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First Grade Unit Five 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Unit 5: American Contributions - In this unit, students meet Americans who have contributed to our society in various ways and during various times of history. Overview: Building on the work with fiction and informational text in previous units, students meet famous Americans in informational books and then hear fictional stories about the same people. Focusing on reading independently and fluently, students read nonfiction to learn about the contributions made by interesting people in America. By placing events of a similar time period on a timeline, students are able to visualize the connections among events and people. Students also write and revise an opinion piece. The unit also focuses on vocabulary in context as students learn to read and reread for meaning. Big Ideas: Essential Questions: Vocabulary: Good readers use a variety of acquired skills What strategies do good readers use when biography conjunctions to decode, recognize, and understand they encounter an unknown word? compare reread words. contrast support Why is it important to learn about the world expression timeline Identifying similarities and differences around us? opinion words in context between texts helps comprehension. fluency common nouns How does providing reasons support your purpose proper nouns They form opinions from what they read, opinion? adjectives possessive nouns see, and/or hear. main idea 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 6-6-2011(ELP Direct Alignment) -1-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RF.3c Know final–e and common Instructional Routine Template: Card 7 (1.RF.3c) vowel 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.3e Decode two-syllable words Instructional Routine Template: Card 10 (1.RF.3e) following basic patterns by breaking the words into syllables. *Language Warm-Up (II-LS-2: HI-1) II-R-2(D): HI-5: Reading multi-syllabic words, using syllabication rules. (LI-5) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 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). 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 6-6-2011(ELP Direct Alignment) -2-
  • 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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 Have students choose one of the biographies they enjoyed reading. Have them practice and understanding. reading the book until they can read it well (i.e., with phrasing and expression). As students read their biographies independently, encourage them to look for opportunities to use II-R-4: HI-9: Identifying the author’s context to confirm or self-correct word recognition and understanding, encouraging the purpose for writing a book. (LI-9) children to reread as necessary. Take the books to a kindergarten class and have students read the books aloud to students there. (1.RF.4a,b,c, 1.RI.4, 1.RI.10) 1.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression On encountering an unknown word, the reader a) looks carefully at the letter sequence, b) on successive readings. sounds out the word, and c) checks the sense within the whole sentence or passage. If it does not make sense, he or she rereads or asks for assistance. (1.RF.4c) II-R-3: HI-2: Using punctuation, including Display the lyrics to songs. After singing the songs together several times, allow the commas, periods, question marks, and students to select words that are challenging for them. Help students look for clues in the exclamation marks to guide reading for text to determine word meanings. Collect these and other words to add to the word bank fluency. from reading throughout the unit. (1.RF.4c) 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.2 Retell stories, including key details, *Collaborative Story Re-tell and demonstrate understanding of their central message or lesson. 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-
  • 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 II-LS-1: HI-4: Summarizing the main idea and key points/details of a presentation using complete sentences. (B-4) 1.RL.5 Explain major differences between Create pairings of books that are literary and informational (e.g., “George Washington and books that tell stories and books that give the General’s Dog” and the Rookie Biography of “George Washington”). Discuss how you information, drawing on a wide reading of a read a story and a biography about the same character/historic person. Discuss as a class, range of text types. how these two books connect to each other. How were the books the same? How were they different? (Graphic Organizer, Sentence Stems) In this unit, there are numerous II-R-4: HI- 1: Identifying the differences potential book pairings among the biographies, fictional stories, and even a fictional story between fiction and nonfiction. written by the historical person himself “Benjamin Franklin.” This is an opportunity to show the different characteristics of genre. It is also important within one book, to explain how events in the life of a person connect to each other. (1.RL.5, 1.RL.7, 1.RI.3) 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. 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. 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-
  • 5. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RL.9 Compare and contrast the *This or That adventures and experiences of characters in stories. No Alignment ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) 1.RI.3 Describe the connection between Create a simple timeline with historical events and figures as you read books together on two individuals, events, ideas, or pieces Early America. This will help students make visual connections between events and people of information in a text. during this part of history. Students may report back on what they have read independently. Guide students in describing any connections between two individuals or No Alignment events on the timeline. Students should understand that although the informational texts are focused around different people or topics, it all happened at the same time in history. (1.RI.3, 1.RI.10) 1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. II-R-4: HI-4: Asking questions to clarify text. 1.RI.8 Identify the reasons an author gives to support points in a text. II-R-4: HI-9: Identifying the author’s purpose for writing a book. 1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 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-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 II-R-4: HI-1: Identifying the differences between fiction and nonfiction. 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.1 Write opinion pieces in which they Give students this prompt: “Choose one of the people from this unit that you think is the introduce the topic or name the book most interesting. Write about the person. Be sure to name the person and to tell why you they are writing about, state an opinion, think he or she is the most interesting. Also make sure you support your opinion with ideas supply a reason for the opinion, and from the book(s) we read.” (1.W.1) provide some sense of closure. II-W-1: HI-8: Writing a short response to a literary selection that connects text to self, text to world, or text to other text. 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) -6-
  • 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.W.5 With guidance and support from Read and discuss “The Hatmaker’s Sign.” Talk about how it relates to revision. Instruct adults, focus on a topic, respond to students to take a piece of their writing (such as the “most interesting” piece) and carefully questions and suggestions from peers, and work on revising ideas. Students should edit their pieces and publish them. (1.W.5) 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 and 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) -7-
  • 8. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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. 1.L.1f Use frequently occurring *Sentence Patterning Chart (II-L-1 (ADJ): HI-1) adjectives. 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). 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-
  • 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.L.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). II-L-1(C): HI-1: Using coordinating conjunctions. 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. 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). 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-
  • 10. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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. 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. 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 -
  • 11. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 II-W-2: The student will identify and apply conventions of standard English in his or her communications. 1.L.2a Capitalize dates and names of people. II-W-2: HI-6: Capitalizing the pronoun “I,” the first word of a sentence, proper nouns (names, days, months, and titles). 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.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 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) - 11 -
  • 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.5d Distinguish shades of meaning To reinforce the idea of a wide range of alternatives for a word like “see,” write the words among verbs differing in manner (e.g., “look,” “peek,” “glance,” “stare,” “glare,” and “scowl” onto cards. Have the students arrange look, peek, glance, stare, glare, scowl) the cards in order from the most to least cautious. (e.g., peek→ glance→ look→ stare→ and adjectives differing in intensity (e.g., glare→ scowl). Use a thesaurus to add other synonyms of “to see” and add them into the large, gigantic) by defining or choosing range of words. (L.1.5d) them or by acting out the meanings. Choose some verbs that are rather bland, such as “to walk.” Ask the children to recall the II-L-2: HI-11: Clarifying word meaning by book, “The Wizard of Oz.” Have them imagine that they are walking on the yellow brick applying knowledge of synonyms and road with Dorothy and that they are really happy. How would they walk? (Possible answers: antonyms to enhance vocabulary. skip, run, dance.) Allow students to show how that kind of motion would look. Then, have them imagine that they are feeling sad and discouraged. How would they walk? (Possible answers: trudge, drag.) Make a list of all the words that could be used as a better choice than “walk.” This lesson on verbs can be extended to cover roots and affixes –ed, -s, -ing. (1.L.5d) *Vertical Sentence (II-L-2: HI-11) 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 -
  • 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.L.6 Use words and phrases acquired Give students these directions, “Write sentences about an American person we’ve read through conversations, reading and being about recently, using at least three new words from our word bank in your work. Illustrate read to, and responding to texts, including each sentence to demonstrate the meaning of each word.” (1.L.6, 1.L.1g, 1.L.5c) 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.3 Ask and answer questions about Invite a person from your community who has made a notable contribution to visit your what a speaker says in order to gather classroom. After the speaker has shared his or her story, invite the students to ask additional information or clarify questions to gather additional information or to clarify understanding, having prepared something that is not understood. student questions prior to the speaker’s visit. After the speaker leaves, have the students write a thank-you note telling one new thing they learned. (1.SL.3) II-LS-2: HI-6: Asking and responding to social and academic questions using complete sentences. *The Big Cheese 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 6-6-2011(ELP Direct Alignment) - 13 -
  • 14. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Teacher’s Notes UNIT 5: 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 -
  • 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 5. Literary Texts Literary Texts Informational Texts Stories (Read Aloud) (Continued) Informational Text Little House in the Big Woods (Laura Ingalls Poetry (Read Aloud) The Man Who Walked Between the Wilder and Garth Williams) (E) Towers (Mordicai Gerstein) (E) The Hatmakers Sign: A Story by Benjamin Washington” in The Random House Book of George Washington (Rookie Biographies) Franklin (Candace Fleming and Robert Poetry for Children (Nancy Byrd Turner) (Wil Mara) Parker) You’re a Grand Old Flag (George M. Cohan and Let’s Read About—George Washington Willie Was Different: A Children’s Norman Rockwell) (Scholastic First Biographies) (Kimberley Story (Norman Rockwell) Weinberger and Bob Doucet) Rockwell: A Boy and His Dog (Loren Spiotta- Abraham Lincoln (Rookie Biographies) (Wil DiMare and Cliff Miller) Mara) A True Story About Jackie Robinson (Testing Let’s Read About—Abraham the Ice)(Sharon Robinson and Kadir Nelson) Lincoln (Scholastic First Biographies) (Sonia George Washington and the General’s Black and Carol Heyer) Dog (Frank Murphy and Richard Walz) Laura Ingalls Wilder (Rookie Biographies) Lincoln and Me (Louise Borden) (Wil Mara) Mr. Lincoln’s Whiskers (Karen Winnick) Paul Revere (Rookie Biographies) (Wil Mara) Abe Lincoln Crosses a Creek: A Tall, Thin Tale (Deborah Hopkinson and John Hendrix) Let’s Read About—Cesar Chavez (Jerry Tello) *The Wizard of Oz (Frank L. Baum) (E) Benjamin Franklin (Rookie Biographies) (Wil Unit 4 Mara) Pocahontas (DK Readers) (Caryn Jenner) Poetry (Read Aloud) Jackie Robinson (Rookie Biographies) (Wil Mara) “Hope” in The Collected Poetry of Langston Hughes (Langston Hughes) (EA) Informational Text (Read Aloud) 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 -
  • 16. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Art, Music, and Media Dave the Potter: Artist, Poet, Slave (LabanArt Carrick Hill and Bryan Collier) (EA) John Singleton Copley, Paul Revere (1768) John, Paul, George, and Ben (Lane Smith) Gilbert Stuart, Dolley Madison (1804) A Picture Book of Paul Revere (David A. Portrait of Harriet Tubman (artist and date Adler, John and Alexandra Wallner) unknown) A Picture Book of Benjamin Franklin (David Gilbert Stuart, George Washington (1796) A. Adler, John and Alexandra Wallner) George P.A, Healey, Abraham Lincoln A Picture Book of George Washington (1869) (David A. Adler, John and Alexandra Dr. Martin Luther King Jr. at The Lincoln Wallner) Memorial (1963) Betsy Ross: The Story of Our Flag (Easy Ben Wittick, Geronimo (Goyathlay), a Reader Biographies)(Pamela Chanko) Chiricahua Apache; full-length, kneeling with rifle (1887) Website References Music Songs Instructional Routines: Yankee Doodle Boy (George M. Cohan) http://csi.boisestate.edu/readingfirst/resources/coach You’re a Grand Old Flag (George M. Cohan) 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) - 16 -
  • 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 5. Standards may lend themselves to additional methodologies. *Language Warm-Up *Morph House *Collaborative Story Re-tell *This or That *Verb Tense Study *Concept Chart *Sentence Patterning Chart *Prepositions for Location *Syntax Surgery *Function Junction *Vertical Sentence *The Big Cheese 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 -