Reading: RF.1.02
Content: I can demonstrate knowledge of vowel sounds by identifying vowel sounds in words with the group.
Language: I can write to give examples of vowels in cvc words by highlighting vowels in a text.
Vocabulary: vowels

Reading: RF.1.02
Content: I can demonstrate knowledge of vowel sounds by sorting long and short vowel sounds on a flipchart.
Language: I can write to list words with vowels in them that are sorted by vowel category.
Vocabulary: Vowels

Reading: RF.1.02
Content: I can demonstrate knowledge of long and short vowel sounds by sorting long from short vowels using a T-chart.
Language: I can write to give examples of long and short vowel sounds by making a list of long and short vowels.
Vocabulary long vowel short vowel.

Reading: RF.1.02 Content: : I can demonstrate knowledge of long and short vowel sounds by sorting long from short vowels using a T-chart.
Language: I can write to give examples of long and short vowel sounds by making a list of long and short vowels.
Vocabulary long vowel short vowel magic ‘e’

Writing: W.1.01
Content: I can demonstrate application of planning an opinion piece by using the “Oreo” planner to plan a piece whole group.
Language: I can write to plan my own opinion piece using the “Oreo” planner.
Vocabulary: Fact opinion reasons

Writing: W.1.01
Content: I can demonstrate application of planning a closing statement of an opinion piece by using the Oreo planner to create a closure as a group.
Language: I can write to plan my closure for my opinion piece using the Oreo planner and the stem: That is why I think ___ is the best.
Vocabulary: Fact opinion closure reasons

Writing: W.1.01
Content: I can demonstrate application of writing an opinion piece by using my Oreo planner to begin my first draft.
Language: I will orally report my opinion piece to a partner or small group.
Vocabulary: Fact opinion closure reasons Writing W.1.01
Content: I can demonstrate application of writing an opinion piece by using my Oreo planner to begin my first draft.
Language: I will orally report my opinion piece to a partner or small group.
Vocabulary: Fact opinion closure reasons

Math: 1.OA.5
Content: I can demonstrate application of adding and subtracting by adding and subtracting using a number line.
Language: I can orally explain how they used the number line to add and subtract using the stem: I started with____and hopped up/down____times.
Vocabulary: Add, subtract, number line

Math: 1.MD.3
Content: I can demonstrate application of telling time to the hour by using analog clocks and white boards, writing the time shown on the clock.
Language: I can orally state the time to the hour using the stem: The hour hand is on the ___and the minute hand is on the___. The time is___.
Vocabulary: Hour, minute, digital and analog clock, O’clock

Math: 1.MD.3
Content: I can demonstrate application of telling time to the hour by using analog clocks and white boards, writing the time shown on the clock.
Language: I can orally state the time to the hour using the stem: The hour hand is on the ___and the minute hand is on the___. The time
Vocabulary: Hour, minute, digital and analog clock, O’clock

Math:
Content: I can demonstrate application of adding and subtracting by solving problems using frames and arrows.
Language: orally explain how they subtracted or added using frames and arrows by saying: I know the pattern is adding/subtracting by_____because____.
Vocabulary: add subtract frames and arrows rules

Science: S.IP.01.13
Content: I can demonstrate knowledge of weather patterns due to wind and clouds by recognizing how wind brings weather to regions. ( We will observe the weather radar and watch the direction of the weather). We will talk about the tools scientists use to watch wind direction and speed.
Language: I can write to explain how the wind directs the weather. The wind directs the weather by _______.
Vocabulary: wind weather regions radar observations Science:

Science: S.IP.01.13
Content: I can demonstrate application of wind and weather by constructing a tool to help us “see” the wind. (Teachers will guide students as they look at things that we see moving in the wind and how that shows us which way the wind is moving. We will guide them to create a wind sock)
Language: I can orally explain ways that we see the wind move and ways we can detect the wind direction.
Vocabulary: wind weather regions radar observations
Social Studies: H2.0.5 B-2130-2-3
Content: I can demonstrate application of family history of at least two generations by constructing a family tree to identify various members and their connections in order to tell a narrative about family life. **Send home family tree project
Language: I can orally discuss my family and their connections to one another

Social Studies: H2.0.5 B-2130-2-3
Content: I can demonstrate application of family history by sharing the family tree that I created with my family as homework.
Language: I can orally explain the connections in my family tree and how I learned about the history in my family.
Vocabulary: family history family tree