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First Grade Unit Six 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1Unit 6: Around the World with a Glass Slipper – In this unit, students compare and contrast multiple versions of Cinderella whilelearning about continents and cultures.Overview: In the previous unit, students were introduced to writing opinion pieces in the context of American contributions. In this unit,students look beyond America, but continue to focus on opinion writing. Each child chooses a favorite version of a fairy tale, such as“Cinderella”, and supports their choice with reasons. They continue to focus on similarities and differences in fiction and non-fictional texts.As the unit closes, the students examine artistic masks from various cultures and use descriptive words to tell about the masks.Big Ideas: Essential Questions: Vocabulary:Different cultures have different versions of What can different versions of the same compare closurethe same story. story teach us about different cultures? contrast fluency culture fairy talesGood readers compare and contrast Why should readers compare and contrast dialogue fantasycharacters in stories to help them characters in stories? version sceneunderstand what they are reading. adventure setting How does a writer explain their opinion? experiences pronounsOpinions need to be supported by reasons. publish conjunctions sequence prepositionsELA Standards/ELP Standards: Sample Activities/Assessments:Reading Foundations (RF)1.RF.3 Know and apply grade-level phonicsand word analysis skills in decoding words.II-R-2: The students will identify andmanipulate the sounds of the Englishlanguage and decode words, usingknowledge of phonics, syllabication, andwords 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-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.RF.3c Know final-e and common vowel Instructional Routine Template: Card 7 (1.RF.3c)team conventions for representing longvowel sounds. *Language Warm-Up (II-LS-2: HI-1)II-LS-2:HI-1: Articulating the 44 phonemesaccurately.1.RF.3e Decode two-syllable words Instructional Routine Template: Card 10 (1.RF.3e)following basic patterns by breaking thewords into syllables. *Language Warm-Up (II-LS-2: HI-1)II-R-2(D): HI-5: Reading multi-syllabicwords, using syllabication rules. (LI-5)II-LS-2: HI-1: Articulating the 44 phonemesaccurately.1.RF.3f Read words with inflectional Instructional Routine Template: Card 10 (1.RF.3f)endings. *Morph House (II-R-2(D): HI-6II-R-2(D): HI-6: Identifying inflectionalendings (-s,-ed,-ing) and their functions(tense, plurality, comparison and part ofspeech).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-
  • 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.RF.3g Recognize and read grade Instructional Routine Template: Card 3 (1.RF.3g)appropriate irregularly spelled words. Identify learned inflectional word forms in connected text, reading them with accuracy andII-R-2(D): HI-7: Reading high frequency fluency. (1.RF.3g)words and irregular sight words fluently.1.RF.4 Read with sufficient accuracy andfluency to support comprehension.II-R-3: The student will read with fluencyand accuracy.1.RF.4a Read on-level text with purpose By year’s end, read fifty to sixty words correct per minute in unrehearsed grade level textand understanding. with 96% accuracy or better, and demonstrate comprehension through retelling. (1.RF.4a)II-R-4: HI-9: Identifying the author’spurpose for writing a book. (LI-9) Ask students to keep reading logs, recording about 20 minutes daily of time spent reading with a peer, parent, or other volunteer. (1.RF.4a,b,c)1.RF.4b Read on-level text orally withaccuracy, appropriate rate, and expressionon successive readings.II-R-3: HI-2: Using punctuation, includingcommas, periods, question marks, andexclamation marks to guide reading forfluency.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-
  • 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.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 wordorder (syntax) and context to confirmdecoding of text.ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Literature (RL)1.RL.1 Ask and answer questions aboutkey details in a text.II-R-4: HI- 3: Locating facts and answeringquestions about text.II-R-4: HI- 4: Asking questions to claritytext.II-LS-2: HI-5: Asking and responding toacademic questions using completesentences. (e.g., expressing probabilities,and hypothetical questions, etc.). (LI-5)1.RL.2 Retell stories, including key details, *Collaborative Story Re-telland demonstrate understanding of theircentral message or lesson.II-LS-1: HI-4: Summarizing the main ideaand key points/details of a presentationusing complete sentences. (B-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) -4-
  • 5. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.RL.5 Explain major differences between Have students read one of the nonfiction books about a continent or country. After thebooks that tell stories and books that give students finish, have them find and look through the fairy tale version that is set in theinformation, drawing on a wide reading of a similar culture. Elicit from students what they saw in both books (e.g., geography, people,range of text types. clothing, food, places, and customs). Discuss how the books are different (e.g., one tells a story, the other gives factual information). (1.RL.5)II-R-4: HI- 1: Identifying the differencesbetween fiction and nonfiction.1.RL.9 Compare and contrast the As you begin the set of Cinderella stories, create a wall chart to organize similarities andadventures and experiences of differences in each version of the story. Use categories that review the literary terms of thischaracters in stories. school year, such as: characters, setting, beginning, events (middle), and ending. This activity can be configured many ways: teacher-led, student-led, partners. (1.RL.9, 1.RL.1, 1.RL.2)No Alignment *This or ThatELA Standards/ELP Standards: Sample Activities/Assessments:Reading Informational Text (RI)1.RI.2 Identify the main topic and retell key Choose two books about the same continent such as “Look What Came From Australia”details of a text. and another resource. Discuss how the books are similar because they are about the same continent. Show how they are also different because they are written by different authorsII-R-4: HI-7: Summarizing the main idea and have different purposes. Then, read the books as a class. Make a chart with twoand details from text, using complete columns, one for each book. Work together to make a list of what is learned in each booksentences. (B-7) and then look for similar information in both books. This activity can be configured many ways: teacher-led, student-led, partners. (1.RI.2, 1.RI.3, 1.RI.9, 1.RI.10, 1.RF.4)1.RI.3 Describe the connection between twoindividuals, events, ideas, or pieces ofinformation in a text. *Collaborative Story Re-tell (II-R-4: HI-7)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-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.RI.9 Identify basic similarities in anddifferences between two texts on thesame topic (e.g., in illustrations,descriptions, or procedures).II-R-4: HI-1: Identifying the differencesbetween fiction and nonfiction.1.RI.10 With prompting and support, readinformational texts appropriately complex forgrade 1.No AlignmentELA Standards/ELP Standards: Sample Activities/Assessments:Writing (W)1.W.1 Write opinion pieces in which they Read many different versions of Cinderella. Then, give students this prompt: “Choose yourintroduce the topic or name the book favorite version of the story. Write an opinion piece based on your choice. Be sure tothey are writing about, state an opinion include the title of the book and at least two reasons why you think it is the best one.supply a reason for the opinion, and Remember to close with a strong ending.” (1.W.1, 1.L.2a,b,d,e)provide some sense of closure.II-W-1: HI-8: Writing a short response to aliterary selection that connects text to self,text to world, or text to other text.ll-W-2: The student will identify and applyconventions of standard English in his or hercommunication.Il-W-3: The students will use the steps ofthe writing process as a writing piece movestoward completion.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-
  • 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1II-W-4: The students will integrate elementsof effective writing to develop engaging andfocused text.1.W.3 Write narratives in which they recounttwo or more appropriately sequencedevents, include some details regarding whathappened, use temporal words to signalevent order, and provide some sense ofclosure.II-W-1: HI-1: Writing a narrative or shortstory that includes a main idea, character,setting, and a sequence of events.ll-W-2: The student will identify and applyconventions of standard English in his or hercommunication.Il-W-3: The students will use the steps ofthe writing process as a writing piece movestoward completion.II-W-4: The students will integrate elementsof effective writing to develop engaging andfocused text.1.W.6 With guidance and support fromadults, use a variety of digital tools toproduce and publish writing, including incollaboration with peers.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-
  • 8. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1Il-W-3: The students will use the steps ofthe writing process as a writing piece movestoward completion.1.W.7 Participate in shared research andwriting projects (e.g., explore a number of“how-to” books on a given topic and usethem to write a sequence of instructions).II-W-5: The students will demonstrateresearch skills by using a variety ofreference materials to complete a variety ofwriting tasks.ELA Standards/ELP Standards: Sample Activities/Assessments:Language (L)1.L.1 Demonstrate command of theconventions of standard English grammarand usage when writing or speaking.II-L-1: The student will identify and applyconventions of standard English in his or hercommunications.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 singularsubjective pronouns (I, you, he, she, it) andBOLD: 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-
  • 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1plural subjective pronouns (we, they) in oralcommunication.II-L-1(PRO): HI-2: Using singular andplural personal objective pronouns (me, you,him, her, it, us, them)in oral communication.II-L-1(PRO): HI-3: Using singular andplural personal possessive pronouns (mine,yours, his, hers, its, ours, theirs) in oralcommunication.1.L.1g Use frequently occurring conjunctions(e.g., and, but, or, so, because).II-L-1(C): HI-1: Using coordinatingconjunctions.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 oflocation.II-L-1(PREP): HI-2 Using prepositions ofdirection.II-L-1(PREP): HI-3 Using prepositions oftime.II-L-1(PREP): HI-4 Using prepositions ofaction and movement.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-
  • 10. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1II-L-1(PREP): HI-5 Using prepositions ofopposition.II-L-1(PREP): HI-6: Differentiating amongprepositions of location, direction, and time.II-LS-1: HI-6: Following multiple-stepdirections, which include prepositions oflocation (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 toprompts. *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.) andnegative (I am not tall.) sentenceconstruction forms, in a variety of writing.II-W-2: HI-13: Using interrogativesentences in a variety of writingapplications.II-W-2: HI-14: Using exclamatorysentences in a variety of writingapplications.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 -
  • 11. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1II-W-2: HI-15: Using imperative sentencesin a variety of writing applications.1.L.1k Write multiple sentences in an orderthat supports a main idea or story.1.L.2 Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.II-L-1: The student will identify and applyconventions of standard English in his or hercommunications.II-W-2: The student will identify and applyconventions of standard English in his or hercommunications.1.L.2a Capitalize dates and names ofpeople.II-W-2: HI-6: Capitalizing the pronoun “I,”the first word of a sentence, proper nouns(names, days, months, and titles).1.L.2b Use end punctuation for sentences.II-W-2: HI-7: Using periods, questionmarks, exclamation points, commas foritems in a series (e.g., eggs, milk, bread,bananas, etc.), and apostrophes(possessives, contractions).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) - 11 -
  • 12. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.L.2d Use conventional spelling for wordswith common spelling patterns and forfrequently occurring irregular words.II-W-2: HI-5: Spelling high frequencywords.II-W-2: HI-3: Using common spellingpatterns, simple prefixes (re-,un-), suffixesand regular inflectional endings (-ed) to spellwords.1.L.2e Spell untaught words phonetically,drawing on phonemic awareness andspelling conventions.II-W-2: HI-3: Using common spellingpatterns, simple prefixes, (re-,un-), suffixesand regular inflectional endings (-ed) to spellwords. (LI-3)1.L.4 Determine or clarify the meaning ofunknown and multiple-meaning words andphrases based on grade 1 reading andcontent, choosing flexibly from an array ofstrategies.II-L-2: The student will acquire Englishlanguage vocabulary and use it in relevantcontexts.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) - 12 -
  • 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.L.4b Use frequently occurring affixes *Morph House (II-L-2: HI-8)as a clue to the meaning of a word.II-L-2: HI-8: Constructing meaning byapplying knowledge of prefixes.II-L-2: HI-9: Constructing meaning byapplying knowledge of suffixes.1.L.5 With guidance and support fromadults, demonstrate understanding of wordrelationships and nuances in wordmeanings.II-L-2: The student will acquire Englishlanguage vocabulary and use it in relevantcontexts.1.L.5c Identify real-life connectionsbetween words and their use (e.g., noteplaces at home that are cozy).No Alignment1.L.6 Use words and phrases acquiredthrough conversations, reading andbeing read to, and responding to texts,including using frequently occurringconjunctions to signal simplerelationships (e.g., because).II-L-2: The student will acquire Englishlanguage vocabulary and use it in relevantcontexts.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) - 13 -
  • 14. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1ELA Standards/ELP Standards: Sample Activities/Assessments:Speaking and Listening (SL)1.SL.3 Ask and answer questions about *The Big Cheesewhat a speaker says in order to gatheradditional information or clarify somethingthat is not understood.II-LS-2: HI-6: Asking and responding tosocial and academic questions usingcomplete sentences.1.SL.4 Describe people, places, things, and Discuss how countries and continents, as depicted in the literature in this unit, are veryevents with relevant details, expressing different. Introduce the collection of masks from different continents. As each mask isideas and feelings clearly. viewed, think of describing words (i.e., adjectives) you would use to tell someone about the mask. Ask if students can imagine anyone using the mask for a play. (1.SL.4)II-LS-2: The student will express orally hisor her own thinking and ideas.1.SL.5 Add drawings or other visual Partner students to research the contributions/inventions of a country introduced to them indisplays to descriptions when this unit. Building on the contributions of various countries through informational texts (e.g.,appropriate to clarify ideas, thoughts, the “Look What Came From…” series), have students gather actual items that representand feelings. the contributions (e.g., for China, writing paper, a compass, and paper money). Create a museum of contributions by having the students design information cards to go with eachNo Alignment item. Students could stand behind their table to explain the origins of the items as visitors come through the museum. (1.SL.5, 1.RI.2) Ask the students to think about how all of the Cinderella stories are different because of the time and place where they happen. Challenge the students to draw the "trying on the slipper" scene as if it were happening right now and in the place where they live. If possible, scan the pictures and create a Power Point slide for each image. Students present their drawings to the class explaining their adaptation of the “slipper scene.”(1.SL.5, 1.SL.6, 1.RL.9) Art Connection: Have the students choose one of the characters from their favorite versionBOLD: 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 -
  • 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 of a fairy tale. Create a mask that would be appropriate for the character, including as many physical characteristics as he or she can from the description in the text. Students might want to hold the mask up as they read a favorite passage from the fairy tale, as a way of sharing their work with the class or with another class.1.SL.6 Produce complete sentences whenappropriate to task and situation. (Seegrade 1 Language standards 1 and 3.)II-L-1: The student will identify and applyconventions of standard English in his or hercommunications.II-W-2: The student will identify and applyconventions of standard English in his or hercommunications.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 -
  • 16. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1Teacher’s Notes UNIT 6: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) - 16 -
  • 17. 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 6. Literary Texts Literary Texts Informational Texts Stories (Read Aloud) (Continued) Informational Text Cinderella (Charles Perrault, Loek Stories (Read Aloud) Informational Text Koopmans, and Anthea Bell) Mufaro’s Beautiful Daughters (John Steptoe) Prince Cinders (Babette Cole) North America (Pull Ahead Books Cinderella (Marcia Brown) Continents) (Madeline Donaldson) The Korean Cinderella (Shirley Climo and James Marshall’s Cinderella (Barbara Karlin South America (Pull Ahead Books Ruth Heller) and James Marshall) Continents) The Way Meat Loves Salt: A Cinderella Tale Cinderquacker (Mike Thaler and Dave Clegg) Europe (Pull Ahead Books Continents) from the Jewish Tradition (Nina Jaffe and Asia (Pull Ahead Books Continents) Louise August) Poems Australia (Pull Ahead Books Continents) Yeh-Shen: A Cinderella Story from China (Al- Ling Louie and Ed Young) (EA) “Star Light, Star Bright” (Traditional) Antarctica (Pull Ahead Books Continents) The Egyptian Cinderella (Shirley Climo and Africa (Pull Ahead Books Continents) Ruth Heller) Informational Text (Read Aloud) Little Gold Star: A Spanish American Cinderella Tale (Robert D. San Souci and Look What Came from China (Miles Harvey) Sergio Martinez) Look What Came from Australia (Kevin Fair, Brown & Trembling: An Irish Cinderella Davis) Story (Jude Daly) Look What Came from Egypt (Miles Harvey) The Turkey Girl: A Zuni Cinderella Ancient Egypt: A First Look at People of the Story (Penny Pollock and Ed Young) (EA) Nile (Bruce Strachan) Cinderella Penguin, or, the Little Glass Look What Came from Africa (Miles Harvey) Flipper (Janet Perlman and John Peterson)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 -
  • 18. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Art (Masks from around the world) (Continued) North America, shaman’s mask (Inuit/Eskimo, Alaska) Informational Texts (Read Aloud) South America, Devil Dance mask (Aymara, DK First Atlas (Anita Ganeri & Chris Oxlade) Bolivia) Website References Europe, Captain Scaramouche (Venice, Italy) Asia, puppet mask (Japan) Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coach Africa, mask (Dan, Ivory Coast) es.shtml Australia, display mask (East Sepik, Papua New Guinea) *ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 6. Standards may lend themselves to additional methodologies. *Language Warm-Up *Morph House *Collaborative Story Re-tell *This or That *Concept Chart *Prepositions for Location *Syntax Surgery *Function Junction *The Big CheeseBOLD: 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 -