First Grade Unit Three 2011 2012

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Unit 3: Life Lessons - In this unit, students read literature and informational texts related to life lessons. Overview: Building on the retelling of stories with details, students focus on the categorizing of those story details into the following groupings: characters, key events, and settings. Students read and listen to fables with morals. They also learn about rules for life in a book of manners. Reading the life story of “George Washington Carver” students learn about a man who had to overcome obstacles in life to make important contributions to science and agriculture. Students also learn about Thomas Edison’s work with electricity and the rules for its safe use. Descriptive words are the focus of a lesson centered on the artwork of Georgia O’Keeffe. Finally, the children write narratives focused on life lessons and create informative posters focused on electrical safety. Big Ideas: Essential Questions: Vocabulary: Knowing spelling-sound correspondences What skills must a good reader have to read adjectives verbs improves reading and writing. fluently? characters affixes declarative complete Stories have events, characters, and What lessons can be learned from stories describe setting settings. we read? exclamation mark end punctuation fable exclamatory Some stories, such as fables, teach lessons How might using descriptive words provide interrogative imperative about life. more clarity in reading, writing, and lesson key events speaking? moral message Information can be collected from pictures, revision narrative illustrations, and words in a text. Why is retelling a story in sequential order period question mark important? Categorizing requires the ability to find similarities amongst things. 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 6-6-2011(ELP Direct Alignment) -1-

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.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 6-6-2011(ELP Direct Alignment) -2-

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.3c Know final-e and common vowel Instructional Routine Template: Card 7 (1.RF.3c) team conventions for representing long vowel sounds. *Language Warm-Up (II-LS-2: HI-1) II-LS-2:HI-1: Articulating the 44 phonemes accurately. 1.RF.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. II-R-2(D): HI-5: Reading multi-syllabic words, using syllabication rules. 1.RF.3f Read words with inflectional Instructional Routine Template: Card 10 (1.RF.3f) endings. *Morph House (II-R-2(D): HI-6 II-R-2(D): HI-6: Identifying inflectional endings (-s,-ed,-ing) and their functions (tense, plurality, comparison and part of speech). BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -3-

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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. 1.RF.4 Read with sufficient accuracy and fluency to support comprehension. II-R-3: The student will read with fluency and accuracy. 1.RF.4a Read on-level text with purpose and understanding. II-R-4: HI-9: Identifying the author’s purpose for writing a book. (LI-9) 1.RF.4b Read on-level text orally with To introduce the relationship between punctuation and reading expression, use the book accuracy, appropriate rate, and expression “Yo! Yes?” Show the students the cover of the book with its very simple title: “Yo! Yes?” Ask on successive readings. how someone would say those words? YO! YES? As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the II-R-3: HI-2: Using punctuation, including illustrations and the way the author ends each sentence, they will know how to read the commas, periods, question marks, and words, and a story will be created in their minds. Follow this reading with other books so exclamation marks to guide reading for that the children learn how important it is to read with the end punctuation in mind. fluency. (1.RF.4b, 1.L.2b, 1.RL.6, 1.RL7) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -4-

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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 key details in a text. II-R-4: HI- 3: Locating facts and answering questions about text. II-R-4: HI- 4: Asking questions to clarity text. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences. (e.g., expressing probabilities, and hypothetical questions, etc.). (LI-5) 1.RL.2 Retell stories, including key Tell the students that fables are stories that teach us a lesson. The characters in the story details, and demonstrate understanding are usually animals and have one main characteristic. Read the familiar fable, “The Tortoise of their central message or lesson. and the Hare.” Ask students what they can tell you about the tortoise. (He’s slow, but steady.) What can they tell about the hare? (He’s fast, but undependable.) Create a chart II-LS-1: HI-4: Summarizing the main idea with cells for the title, characters (with one characteristic each), setting, key events (i.e., and key points/details of a presentation from the beginning, middle, and end), and the lesson learned (i.e., the moral of the story). using complete sentences. (B-4) As you read each fable in this unit, continue to fill in the chart. Give students more and more responsibility for filling in the characters, setting, and key events of a fable. (1.RL.2, 1.RL.3) *Collaborative Story Re-tell BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -5-

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RL.3 Describe characters, settings, and major events in a story, using key details. II-R-4: HI-10 Identifying cause and effect of specific events in a literary selection. II-R-4: HI-11: Describing characters from a literary selection. II-R-4: HI-12: Describing the setting from a literary selection. II-R-4: HI-13: Summarizing the key events from a literary selection. II-R-4: HI-14: Identifying and describing the plot in a literary selection. 1.RL.6 Identify who is telling the story at various points in a text. No Alignment 1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events. II-R-4: HI-8: Extracting and interpreting specific information from external text features of text. II-R-4: HI-11: Describing characters from a literary selection. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -6-

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 II-R-4: HI-12: Describing the setting from a literary selection. II-R-4: HI-13: Summarizing the key events from a literary selection. 1.RL.9 Compare and contrast the Tell the students that the Indian fable, “The Blind Men and the Elephant” is the original adventures and experiences of characters telling of a fable more commonly known as “Seven Blind Mice.” Read the original story first in stories. and then read “Seven Blind Mice.” (Read aloud to students, or they may read on their own if they are able.) As the two fables are added to the fable story chart, ask the students to No Alignment explain how these two stories are the same and how they are different. (1.RL.9, 1.RL.2) *This or That ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) 1.RI.6 Distinguish between information Introduce the book “A Weed is a Flower: The Story of George Washington Carver.“ Explain provided by pictures or other that illustrations and words in a text are both very important in a book. Guide students as illustrations and information provided by they read by asking them first to think about what you can learn from the illustrations. the words in a text. Create a two-column chart with “illustrations” on one side and “words in a text” on the other side. When students learn something from studying the illustration, they will write it on a II-R-4: HI-8: Extracting and interpreting Post-It note and put it in the book. Use the Post-Its to guide the discussion. Repeat the specific information from external text activity with learning from the text. (1.RI.6, 1.RI.7) features of text. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -7-

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RI.7 Use the illustrations and details in a text to describe its key ideas. II-R-4: HI-8: Extracting and interpreting specific information from external text features of text. 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. No Alignment ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) 1.W.2 Write informative/explanatory texts in After reading several books about electricity, create a list of rules for safety (e.g., avoiding which they name a topic, supply some facts electrical outlets with wet hands). Divide the rules evenly among the students and assign about the topic, and provide some sense of the task of creating a safety poster for each one. Each student will write a rule neatly and closure. show additional information (i.e., the application of the rule) in his or her illustration. Create sets of posters and allow students to present their rules to another classroom or grade II-W-1: HI-3: Completing a written level. (1.W.2, 1.RI.6, 1.SL.5, 1.SL.6) summary of the key events of ideas of informational text using simple 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 BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -8-

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 focused text. II-W-5: The students will demonstrate research skills by using a variety of reference materials to complete a variety of writing tasks. 1.W.3 Write narratives in which they Assign this narrative prompt: “Think of a time when you learned a lesson.” Encourage the recount two or more appropriately students to think about the lessons learned in the fables as they write their own story. Be sequenced events, include some details sure the students focus on the beginning, middle and end (where they tell about the lesson regarding what happened, use temporal learned). Be sure they include at least two sequenced events, use time cue words, provide words to signal event order, and provide some details, and include a sense of closure (1.W.3, 1.W.5, 1.RL.2) some sense of closure. II-W-1: HI-1: Writing a narrative or short story that includes a main idea, character, setting, and a sequence of events. 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. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -9-

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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. 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. 1.L.1b Use common, proper, and *Verb Tense Study (II-L-1(N): HI-2, HI-4, HI-5) possessive nouns. II-L-1(N): HI-2: Explaining differences between common and proper nouns in context (singular and plural). II-L-1(N): HI-4: Using singular possessive nouns. II-L-1(N): HI-5: Using plural possessive nouns. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 10 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.L.1e Use verbs to convey a sense of past, *Concept Chart # (II-L-1(V): HI-2) present, and future (e.g., Yesterday I walked home; Today I walk home; *Verb Tense Study (II-L-1(V): HI-2) Tomorrow I will walk home). II-L-1(V): HI-2: Differentiating between past, present, present progressive, and future verb tenses. 1.L.1j Produce and expand complete * Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15) simple and compound declarative, interrogative, imperative, and * Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15) exclamatory sentences in response to prompts. * Function Junction (II-W-2: HI-12, HI-13, HI-14, HI-15) II-W-2: HI-12: Using declarative sentences (S-V, S-V-C, S-V-O), positive (I am tall.) and negative (I am not tall.) sentence construction forms, in a variety of writing. II-W-2: HI-13: Using interrogative sentences in a variety of writing applications. II-W-2: HI-14: Using exclamatory sentences in a variety of writing applications. II-W-2: HI-15: Using imperative sentences in a variety of writing applications. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 11 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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.), 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. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 12 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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. 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 BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 13 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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 cat with stripes). II-L-2: HI-1: Classifying words into conceptual categories and providing rationale. 1.L.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). No Alignment BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 14 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.L.5d Distinguish shades of meaning *Vertical Sentence (II-L-2: HI-11) among 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 *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5) peers and adults in small and larger groups. II-LS-1: The student will listen actively to the ideas of others in order to acquire new knowledge. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 15 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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.1b Build on others’ talk in *Function Junction (1.SL.1b, 2.SL.1b) conversations by responding to the comments of others through multiple exchanges. ll-LS-1: HI-5: Responding to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thoughts. 1.SL.1c Ask questions to clear up any confusion about the topics and texts under discussion. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences. (e.g., expressing probabilities, and hypothetical questions, etc.). BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 16 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. II-LS-2: The student will express orally his or her own thinking and ideas. 1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. No Alignment 1.SL.6 Produce complete sentences when One of the life lessons focused on in this unit is “manners.” With the students, create a list appropriate to task and situation. (See of “lunchroom manners” using a book such as “Manners.” Students should dictate the grade 1 Language standards 1 and 3.) sentences while you write them on sentence strips. In this writing lesson, focus on writing complete sentences with subject-verb agreement. A follow-up to this lesson would be a II-L-1: The student will identify and apply humorous list of “lunchroom manners” inspired by Prelutsky and Silverstein and written in conventions of standard English in his or poetic form. (1.SL.6, 1.L.1j) 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 6-6-2011(ELP Direct Alignment) - 17 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Teacher’s Notes UNIT 3: BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 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 3. Literary Texts Literary Texts Informational Texts Stories (Continued) Informational Text Green Eggs and Ham (Dr. Seuss) (E) A Weed is a Flower: The Life of George Stories (Read Aloud) Yo! Yes? (Chris Raschka) Washington Carver (Aliki) (E) Inch by Inch (Leo Lionni) The Blind Men and the Elephant (Karen George Washington Carver (Rookie Punctuation Takes a Vacation (Robin Pulver Biographies) (Lynea Bowdish) Backstein and Annie Mitra) and Lynn Rowe Reed) Seven Blind Mice (Ed Young) (EA) Thomas Alva Edison (Rookie Biographies) (Wil Mara) Poetry Stories (Read Aloud) What is Electricity? (Rookie Read-About "By Myself" in Honey I Love and Other Poems Science) (Lisa Trumbauer) The Boy Who Cried Wolf (B.G. Hennessy (Eloise Greenfield) and Boris Kulikov) Informational Text (Read Aloud) "Sharing" in Falling Up (Shel Silverstein) Town Mouse, Country Mouse (Jan Brett) "Ridiculous Rose" in Where the Sidewalk Ends Manners (Aliki) (EA) Lousy Rotten Stinkin Grapes (Margie Palatini (Shel Silverstein) and Barry Moser) Hello! Good-bye! (Aliki) (EA) The Lion & the Mouse (Jerry Pinkney) Poetry (Read Aloud) Georgia O’Keeffe (Getting to Know the World’s Greatest Artists) (Mike Venezia) The Tortoise and the Hare (Janet Stevens) Goops and How to Be Them: A Manual of My Light (Molly Bang) (EA) The Hare and The Tortoise (Swahili) (Helen Ward) Manners for Polite Children (Gelett Burgess) Flick a Switch: How Electricity Gets to Your "Im Making a List" in Where the Sidewalk Ends Home (Barbara Seuling and Nancy Tobin) Fables (Arnold Lobel) (EA) (Shel Silverstein) Watch Out! At Home (Claire Llewellyn and The Little Red Hen (Paul Galdone) "My Mother Says I’m Sickening" in The New Kid Mike Gordon) The Ugly Duckling (Hans Christian Andersen on the Block (Jack Prelutsky) and Jerry Pinkney) Website References Swimmy (Leo Leonni) Alexander and the Wind-up Mouse (Leo Instructional Routines: Lionni) http://csi.boisestate.edu/readingfirst/resources/coach es.shtml BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 19 -

Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Art, Music, and Media Art Georgia O’Keeffe, Red Poppy (1927) Georgia O’Keeffe, Jack in the Pulpit No. IV (1930) Georgia O’Keeffe, Jimson Weed (1936) Georgia O’Keeffe, Oriental Poppies (1928) Georgia O’Keeffe, Two Calla Lilies on Pink (1928) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 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 3. Standards may lend themselves to additional methodologies. *Language Warm-Up *Morph House *Collaborative Story Re-tell *This or That *Verb Tense Study *Syntax Surgery *Function Junction *Concept Chart *Sentence Building *Vertical Sentence BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) - 21 -

First Grade Unit Three 2011 2012

by Isaac_Schools_5

Accessibility

Categories

Upload Details

Usage Rights

Statistics

First Grade Unit Three 2011 2012 Presentation Transcript