, T250251,


T259c
See: RfR T240241, T248249,
T258

See: R T244245, T250251,


T259c
See: RfR T240241, T248249,
T258

See: R T244245, T250251,


T259c
See: RfR T240241, T248249,
T258

See: R T244245, T250251,


T259c
See: RfR T240241, T248249,
T258

See: R T244245, T250251,


T259c
See: RfR T240241, T248249,
T258

Level 3: Developing

WEEK 2: Caperucita Roja

Writing
Correlating Standards:
Common Core Standard W.1.1: Write opinion pieces in which
they introduce the topic or name the book they are writing
about, state an opinion, supply a reason for the opinion, and
provide some sense of closure.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

Speaking and Listening


Correlating Standards:
Common Core Standard SL.1.5: Add drawings or other visual
displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
WIDA Standard 1: English language learners communicate for
Social and Instructional purposes within the school setting.

Language
Correlating Standards:
Common Core Standard L.1.5a: With guidance and support from
adults, demonstrate understanding of word relationships and
nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing)
to gain a sense of the concepts the categories represent.
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.

Assessment
Correlating Standards:
Common Core Standard RL.1.10: With prompting and support, read
prose and poetry of appropriate complexity for grade 1.

WIDA Standard 5: English language learners communicate


information, ideas and concepts necessary for academic success in
the content area of Social Studies.

Level 1: Entering

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Review the Alternate Selection


pages. Have students identify an
important part of the story to
share their opinion. From models,
have students draw the part they
think is most important and
support it with textual evidence.
Call on students to share their
work in terms of the Big Question.

With a partner, have students


review the Alternate Selection
pages in order to identify an
important part of the story to
illustrate. Have pairs write labels or
captions to support their opinion.
Ask students to state the work of
maps in general to reinforce the
Big Question concept.

With a partner, have students


review the Alternate Selection to
identify an important part of the
story. Ask pairs to write a
paragraph about this part of the
story to express their opinions and
make connections to the Big
Question. Have pairs share their
work with another pair.

Based on oral discourse supported


by illustrations in small groups,
have students to write and
illustrate their opinion about the
Big Question. Encourage students
to use Key Words. Have groups
describe in detail the work of
how the Alternate Selection
map was useful.

See: R T258c, T258


See: RfR T256, T258, T259

See: R T258c, T258


See: RfR T256, T258, T259

See: R T258c, T258


See: RfR T256, T258, T259

See: R T258c, T258


See: RfR T256, T258, T259

Have students write an opinion


about what would have
happened to Caperucita Roja
without a map. Remind students
to support their opinions by using
evidence from the story. Using
realia, ask students to relate their
opinions about Caperucita Roja
to the Big Question and to
personal experiences.

See: R T258c, T258


See: RfR T256, T258, T259

!
!

Level 1: Entering

Level 3: Developing

Level 2: Emerging

Level 4: Expanding

Level 5: Bridging

Based on information from


illustrated texts in small groups,
have students identify and
discuss problems and solutions
from the Alternate Selection.
Ask students to draw or act
out the problems and solutions
discussed. Revisit the Big
Question as a class.

Ask students to identify two


problems in the story and share
with a partner. Have partners
discuss what the solutions
were. Have pairs act out each
problem-and-solution scene.
Call on pairs to compose a
complete sentence about the
Big Question.

See: R T259a
See: RfR T256e, T259e

See: R T259a
See: RfR T256e, T259e

See: R T259a
See: RfR T256e, T259e

Discuss with students how maps


can help us. Model stating
what you know about maps.
From models, have students
draw a school map and explain
it to a partner. Ask pairs to review
the Big Question using their
school maps.

Based
on simple segmented
!
instruction in small groups,
have students draw a school
map to support the Big
Question concept. Ask groups
to determine answers for the
Big Question by identifying
Anchor Selection and Alternate
Selection details.

Have
students construct two
!
sentences telling how maps
can help us, to reinforce the Big
Question. Ask students to draw
an illustration to support their
writing. Using realia, ask students
to find and clip a type of map from
a magazine. Have students share
and explain their clippings.

See: R T259a
See: RfR T256e, T259e

See: R T259a
See: RfR T256e, T259e

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Level 1: Entering

Level 2: Emerging

Have students follow oral


instructions to identify and Key
Words in texts. Play a vocabulary
game to reinforce word
knowledge. With a partner, have
students make a pretend treasure
map to support the Big Question
concept. Ask students to include
Key Words and map elements.

Have students follow oral


instructions to categorize Key
!Words in texts. With a partner,
have students play a vocabulary
game. Then ask pairs to construct
a pretend treasure map in order
to support the Big Question.
Remind students to use Key Words
and to include map elements.

With a partner, have students


follow oral instructions to order
and categorize Key Words
according to places and
directions. Play a vocabulary
game. Then, have students
construct a pretend treasure
map to support the Big
Question concept.

With a partner, have students


follow oral instruction to compare
Key Words. Have pairs play a
vocabulary game. Then, ask
students to construct a pretend
treasure map to support the Big
Question concept. Call on students
to share their treasure maps
and explain it in terms of the
Big Question.

Have students follow multi-step


oral instructions to compare Key
Words; have students decide on
categories for the Key Words as a
review. With a partner, have
students play a vocabulary
game. Ask students to construct
a pretend treasure map to
support the Big Question.

See: R T259b
See: RfR T257a

See: R T259b
See: RfR T257a

See: R T259b
See: RfR T257a

See: R T259b
See: RfR T257a

See: R T259b
See: RfR T257a

!
!

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Level 1: Entering

Level 2: Emerging

Based on simple oral commands in


small groups, have students
participate in a theme theater to
identify connections to the Alternate
Selection and Big Question. Use the
WIDA CAN DO Descriptors to assess.

Using realia, ask students to


construct a map of their
neighborhood to reinforce the Big
Question. Ask students to add their
maps to the Concept Map. Use the
!
WIDA
CAN DO Descriptors to assess.

Supported by illustrations in small


groups, have students participate in
a theme theater to review the
Alternate Selection. Have groups
construct a paragraph response for
the Big Question. Use the WIDA CAN
DO Descriptors to assess.

Using realia, have students create


their a map of their neighborhood;
ask students to construct a
paragraph response to the Big
Question that also supports their
maps. Use the WIDA CAN DO
Descriptors to assess.

Using realia, have students construct


!
a map of their town; remind
students to not include every detail.
Ask students to compose a
paragraph in response to the Big
Question. Use the WIDA CAN DO
Descriptors to assess.

See: R T268c, T268d, T270, T271


See: RfR T270, T271

See: R T268c, T268d, T270, T271


See: RfR T270, T271

See: R T268c, T268d, T270, T271


See: RfR T270, T271

See: R T268c, T268d, T270, T271


See: RfR T270, T271

See: R T268c, T268d, T270, T271


See: RfR T270, T271

Grade 1, Unit 8: Get Out the Map!


Common
Core Standards:
!
RL.1.7: Use illustrations and details in a story to describe its characters,
setting, or events.

WEEK 1. Anchor Selection:

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.

If Maps Could Talk, R and RfR SE pp. 210223

WEEK 2. Alternate Selection: Caperucita Roja, R and RfR SE pp. 236257


WEEK 3. Alternate Selection: National Geographic Leveled Reader,
Wheres That Bone?

SL.1.4: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.

WEEK 4. Alternate Selection: National Geographic Education Online


Activity: Create a Pasta Population Map;
United States Census Bureau Online
Interactive: Statistics in Schools For Kids

L.1.4a: Determine or clarify the meaning of unknown and multiple-meaning


words and phrases based on grade 1 reading and content, choosing flexibly
from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word
or phrase.

Throughout this unit:

CONTENT CONNECTION: Social Studies

How can
maps help us?

Reading Foundations: Endings -es, -ed, -ing;


Adverbs; Suffixes; Blend Sounds; Prepositions

!
!

WEEK 3: Wheres That Bone?


Accessing the Alternate Selection
Correlating Standards:
Common Core Standard RL.1.10: With prompting and support,
read prose and poetry of appropriate complexity for grade 1.

Reading
Correlating Standards:
Common Core Standard RL.1.7: Use illustrations and details in a
story to describe its characters, setting, or events.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

Level 1: Entering

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging
Activate prior knowledge by
asking about a problem students
have had; using realia, ask
students how they solved their
problem. Then introduce the Big
Question. Have students take turns
reading the Alternate Selection
with a partner. Have pairs relate
this weeks Big Question to
previous Big Questions.

See: R T268e
See: RfR LR2, LR3, LR9

Activate prior knowledge about


how to find something you lose.
Introduce the Big Question.
Have students track the print and
follow along as you read aloud the
Alternate Selection. Based on
simple oral commands in small
groups, have students identify Big
Question answers within the
Alternate Selection.

Have students preview the


Alternate Selection with a
partner and discuss visual
details. Introduce the Big
Question to set a purpose for
reading. Read aloud the text as
students follow along. Have pairs
identify Big Question answers
within the Alternate Selection.

With a partner, have students


preview the Alternate Selection
and make predictions.
Choral-read the text as a class.
Ask pairs to confirm their
predictions. Ask students to
provide two answers for the Big
Question based on the Leveled
Reader and previous selections.

With a partner, have students


preview the Alternate Selection.
Introduce the Big Question and set
a purpose for reading before pairs
choral-read the text. Using a
template with a partner, have
students identify Big Question
answers in the Leveled Reader.
Ask students to relate their answer
to previous Big Questions.

See: R T268e
See: RfR LR2, LR3, LR9

See: R T268e
See: RfR LR2, LR3, LR9

See: R T268e
See: RfR LR2, LR3, LR9

See: R T268e
See: RfR LR2, LR3, LR9

!
!

Level 1: Entering

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

As you reread the Leveled Reader,


discuss how visual details such as
maps or illustrations help you
understand the text. Based on
labeled illustrations from texts in
small groups, ask students to
name the characters and the
setting. Have groups relate the
Big Question to the text.

Based on simple segmented


instructions in small groups, have
students discuss the Alternate
Selection visual details. Have
groups construct graphic
organizers to compare the Leveled
Reader characters. Call on groups
to share their work and to relate
information to the Big Question.

Ask students to partner-read the


!
Anchor Selection. Have pairs share
how visual details such as a map
or illustrations help them
understand the text. Supported by
illustrations in small groups, have
students construct a map based
on the Alternate Selection details
and Big Question.

Based on oral discourse supported


by illustrations in small groups,
have
students discuss what they
!
learned about the Big Question in
the Leveled Reader. Work with
groups to construct a main idea
graphic organizer; ask groups to
explain their main idea graphic
organizers to the class.

Using realia, have students


discuss how maps help them,
to
! support the Big Question.
Then have students connect
the Leveled Reader to their
Big Question discussions.
Have students compose a
summary of the Leveled Reader.

See: R T268e
See: RfR LR9

See: R T268e
See: RfR LR9

See: R T268e
See: RfR LR9

See: R T268e
See: RfR LR9

See: R T268e
See: RfR LR9

WEEK 3: Wheres That Bone?

Writing
Correlating Standards:
Common Core Standard 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.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

Speaking and Listening


Correlating Standards:
Common Core Standard SL.1.4: Describe people, places,
things, and events with relevant details, expressing ideas
and feelings clearly.
WIDA Standard 1: English language learners communicate for
Social and Instructional purposes within the school setting.

Language
Correlating Standards:
Common Core Standard L.1.4a: Determine or clarify the meaning
of unknown and multiple-meaning words and phrases based
on grade 1 reading and content, choosing flexibly from an array
of strategies.
a. Use sentence-level context as a clue to the meaning of a
word or phrase.
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.

Assessment
Correlating Standards:
!

Common Core Standard RL.1.10: With prompting and support, read


prose and poetry of appropriate complexity for grade 1.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Social Studies.

Level 4: Expanding

Level 5: Bridging

Level 1: Entering

Level 2: Emerging

Level 3: Developing

Based on simple oral commands


in small groups, have students
draw a picture to illustrate how
Hulk sneaks the bone home.
Then have group members share
their drawings with each other.
Have groups relate their drawings
to the Big Question.

With a partner, have students


discuss and produce two speech
balloons for Hank to tell what
happened in the Leveled Reader.
Ask pairs to share with another
pair in order to relate
information to the Big Question.

Supported by illustrations in small


groups, have students illustrate
and write a caption explaining
how Hulk sneaks the bone home,
in sequence. Then have groups
share their drawings with another
group, identifying connections to
the Big Question.

Have partners review the pictures


in the Alternate Selection and
choose one scene to write about
and retell the order. Ask students
to construct speech balloons for
Hank. Using realia, have students
identify new ideas about the
Big Question.

Ask students to work with a


partner to illustrate a new problem
Hulk might cause next time he
visits. Remind pairs to compose
the story addition in sequence.
Have pairs write a caption to
explain their drawings in terms
of the Big Question.

See: R T268e, T268k, T268,


T269a, T269b
See: RfR T268, T269, LR2, LR9

See: R T268e, T268k, T268,


T269a, T269b
See: RfR T268, T269, LR2, LR9

See: R T268e, T268k, T268,


T269a, T269b
See: RfR T268, T269, LR2, LR9

See: R T268e, T268k, T268,


T269a, T269b
See: RfR T268, T269, LR2, LR9

See: R T268e, T268k, T268,


T269a, T269b
See: RfR T268, T269, LR2, LR9

!
!

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Level 1: Entering

Level 2: Emerging

Display a problem-and-solution
chart. Review the Alternate
Selection, and model adding
information to the chart.
From models, have students
construct a problem-and-solution
chart to list ideas from the Leveled
Reader. Have students name how
the problems and solutions relate
to the Big Question.

Based on simple segmented


instructions in small groups,
have students identify the main
problem in the Alternate Selection.
Using the pages as reference,
ask groups to complete a
problem-and-solution chart.
Have groups make connections
to the Big Question.

Supported by illustrations in
small groups, have students
identify Alternate Selection
information to add to a
problem-and-solution chart.
Call on groups to discuss the
completed chart in light of the
Big Question.

Have students identify problems


and solutions in the Alternate
Selection with a partner.
Ask students to construct a
problem-and-solution chart to
note ideas; have pairs discuss
connections to the Big Question.

With a partner, have students


add Alternate Selection
information and events to a
problem-and-solution chart.
Have pairs discuss their charts
in terms of the Big Question.
Ask students to answer the Big
Question as one of the Alternate
Selection characters might.

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

!
!

Level 4: Expanding

Level 5: Bridging

Level 2: Emerging

Level 3: Developing

Review with students how to


use context clues to understand
words. Provide oral examples
from the Alternate Selection to
support students understanding.
With a partner, have students use
important story words to review
the Big Question. Ask students
to draw a response for the
Big Question.

Review how to use context clues


to understand vocabulary.
Refer to sentences in the Alternate
Selection to demonstrate. With a
partner, have students identify
context clues for other important
story words. Ask students to
produce a two-sentence response
to the Big Question using an
important story word.

Review Key Words. Ask students


to share an example of how the
context of a sentence helped
them to understand vocabulary.
With a partner, have students
use Key Words to discuss the Big
Question. Ask pairs to construct a
summary of the Leveled Reader
using Key Words.

Assign students to small groups


for discussion. Based on oral
discourse supported by
illustrations in small groups,
have students share examples
of how context clues in the
Alternate Selection helped
them to understand vocabulary.
Have groups identify real-life
connections to the Big Question.

Ask students to share different


types of context clues we can
use to understand vocabulary.
Prompt students for examples
from the Alternate Selection.
Using realia, have students
construct a paragraph
connecting personal
experiences to the Big Question.

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

See: R T268e
See: RfR LR2, LR9

Level 1: Entering

!
Level 1: Entering
With a partner, have students
construct a map based on the
Leveled Reader; ask students to
add their maps to the Concept
Map to clarify the Big Question.
Use the WIDA CAN DO Descriptors
for assessing.

See: R T270, T271


See: RfR T270, T271

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

From models, have students


construct a map and a paragraph
based on the Leveled Reader to
support clarify the Big Question.
Use the WIDA CAN DO Descriptors
for assessing.

Using realia, have students construct


a short paragraph in response to the
Big Question. Ask students to relate
the Leveled Reader to the Big
Question. Use the WIDA CAN DO
Descriptors to assess.

Using realia, have students construct


a paragraph in response to the Big
Question; ask students to relate
previous selections to this weeks
Big Question. Use the WIDA CAN DO
Descriptors to assess.

Using realia, have students


!construct a response for the Big
Question based on personal
experiences and on the Leveled
Reader. Use the WIDA CAN DO
Descriptors to assess.

See: R T270, T271


See: RfR T270, T271

See: R T270, T271


See: RfR T270, T271

See: R T270, T271


See: RfR T270, T271

See: R T270, T271


See: RfR T270, T271

Grade 1, Unit 8: Get Out the Map!


Common
Core Standards:
!
RI.1.5: Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.

WEEK 1. Anchor Selection:

If Maps Could Talk, R and RfR SE pp. 210223

WEEK 2. Alternate Selection: Caperucita Roja, R and RfR SE pp. 236257

W.1.7: Participate in shared research and writing projects (e.g., explore a


number of how-to books on a given topic and use them to write a sequence
of instructions).

WEEK 3. Alternate Selection: National Geographic Leveled Reader,


Wheres That Bone?

SL.1.2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.

WEEK 4. Alternate Selection: National Geographic Education Online


Activity: Create a Pasta Population Map;
United States Census Bureau Online
Interactive: Statistics in Schools For Kids

L.1.5c: With guidance and support from adults, demonstrate understanding of


word relationships and nuances in word meanings.
c. Identify real-life connections between words and their use
(e.g., note places at home that are cozy).

Throughout this unit:

CONTENT CONNECTION: Social Studies

Reading Foundations: Endings -es, -ed, -ing;


Adverbs; Suffixes; Blend Sounds; Prepositions

How can we
use different
kinds of maps?

!
!

WEEK 4: Create a Pasta Population Map; Statistics in Schools For Kids


Accessing the Alternate Selection
Correlating Standards:
Common Core Standard RI.1.10: With prompting and support,
read informational texts appropriately complex for grade 1.

Level 1: Entering
Introduce the Big Question,
and build background about
population with students.
Explain to students they will be
creating a map to show how
many people are in a particular
place such as school. With a
partner, have students follow
oral instructions to identify
kinds of maps to address the
Big Question.

Level 3: Developing

Level 4: Expanding

Display the Big Question, and


ask students to share ideas
about what areas in school are
most crowded. Have volunteers
read the directions to make a
population map. Using realia,
ask students to identify kinds
of maps.

Introduce the Big Question and


preview the activity. With a
partner, ask students to
partner-read the direction.
Have pairs choose a
background video to view.
Invite students to ask questions
about the activity. Have pairs
follow oral instructions to
compare kinds of maps.

Level 2: Emerging
Introduce the Big Question.
Then build background with
students using one of the
Recommended Prior Activities.
Explain to students they will be
creating a map to show how
many people are in a particular
place such as school. With a
partner, have students follow
oral instructions to categorize
kinds of maps.

Correlating Standards:
Common Core Standard RI.1.5: Know and use various text
features (e.g., headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a text.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

With a partner, have students


choose and view a background
video about population.
Introduce the Big Question.
Have pairs read the activity
directions and discuss
population maps to prepare for
the activity. Ask pairs to follow
multi-step oral instructions to
compare kinds of maps.

!
!

Reading

Level 5: Bridging

Level 1: Entering

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Provide a floor plan template


for students to draw a map of
the school. Use the activity tabs
to review directions. Then
guide students to create their
population maps with a
partner. Have pairs draw a
response for the Big Question.

Provide a floor plan template


for students to draw a map
!
of the school. Have students
use the activity tabs to review
directions. Then have students
work with a partner to create a
population map. Have pairs
produce two complete
sentences to answer the
Big Question.!

Ask students to locate the


Directions tab and review the
guidelines. Then ask students
to create their pasta population
maps. Using realia, have
students provide new ideas
about the Big Question. Make a
list of ideas on the board.!

Have partners locate the


Background tab and select
another video to watch in
preparation. Then ask pairs to
prepare their population maps.
Using realia, have students
connect this activity to the
Big Question.

Invite students to explore the


tabs within the online activity.
Then have students review the
directions and begin working
on their population maps.
Using realia, have partners
compose three sentences to
answer the Big Question.

WEEK 4: Create a Pasta Population Map; Statistics in Schools For Kids

Writing
Correlating Standards:
Common Core Standard W.1.7: Participate in shared research
and writing projects (e.g., explore a number of how-to books on
a given topic and use them to write a sequence of instructions).
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.

Level 1: Entering

Level 2: Emerging

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Discuss with students what


they learned from the
population maps. Ask students
to draw a journal entry about
the activity to reinforce the
Big Question. Ask students
to label their drawings.
From models, have students
make connections to the
Big Question.

Discuss with students what


they learned from the
population maps. Ask students
to draw and label a journal
entry identifying facts and
information learned; from
models, have students list ideas
to support the Big Question.

Provide prompts for students to


share what they learned from
creating a population map. Then
ask students to provide a brief
journal entry to tell about what
they learned from creating a
population map, to reinforce the
Big Question. Using realia, have
students discuss populations.

Have partners reflect on


what they learned from
creating their population maps.
Ask pairs to brainstorm ideas
for a journal entry and then to
write a draft with the Big
Question as their title. Ask pairs
to describe in detail the work of
population maps using realia.

Have students reflect on the


map activity. Ask students to
compose a journal entry to
summarize their learning.
Encourage students to use any
new words they have learned.
Using realia, ask students to
discuss the Big Question
and populations.

Speaking and Listening


Correlating Standards:
Common Core Standard SL.1.2: Ask and answer questions about
key details in a text read aloud or information presented orally or
through other media.
WIDA Standard 1: English language learners communicate for
Social and Instructional purposes within the school setting.

!
Level 1: Entering

Level 2: Emerging

Level 3: Developing

Extend students learning about


population through the online
census activities. Guide students
to the Coloring Pages, and read
the facts supplied at the top as
they work. With a partner, have
students construct and ask
each other questions about
the Big Question.!

Extend students learning


about population through the
online census activities.
Encourage students to choose
a memory or counting game to
play. With a partner, have
students construct a drawing to
respond to the Big Question.

Have students choose an


activity to play with a partner
to extend their learning about
population through the online
census activities. Ask pairs to
describe the work of maps and
mapmakers to support the
Big Question.

Level 4: Expanding
Extend students learning
about population through the
online census activities. Have
students explore State Facts
and choose an additional
activity to play. Using a
template with a partner, have
students connect this weeks
activities and resources to the
Big Question.

Level 5: Bridging
Allow time for students to
explore the online census
activities and extend their
knowledge about population
and maps. Based on extended
oral discourse with a partner,
have students summarize the
work of maps and mapmakers
to reinforce the Big Question.

Language
Correlating Standards:
Common Core Standard L.1.5c: With guidance and support from
adults, demonstrate understanding of word relationships and
nuances in word meanings.
c. Identify real-life connections between words and their
use (e.g., note places at home that are cozy).
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.

Level 2: Emerging

Level 3: Developing

With a partner, have students


work together to solve a Word
Find from the online census
activities. Circulate and discuss
real-life connections to the
words. Ask pairs to identify
connections between the
words and the Big Question.

Have students choose a


Word Find from the online
census activities. As they locate
words, ask students to make
real-life connections by using
the words in sentences
related to the Big Question.
Ask students to identify
personal experiences with
maps using realia.

Level 1: Entering
With a partner, have students
choose a Word Find from the
online census activities.
Support pairs as they locate
words. Pause to discuss real-life
connections to the words. Have
pairs identify how the words
relate to the Big Question.!

Level 4: Expanding
Ask students to select and play
a Word Find from the online
census activities. When they
have found all words, ask
students to use the words in
sentences to make real-life
connections to the words.
Using realia, have students
connect personal experiences
to the Big Question.

Level 5: Bridging
Have partners play Word
Finds from the online census
activities. When they finish,
ask questions to help them
make real-life connections to
the words. Using realia, ask
pairs to construct a fact book
about maps to support the
Big Question.!

Assessment
Correlating Standards:
! Common Core Standard RI.1.10: With prompting and support, read
informational texts appropriately complex for grade 1.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Social Studies.

Level 1: Entering
With a partner, guide students
to read an appropriate Leveled
Reader; ask pairs to draw a
response and write two
sentences to respond to the Big
Question. Use the WIDA CAN
DO Descriptors to assess.

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

Ask students to read an


appropriate Leveled Reader;
using realia and Leveled Reader
details, have students provide a
paragraph response for the Big
Question. Use the WIDA CAN
DO Descriptors to assess.

Have students read an


appropriate Leveled Reader;
using realia, and Leveled Reader
details, have students connect
information to the Big Question
in writing. Use the WIDA CAN DO
Descriptors to assess.

Have students read and respond


to an appropriate Leveled
Reader; using realia and unit
selections, ask students to
compose a paragraph about the
Big Question. Use the WIDA CAN
DO Descriptors to assess.

Level 2: Emerging
With a partner, have students
read an appropriate Leveled
Reader; ask pairs to produce a
short paragraph response for
the Big Question. Use the WIDA
CAN DO Descriptors to assess.

Grade 1, Unit 8: Get Out the Map!

Common Core Standards:


RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Reading Foundations

L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Level 1:
Entering

Level 2:
Emerging

Endings -es, -ed, -ing

Level 4:
Expanding

Level 5:
Bridging

Suffixes

Blend Sounds

Prepositions

Point out the word shaped in the Anchor


Selection. Write and read a list of other
words with endings -es, -ed, or -ing.
Have students practice writing the words.

Show pictures of different expressions or


actions. Model using adverbs and
pantomiming to describe the pictures.
Ask students to pantomime using models.

Explain suffixes -ful, -less, and model using


words with those suffixes. Then have
students circle the suffixes in a vocabulary
activity.

Slowly say each sound in two-syllable


words. Practice blending sounds with
students in small groups to make
new words.

Play Simon Says with students to practice


using prepositions. Focus on common
location and direction words. Have small
groups repeat the exercise.

See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3

See: R T209a, T224a, T231a


See: RfR T225i, T225j
CC STANDARDS: L.1.1, L.1.2

See: R T226, T231


See: RfR T225o, T229f, T231m
CC STANDARDS: RF.1.2, RF.1.3

See: R T258a, T259b


See: RfR T266a, T266i
CC STANDARDS: RF.1.2, RF.1.3

See: R T235a, T258a


See: RfR T259i, T259j
CC STANDARDS: L.1.1, L.1.2

Build sentences including adverbs in a


pocket chart. Ask students to act out the
sentences. Have students copy the
sentences and circle the adverbs.

D
! isplay words with suffixes -ful, -less.
Ask students to practice underlining the
suffixes. Review the words meanings.
Have students practice writing these words.

See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3

See: R T209a, T224a, T231a


See: RfR T225i, T225j
CC STANDARDS: L.1.1, L.1.2

See: R T226, T231


See: RfR T225o, T229f, T231m
CC STANDARDS: RF.1.2, RF.1.3

See: R T258a, T259b


See: RfR T266a, T266i
CC STANDARDS: RF.1.2, RF.1.3

See: R T235a, T258a


See: RfR T259i, T259j
CC STANDARDS: L.1.1, L.1.2

See: R T258a, T259b


See: RfR T266a, T266i
CC STANDARDS: RF.1.2, RF.1.3

See: R T235a, T258a


See: RfR T259i, T259j
CC STANDARDS: L.1.1, L.1.2

Help students find the word shaped in the


Anchor Selection. Ask for suggestions of
other words with endings -es, -ed, or -ing
to write on the board.

Level 3:
Developing

Adverbs

Ask students to find the word shaped in


the Anchor Selection. Use the phonics
song to read other words with endings
-es, -ed, or -ing.

Show pictures of different expressions or


actions. Ask students to think of an
adverb to describe what they see and to
use it in a sentence.

Display words with suffixes -ful, -less.


!
Guide students to determine each words
meaning
using clues from the suffixes.
!
List other suffixes, such as -ing and -ed.

See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3

See: R T209a, T224a, T231a


See: RfR T225i, T225j
CC STANDARDS: L.1.1, L.1.2

See: R T226, T231


See: RfR T225o, T229f, T231m
CC STANDARDS: RF.1.2, RF.1.3

Have partners use letter cards to practice


!building and blending words with
endings -es, -ed, or -ing. Ask pairs to write
a short story using three of these words.

Provide sentence frames and prompt


students to complete them with an
adverb to tell where or when. Display an
adverb word bank.

Display the same base word with different


!
suffixes. Guide students to identify the
difference
in each words meaning using
!
clues from the suffixes.

See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3

See: R T209a, T224a, T231a


See: RfR T225i, T225j
CC STANDARDS: L.1.1, L.1.2

!See: R T226, T231


See: RfR T225o, T229f, T231m
CC STANDARDS: RF.1.2, RF.1.3

Provide adverb word cards to students.


Ask students to build sentences using the
cards. Have students share their
sentences with a partner.

Have partners practice building words


with suffixes -ful, -less, -er, -ly. Have pairs
explain each words meaning. Ask pairs to
build sentences using words with suffixes.

See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3

See: R T209a, T224a, T231a


See: RfR T225i, T225j
CC STANDARDS: L.1.1, L.1.2

See: R T226, T231


See: RfR T225o, T229f, T231m
CC STANDARDS: RF.1.2, RF.1.3

Ask students to practice spelling and


!writing words with endings -es, -ed, or
-ing. Have pairs write a short story using
four words with endings -es, -ed, or ing.

Have students move sound chips as you


segment sounds in a two-syllable word.
Then guide students to blend the sounds
with a partner.

Use a routine to practice isolating then


!blending two-syllable words. Have
students sweep their fingers under sound
!boxes as they blend.

Have partners practice first isolating then


!blending sounds in two-syllable words.
Support as needed. Have pairs compose a
!short story using blended words.

Demonstrate the meaning of prepositions


!using common objects. Then have
students move objects based on the
prepositions you use.

Have partners find prepositions in the


!Alternate Selection Caperucita Roja.
Ask pairs to list the words they find.
!Have students make a preposition poster.

Ask partners to play Simon Says. Provide a

!word bank of prepositions for them to

practice using. Then, ask pairs to make a

!preposition poster.

!See: R T258a, T259b

See: RfR T266a, T266i


CC STANDARDS: RF.1.2, RF.1.3

See: R T235a, T258a


See: RfR T259i, T259j
CC STANDARDS: L.1.1, L.1.2

!See: R T258a, T259b

See: RfR T266a, T266i


CC STANDARDS: RF.1.2, RF.1.3

See: R T235a, T258a


See: RfR T259i, T259j
CC STANDARDS: L.1.1, L.1.2

Have partners read words to each other


!while the other isolates then blends the
sounds. Ask pairs to compose a short
!story using blended words.

Have students locate prepositions in the


!Alternate Selection Caperucita Roja.
Ask students to demonstrate the
!directions.