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Isaac School District No. 5                                       English Language Arts Curriculum Map: Grade 1 Unit 1: Al...
Isaac School District No. 5                                        English Language Arts Curriculum Map: Grade 1 1.RF.1a R...
Isaac School District No. 5                                        English Language Arts Curriculum Map: Grade 1 1.RF.2c I...
Isaac School District No. 5                                          English Language Arts Curriculum Map: Grade 1 1.RF.3a...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 1 1.RF.4 R...
Isaac School District No. 5                                        English Language Arts Curriculum Map: Grade 1 1.RL.5 Ex...
Isaac School District No. 5                                           English Language Arts Curriculum Map: Grade 1 ELA St...
Isaac School District No. 5                                        English Language Arts Curriculum Map: Grade 1 1.W.4a Wi...
Isaac School District No. 5                                        English Language Arts Curriculum Map: Grade 1 1.W.7 Par...
Isaac School District No. 5                                           English Language Arts Curriculum Map: Grade 1 1.L.1a...
Isaac School District No. 5                                        English Language Arts Curriculum Map: Grade 1 II-W-2: H...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 1 and apos...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 1 1.L.4b U...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Grade 1 conceptu...
Isaac School District No. 5                                          English Language Arts Curriculum Map: Grade 1 II-LS-1...
Isaac School District No. 5                                       English Language Arts Curriculum Map: Grade 1 1.SL.6 Pro...
Isaac School District No. 5                            English Language Arts Curriculum Map: Grade 1 Teacher’s Notes UNIT ...
Isaac School District No. 5                                                 English Language Arts Curriculum Map: Grade 1 ...
Isaac School District No. 5                                            English Language Arts Curriculum Map: Grade 1 Art, ...
Isaac School District No. 5                                                     English Language Arts Curriculum Map: Grad...
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First Grade Unit One 2011 2012

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Transcript of "First Grade Unit One 2011 2012"

  1. 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Unit 1: Alphabet Books and Children Who Read Them - In this unit, students are welcomed to school as readers and begin reviewing the alphabet and concepts of print through books about the library, friendship, and the ABCs. Overview: Focusing on questioning and shared research, students learn that questioning is foundational to learning. By using books that require conversation, such as “The Graphic Alphabet,” students understand that ideas are processed through inquiry, thought, and conversation. After the students perform shared research based on a class question, they write a class ABC book about their topic. During this writing, they review the formation of a sentence with proper punctuation. Students also consider healthy habits in this unit and write about what they know, focusing on their topic and supporting it with facts. Finally, they apply their knowledge of questioning to poetry and perform the poetry as a choral reading. Big Ideas: Essential Questions: Vocabulary: Spoken and written words can be broken How can hearing and knowing the alphabet books sort down into individual sounds. individual sounds of words help to make capitalization differences better readers and writers? illustrator author Learning occurs through inquiry, conversation key details informational and experience. How does asking questions help with question marks periods learning? declarative poems Research requires asking questions and interrogative vowel collecting information about a topic. Why is communicating with others research question consonants important to learning? shared research regular Good writers use proper punctuation to facts digraphs express their ideas appropriately. topic blending ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Foundations (RF) 1.RF.1 Demonstrate understanding of the organization and basic features of print. II-R-1: The student will demonstrate understanding of print concepts of the English Language.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -1-
  2. 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RF.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). II-R-1: HI-3: Identifying features of a sentence (capitalization, commas, quotation marks, and ending punctuation). 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). II-R-2: The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and words parts. 1.RF.2a Distinguish long from short vowel *Language Warm-Up (II-R-2(PA): HI-3) sounds in spoken single-syllable words. II-R-2(PA): B-3: Distinguishing between long and short vowel sounds in orally stated single- syllable words. 1.RF.2b Orally produce single-syllable words Instructional Routine Template: Card 5 (1.RF.2b) by blending sounds (phonemes), including consonant blends. II-R-2(PA): HI-5: Blending syllables to form multi-syllable words, using r-controlled vowel sounds, diagraphs, and dipthongs. (B-5)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -2-
  3. 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RF.2c Isolate and pronounce initial, *Language Warm-Up (II-R-2(PA): HI-1; II-LS-1: HI-1) medial vowel, and final sounds (phonemes) in spoken single-syllable words. II-R-2(PA): HI-1: Distinguishing between initial, medial, and final spoken sounds to produce words. II-LS-1: HI-1: Distinguishing between phonemes in the initial, medial, and final positions of words, phrases, and sentences. 1.RF.2d Segment spoken single-syllable Instructional Routine Template: Card 6 (1.RF.2d) words into their complete sequence of individual sounds (phonemes). II-R-2(PA): HI-4: Segmenting multi-syllable words into syllables. (B-4) 1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. II-R-2 The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and words parts.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -3-
  4. 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RF.3a Know the spelling-sound Instructional Routine Template: Card 7 (1.RF.3a) correspondences for common consonant digraphs. *Language Warm-Up (II-LS-2: HI-1) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 1.RF.3b Decode regularly spelled one-syllable Instructional Routine Template: Card 8 (1.RF.3b) words. Instructional Routine Template: Card 9 (1.RF.3b) II-R-2(D): HI-3: Reading regularly spelled multi-syllable words by applying the most *Language Warm-Up (II-LS-2: HI-1) common letter-sound correspondences, including the sounds represented by single letters. (B-3) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 1.RF.3g Recognize and read grade- Instructional Routine Template: Card 3 (1.RF.3g) appropriate irregularly spelled words. II-R-2(D): HI-7: Reading high frequency words and irregular sight words fluently.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -4-
  5. 5. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RF.4 Read with sufficient accuracy and The theme of the poetry in this unit is the love of books and language. By visually fluency to support comprehension. displaying the poems, students will review sight words and see the way the poem is written (i.e., with lines and stanzas). Using a poem such as “Good Books, Good Times” II-R-3 The student will read with fluency and or “How to Eat a Poem” encourage the students to read with you repeatedly and to ask accuracy. questions until they understand the poem. Poetry can easily be transformed into choral reading by highlighting lines from one punctuation mark to the next. Teacher models first reading and students respond by echo reading. (1.RF.4, 1.SL.2) 1.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. II-R-2(D): HI-9: Using knowledge of word order (syntax) and context to confirm decoding of text. ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Literature (RL) 1.RL.1 Ask and answer questions about As you read a book (e.g. “Tomas and the Library Lady”), pause periodically and key details in a text. encourage students to ask questions. By using, “I wonder” as the beginning of the question, teachers model and guide students to predict what is coming next in the story II-R-4: HI- 3: Locating facts and answering and clarify understanding. Use chart paper or white boards to keep each child engaged in questions about text. the questioning. (1.RL.1) *The Big Cheese (II-R-4: HI-3, HI-4, HI-5) II-R-4: HI- 4: Asking questions to clarity text. *Function Junction (II-R-4: HI-3, HI-4, HI-5) II-LS-2: HI-5: Asking and responding to academic questions using complete *Reverse Questioning (II-R-4: HI-3, HI-4, HI-5) sentences. (e.g., expressing probabilities, and hypothetical questions, etc.). (LI-5)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -5-
  6. 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. II-R-4: HI- 1: Identifying the differences between fiction and nonfiction. ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) 1.RI.1 Ask and answer questions about key Tell the students that just because books are called “ABC books” does not mean they are details in a text. always easy to understand. Therefore, to understand them, we have to be willing to ask questions and to think deeply. Tell the students that they are going to look at “The II-R-4: HI-3: Locating facts and answering Graphic Alphabet.” On each page, there is a letter, but there is something more going on questions about text. than just that letter. Look at “A.” Model and guide the students to ask questions about the page and try to answer them (e.g., “Why is the letter “A” crumbling? Could the letter be a II-R-4: HI- 4: Asking questions to clarify text. mountain? Is that an ‘avalanche’?”). There will be new vocabulary introduced, but as you go through the book and throughout the unit, students will have an opportunity to learn I-LS-2: HI-5: Asking and responding to those words. (1.RI.1, 1.L.1, 1.SL.2) academic questions using complete *Reverse Questioning (II-R-4: HI-3, HI-4, HI-5) sentences (e.g., expressing probabilities, and hypothetical questions, etc.). (LI-5) 1.RI.7 Use the illustrations and details in a text Use a variety of nonfiction books to encourage students to describe illustrations and key to describe its key ideas. details in a text (e.g. books written by Gail Gibbons or “A Day at School" by Alma Flor Ada in Houghton Mifflin’s Theme 1). (1.RI.7, 1.L.1, 1.SL.2) II-R-4: HI-8: Extracting and interpreting specific information from external text features of text.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -6-
  7. 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) 1.W.2 Write informative/explanatory texts in As a class, write a class story. Use the following prompt to generate a class discussion: which they name a topic, supply some facts “Children should eat healthy foods, exercise, and take care of their bodies. What are about the topic, and provide some sense of some ways to stay healthy?” Select one way to stay healthy and guide students to closure. supply some facts about the topic you chose. As students respond, listen to ensure they focus on just one way to stay healthy and that the topic is supported by facts. Model II-W-1: HI-8: Writing a short response to a appropriate closure at the end of the writing. literary selection that connects text to self, text This activity can be used with a prompt from a variety of nonfiction books (e.g. books to world, or text to other text. written by Gail Gibbons or “A Day at School.”) (1.W.2, 1.W.8, 1.L.1j, 1.L.2b) ll-W-2 The student will identify and apply conventions of standard English in his or her communication. Il-W-3 The students will use the steps of the writing process as a writing piece moves toward completion. II-W-4 The students will integrate elements of effective writing to develop engaging and focused text. 1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3.) II.W.4: HI-5: Organizing a student generated text in a selected format (e.g., friendly letter, narrative, expository text, etc.).BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -7-
  8. 8. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.W.4a With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes/ messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose. II.W.1: HI-5: Creating a variety of functional texts (e.g., classroom rules, letters, notes, messages, directions, etc.) using complete sentences. ll-W-2 The student will identify and apply conventions of standard English in his or her communication. Il-W-3 The students will use the steps of the writing process as a writing piece moves toward completion. II-W-4 The students will integrate elements of effective writing to develop engaging and focused text. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. II-W-4 The students will integrate elements of effective writing to develop engaging and focused text.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -8-
  9. 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.W.7 Participate in shared research and Using the ABC books as a model, generate some ideas for writing a class ABC book. writing projects (e.g., explore a number of Work together as a class to come up with a big class question. Begin by asking questions “how-to” books on a given topic and use such as, “Is it possible to create an ABC book with ‘Games to Play’ as our title?” Allow them to write a sequence of instructions). the class to give some ideas for other topics (e.g., names, authors, books, plants, insects). After ideas have been shaped into a research question, allow the children to II-W-5 The students will demonstrate research vote on a theme for the class ABC book. Once the theme is chosen, collect (and skills by using a variety of reference materials research using a variety of texts and digital resources) ideas for each letter of the to complete a variety of writing tasks. alphabet. Decide on a design for the book. Assign each student a letter in the book. Each page could include an upper and lower case letter, the key word, an illustration, and a sentence using the key word. Be sure to have them follow rules for spelling and 1.W.8 With guidance and support from adults, punctuating correctly. (1.W.7, 1.W.8, 1.W.2 1.L.1a,j, 1.L.2b,e, 1.SL.1, 1.RF.1a) recall information from experiences or gather information from provided sources to answer a question. II-W-5 The students will demonstrate research skills by using a variety of reference materials to complete a variety of writing tasks. ELA Standards/ELP Standards: Sample Activities/Assessments: Language (L) 1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. II-L-1 The student will identify and apply conventions of standard English in his or her communications.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -9-
  10. 10. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.L.1a Print all upper and lower-case letters. II-W-2 Legibly writing all upper and lower - case letters and numerals attending to form and spatial alignment. 1.L.1c Use singular and plural nouns with *Verb Tense Study (II-L-1 (SC): HI-2) matching verbs in basic sentences (e.g., He hops; We hop). II-L-1(SC): HI-2: Producing sentences using a subject and a verb, with subject-verb agreement. (S-V) 1.L.1h Use determiners (e.g., articles, *Syntax Surgery (II-L-1 (N):HI-1) demonstratives). II-L-1(N): HI-1: Selecting articles (a, an, the) for singular and plural nouns. 1.L.1j Produce and expand complete Introduce the writing of declarative sentences by focusing on an informational ABC book, simple and compound declarative, such as “Eating the Alphabet: Fruits and Vegetables from A to Z.” On a chart, write a interrogative, imperative, and exclamatory question such as “What is your favorite fruit?” Teach the students to answer the question sentences in response to prompts. with a complete declarative response, such as “My favorite fruit is a strawberry.” Discuss the end punctuation. Continue this activity to teach the expansion of sentences to include II-W-2: HI-12: Using declarative sentences details, such as “Strawberries are my favorite fruit because they are juicy, sweet, and (S-V, S-V-C, S-V-O), positive (I am tall.) and delicious.” negative (I am not tall.) sentence construction Extension: Have students complete the sentence frame “My favorite fruit is ____” or “My forms, in a variety of writing. favorite fruit is ____ because _____.” This activity can be done with a variety of promptsBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 10 -
  11. 11. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 II-W-2: HI-13: Using interrogative sentences throughout the year. (1.L.1j, 1.L.2b, 1.W.5, 1.SL.6) in a variety of writing applications. II-W-2: HI-14: Using exclamatory sentences *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15) in a variety of writing applications. *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15) II-W-2: HI-15: Using imperative sentences in a variety of writing applications. *Function Junction (II-W-2: HI-12, HI-13, HI-14, HI-15) 1.L.1k Write multiple sentences in an order that supports a main idea or story. 1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. II-L-1 The student will identify and apply conventions of standard English in his or her communications. II-W-2 The student will identify and apply conventions of standard English in his or her communications. 1.L.2b Use end punctuation for sentences. II-W-2: HI-7: Using periods, question marks, exclamation points, commas for items in a series (e.g., eggs, milk, bread, bananas, etc.),BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 11 -
  12. 12. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 and apostrophes (possessives, contractions). 1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. II-W-2: HI-5: Spelling high frequency words. II-W-2: HI-3: Using common spelling patterns, simple prefixes (re-,un-), suffixes and regular inflectional endings (-ed) to spell words. 1.L.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. II-W-2: HI-3: Using common spelling patterns, simple prefixes, (re-,un-), suffixes and regular inflectional endings (-ed) to spell words. (LI-3) 1.L.4 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. II-L-2 The student will acquire English language vocabulary and use it in relevant contexts.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 12 -
  13. 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.L.4b Use frequently occurring affixes as a *Morph House (II-L-2: HI-8) clue to the meaning of a word. II-L-2: HI-8: Constructing meaning by applying knowledge of prefixes. II-L-2: HI-9: Constructing meaning by applying knowledge of suffixes. 1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. II-L-2 The student will acquire English language vocabulary and use it in relevant contexts. 1.L.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. II-L-2: HI-1: Classifying words into conceptual categories and providing rationale. (B-1) 1.L.5b Define words by category and by one or more key attributes (e.g., A duck is a bird that swims; A tiger is a large cat with stripes). II-L-2: HI-1: Classifying words intoBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 13 -
  14. 14. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 conceptual categories and providing rationale. 1.L.5d Distinguish shades of meaning among *Vertical Sentence (II-L-2: HI-11) verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. II-L-2: HI-11: Clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary. 1.L.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). II-L-2 The student will acquire English language vocabulary and use it in relevant contexts. ELA Standards/ELP Standards: Sample Activities/Assessments: Speaking and Listening (SL) 1.SL.1 Participate in collaborative *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5) conversations with diverse partners about grade 1 topics and texts with peers and *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5) adults in small and larger groups.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 14 -
  15. 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 II-LS-1 The student will listen actively to the ideas of others in order to acquire new knowledge. II-LS-2 The student will express orally his or her own thinking and ideas. II-LS-1: HI-7: Responding to academic discussions by sharing one’s view on facts, ideas, and/or events using academic vocabulary. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences. (e.g., expressing probabilities, and hypothetical questions, etc.). 1.SL.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). No Alignment 1.SL.2 Ask and answer questions about key Look at Children’s Games by Pieter Brueghel. Ask the students to study it closely for a details in a text read aloud or information few minutes and write down any questions they have about what they see. When the presented orally or through other media. time is up, have them ask their questions. As the students begin to ask questions aloud, write all of the questions on a chart (e.g., “What are they doing? Is that like a hula hoop? II-LS-2: HI-5: Asking and responding to Was this painted a long time ago?...”). Talk about the value of asking questions and how academic questions using complete we begin to open our minds to think deeply about something. Ask students to respond to sentences (e.g., expressing probabilities, and the questions asked. (The painting was done in the 1500s, and the artist was trying to hypothetical questions, etc.). show all of the games he knew. You may want to note the few toys children had – sticks, hoops, etc.…) (1.SL.2)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 15 -
  16. 16. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3.) II-L-1 The student will identify and apply conventions of standard English in his or her communications. II-W-2 The student will identify and apply conventions of standard English in his or her communications.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 16 -
  17. 17. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Teacher’s Notes UNIT 1:BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 17 -
  18. 18. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Suggested Works (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Highlighted titles indicate works referenced in Unit 1. Literary Texts Literary Texts Informational Texts Stories (Continued) Informational Books • Little Bear’s Visit (Else Holmelund Minarik and Stories (Read Aloud) • I Read Signs (Tana Hoban) (E) Maurice Sendak) (EA) Alphabet Mystery (Audrey Wood and Bruce Wood) • 26 Letters and 99 Cents (Tana Hoban) (EA) • A Kiss for Little Bear (Else Holmelund Minarik • Look Book (Tana Hoban) (EA) and Maurice Sendak) (EA) I Can Read With My Eyes Shut! (Dr. Seuss) (EA) • Exactly the Opposite (Tana Hoban) (EA) • Morris Goes to School (Bernard Wiseman) Poems • School Bus (Donald Crews) (EA) Stories (Read Aloud) • Alphabet City (Stephen T. Johnson) • “Good Books, Good Times!” (Lee Bennett Hopkins) • A Good Night’s Sleep (Rookie Read-About • Tomas and the Library Lady (Pat Mora and Raul • “You Read to Me, I’ll Read to You” (MaryAnn Health) (Sharon Gordon) Colon) (E) Hoberman and Michael Emberley) • Exercise (Rookie Read-About Health) (Sharon • ¡Marimba! Animales From A to Z (Pat Mora and Gordon) Doug Cushman) (EA) Poems (Read Aloud) • Germs! Germs! Germs! (Hello Reader Science • Dr. Seuss’s ABC: An Amazing Alphabet Book! • “Read to Me” (Jane Yolen) Level 3) (Bobbi Katz and Steve Bjorkman) (Dr. Seuss) (EA) • “How to Eat a Poem” (Eve Merriam) (EA) Informational Books (Read Aloud) • Chicka Chicka Boom Boom (Bill Martin, Jr., John Archambault, and Lois Ehlert) • “Books to the Ceiling” (Arnold Lobel) (EA) • Museum ABC (New York Metropolitan Museum • Our Library (Eve Bunting and Maggie Smith) • “Books Fall Open” (David McCord) of Art) • The Library (Sarah Stewart and David Small) • An A to Z Walk in the Park (R.M. Smith) • I Spy: An Alphabet in Art (Lucy Micklethwait)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 18 -
  19. 19. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Art, Music, and Media (Continued) Art Informational Books (Read Aloud) • The Graphic Alphabet (David Pelletier) Pieter Brueghel, Children’s Games (1560) • Eating the Alphabet: Fruits & Vegetables from A to Z (Harcourt Brace Big Book) (Lois Ehlert) • The Turn-Around, Upside-Down Alphabet Book (Lisa Campbell Ernst) • The Hidden Alphabet (Laura Vaccaro Seeger) • A Day at School (Alma Flor Ada) HM Theme 1 Website References Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coach es.shtml Write an Instant Poem: http://ettcweb.lr.k12.nj.us/forms/goodtimes.htmBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 19 -
  20. 20. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 *ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 1. Standards may lend themselves to additional methodologies. *Language Warm-Up *The Big Cheese *Function Junction *Reverse Questioning *Verb Tense Study *Syntax Surgery *Morph House *Vertical Sentence *This or ThatBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 20 -
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