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First Grade Unit Four 2011 2012
 

First Grade Unit Four 2011 2012

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    First Grade Unit Four 2011 2012 First Grade Unit Four 2011 2012 Presentation Transcript

    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Unit 4: Winds of Change - In this unit, students look at changes in nature through non-fiction, changes in the feelings of characters through fantasy, and changes in their own writing through revision. Overview: Building on the simple characteristics of fable characters, students describe the characters’ feelings. Focusing on verbs, students act out the various ways Dorothy in “The Wonderful Wizard of Oz” could “walk” on the yellow brick road. They read an article on wind power to look at how wind can provide energy efficiently. They view the non-fiction in this unit through the lens of cause and effect. Finally, students look at writing as a moldable, changing piece of work that improves with revision. Big Ideas: Essential Questions: Vocabulary: Good readers use word analysis skills to What strategies can be used to decode two- cause self-correct decode two-syllable words. syllable words? effect regular express irregular Words and phrases express ideas and How does a reader know what a character is expression text features feelings about people, places or things. feeling or when those feelings change? reasons pronouns revision prepositions Good writers add details to improve their verbs adjectives writing. syllable root word commas ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Foundations (RF) 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 6-8-2011(ELP Direct Alignment) -1 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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.3e Decode two-syllable words Using a pocket chart and/or syllable cards, play a matching game with sets of closed following basic patterns by breaking the syllables. (Closed syllables have short vowels spelled with one letter and end in one or words into syllables. more consonants.) Start with compounds (back + pack; back + log; hot +dog) and then work with two-syllable words (bas + ket; nap + kin; rab + bit; hum + ming) and longer words II-R-2(D): HI-5: Reading multi-syllabic for those who are ready (fan + tas+ tic; ac + com+ plish + ment). (1.RF.3e) words, using syllabication rules. (LI-5) Instructional Routine Template: Card 10 (1.RF.3e) II-LS-2: HI-1: Articulating the 44 phonemes accurately. *Language Warm-Up (II-LS-2: HI-1) 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 6-8-2011(ELP Direct Alignment) -2 -
    • 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 Using a text the students have read once, revisit it for some “detective work.” Ask students and understanding. to read a sentence or page to find words that tell why something happened; who did something; how something was done; and so forth. When students have pointed to those II-R-4: HI-9: Identifying the author’s words in the books, choral read that sections with appropriate phrasing. (1.RF.4a,b,c) purpose for writing a book. (LI-9) 1.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. II-R-3: HI-2: Using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency. 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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -3 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Literature (RL) 1.RL.3 Describe characters, settings, and Read “The Wizard of Oz” aloud to the class. As students meet each character in the text, major events in a story, using key details. guide them to think about the character’s feelings and how the author shows us how the character feels. Discuss how the author helps us use our senses to see, smell, feel, hear, II-R-4: HI-10: Identifying cause and effect and even taste while we are reading a book. As you read aloud, model the way you are of specific events in a literary selection. drawn to use your senses. For example, in the second paragraph of chapter one, the author describes Kansas so that you can “see” the countryside clearly. Then the author goes on to II-R-4: HI-11: Describing characters from a describe Aunt Em, Uncle Henry, Toto, and Dorothy, with a focus on their feelings. Gradually literary selection. give students the responsibility to discover how the author helps them use their senses to describe the different pieces of the story. (1.RL.3, 1.RL.4) II-R-4: HI-12: Describing the setting from a literary selection. Throughout the day, play some violin concerto music in the background. Ask the students II-R-4: HI-13: Summarizing the key events how the music made them feel. For example, ask them to finish this sentence: “During the from a literary selection. music, I felt _______________.” Continue to listen to the music at any opportunity. Then, read the book “The Bat Boy and His Violin,” which is the story of a boy who loved to play II-R-4: HI-14: Identifying and describing the violin. After the students listen to the story, go back through the text and have the the plot in a literary selection. children talk about how the author used words and phrases to let the reader know how the characters in the book felt. (1.RL.4, 1.L.1i) 1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. II-R-4: HI- 21: Identifying words that the author selects to create a rich auditory experience (alliteration, onomatopoeia) in a literary selection. 1.RL.10 With prompting and support, read Read thematic poetry – emphasizing cause and effect relationship (1.RL.10) prose and poetry of appropriate complexity for grade 1. No AlignmentBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -4 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) 1.RI.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. II-R-4: HI-19: Locating specific information by using organizational features (e.g., titles, table of contents, heading captions, bold print, glossary, indices) in expository text. 1.RI.8 Identify the reasons an author As you read books about the topic of wind or tornadoes, place the word “tornado” in the gives to support points in a text. center of a display board. Look for causes of tornados (post on the left) and the effects of tornados (post on the right), creating a visual graphic organizer for cause and effect. Have II-R-4: HI-9: Identifying the author’s students use the graphic organizer to create sentences showing cause and effect (e.g., purpose for writing a book. “The high winds of the tornado tore the roof from the top of the Civic Center.”). Repeat this activity as you read other informational books with a cause and effect structure, giving students more of the responsibility for placing Post-Its on the graphic organizer and writing out the sentences. (1.RI.8) 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. No Alignment 1.RI.10a. With prompting and support, read Introduce an informative article on wind. First, ask students to think about what wind causes functional texts including history/social and brainstorm with the children. Then, have the students read the article independently, studies, science, and technical texts, with partners, or with the teacher to find out what the wind causes. (1.RI.10a) appropriately complex for grade 1. No AlignmentBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -5 -
    • 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 which they name a topic, supply some facts about the topic, and provide some sense of closure. II-W-1: HI-3: Completing a written 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 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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -6 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.W.3 Write narratives in which they recount Give students this prompt: “Write a story about a time you felt happy. Be sure to tell us what two or more appropriately sequenced happened to make you happy.” Emphasize the use of temporal words to signal event order events, include some details regarding what (e.g., First, Next, Then, Finally…). Combining the focuses of this unit (revision, appealing to happened, use temporal words to signal the senses with details, and using well-chosen verbs), zero in on details and synonyms event order, and provide some sense of while the students revise their stories. Tell the students to watch for the proper use of closure. personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) as they are editing. (1.W.3, 1.W.5, 1.L.1d) 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. 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 6-8-2011(ELP Direct Alignment) -7 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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 and speaking. II-L-1: The student will identify and apply conventions of standard English in his or her communications. 1.L.1d Use personal, possessive, and *Concept Chart # (II-L-1(PRO): HI-1) indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). II-L-1(PRO): HI-1: Using personal singular subjective pronouns (I, you, he, she, it) and plural subjective pronouns (we, they) in oral communication. II-L-1(PRO): HI-2: Using singular and plural personal objective pronouns (me, you, him, her, it, us, them)in oral communication. II-L-1(PRO): HI-3: Using singular and plural personal possessive pronouns (mine, yours, his, hers, its, ours, theirs) in oral communication.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -8 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.L.1f Use frequently occurring adjectives. *Sentence Patterning Chart (II-L-1 (ADJ): HI-1) II-L-1(ADJ): HI-1: Producing a series of adjectives in the correct order. II-L-1(ADJ): HI-2: Using nouns as modifiers. II-L-1(ADJ): HI-3: Using sensory/personality adjectives. II-L-1(ADJ): HI-4: Using singular and plural possessive adjectives (my, your, his, her, its, our, their). 1.L.1i Use frequently occurring prepositions *Prepositions for Location (II-L-1(PREP):HI-1) (e.g., during, beyond, toward). II-L-1(PREP): HI-1: Using prepositions of location. II-L-1(PREP): HI-2 Using prepositions of direction. II-L-1(PREP): HI-3 Using prepositions of time. II-L-1(PREP): HI-4 Using prepositions of action and movement. II-L-1(PREP): HI-5 Using prepositions of opposition.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -9 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 II-L-1(PREP): HI-6: Differentiating among prepositions of location, direction, and time. II-LS-1: HI-6: Following multiple-step directions, which include prepositions of location (on, in, near, behind), direction (up, down, over), time (on, at, in, by), and “frequency” adverbs (always, never, sometimes). 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 6-8-2011(ELP Direct Alignment) -10 -
    • 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.2c Use commas in dates and to To teach the use of a comma in a series, list the five senses on the white board. Give separate single words in a series. students a “setting” card (e.g., zoo, farm, or beach), have them dictate a sentence using one of the senses, and name three things they sense for in that setting. Explain that when II-W-2: HI-7: Using periods, question we use the word “and” we are using a conjunction. For example, “At the zoo, I smell marks, exclamation points, commas for popcorn, elephants, and cotton candy.” Write the dictated sentence and then challenge items in a series (e.g., eggs, milk, bread, them to write their own sentences. (1.L.2c) 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. II-W-2: HI-3: Using common spelling patterns, simple prefixes (re-,un-), suffixesBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -11 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 and regular inflectional endings (-ed) to spell words. 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.4a Use sentence-level context as a clue to the meaning of a word or phrase. II-L-2: HI-4: Using grade specific academic vocabulary and symbols within context. 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.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). No AlignmentBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -12 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). No Alignment 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. II-LS-1: The student will listen actively toBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -13 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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.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.). 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.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -14 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Teacher’s Notes UNIT 4:BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -15 -
    • 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 4. Literary Texts Literary Texts Informational Texts Stories Poetry (Read Aloud) Informational Text Owl at Home (Arnold Lobel) (E) “Windy Nights” in A Child’s Garden of Verses “Wind Power” (National Geographic Young Frog and Toad All Year (Arnold Lobel) (EA) (Robert Louis Stevenson) Explorers) (November-December 2009)(E) Ten Apples Up on Top! (Dr. Seuss) (EA) “Blow, Wind, Blow!” (Traditional) “Storms” (National Geographic Readers) Changes, Changes (Pat Hutchins) (Miriam Goin) The Wind Blew (Pat Hutchins) Stories (Read Aloud) Informational Text (Read Aloud) Poetry The Wonderful Wizard of Oz (Frank L. Baum) (E) Twister on Tuesday (Mary Pope Osborne and Sal Tornadoes! (Gail Gibbons) (EA) “Covers” in The Sun is So Quiet (Nikki Giovanni) Murdocca) (EA) Tornadoes (Seymour Simon) (E) Alexander and the Horrible, No Good, Very Bad Super Storms (Seymour Simon) “It Fell in the City” in Blackberry Ink (Eve Day (Judith Viorst and Ray Cruz) Flash, Crash, Rumble, and Roll (Franklyn M. Merriam) (E) Alexander, Who’s Not (Do You hear me? I mean it!) Bramley and True Kelley) “Laughing Boy” in Haiku: This Other World Going to Move (Judith Viorst, Ray Cruz, and Robin How People Learned to Fly (Fran Hodgkins and (Richard Wright) (E) Preiss Glasser) True Kelley) (E) “Drinking Fountain” in Random House Book of If You Give a Mouse a Cookie (Laura Joffe Numroff Feelings (Aliki) (EA) Poetry for Children (Marchette Chute) (E) and Felicia Bond) Twisters and Other Terrible Storms: A Nonfiction The Bat Boy and His Violin (Gavin Curtis and E.B. Companion to Twister on Tuesday (Will and Poetry (Read Aloud) Lewis) Mary Pope Osborne, and Sal Murdocca) (EA) When Sophie Gets Angry—Really, Really “Who Has Seen The Wind” in Rossetti: Poems Angry… (Molly Bang) (EA) (Everyman’s Library Pocket Poets) (Christina My Name is Yoon (Helen Recorvits and Gabi Website References Rossetti) (E) Swiatkowska) “The Wind” in A Child’s Garden of Verses (Robert Goin’ Someplace Special (Patricia C. McKissack Instructional Routines: Louis Stevenson) and Jerry Pinkney) http://csi.boisestate.edu/readingfirst/resources/coach es.shtmlBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -16 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Art, Music, and Media Music Pyotr Ilyich Tchaikovsky, Violin Concerto in D major, Op. 35 (1878) Wolfgang Amadeus Mozart, Violin Concerto No. 4 in D Major (1775) Johann Sebastian Bach, Concerto for 2 Violins, Strings, and Continuo in D Minor (Double Violin Concerto) (1730-31) Ludvig van Beethoven, Violin Concerto in D Major, Op. 61 (1806) Film The Wizard of Oz, Victor Fleming dir. (1939)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -17 -
    • 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 4. Standards may lend themselves to additional methodologies. *Language Warm-Up *Morph House *Concept Chart *Sentence Patterning Chart *Prepositions for Location *Syntax Surgery *Verb Tense Study *Function Junction *This or ThatBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-8-2011(ELP Direct Alignment) -18 -