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First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
First Grade Unit Two 2011 2012
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First Grade Unit Two 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1Unit 2: The Amazing Animal World - In this unit, students read informational texts about animals and learn how each animal is unique.Overview: Building on the informative writing in the first unit, students focus on constructing stronger informative writing pieces. Then,students revise their work with an adult. They also learn about the creative process through the artist Henry Matisse, and create a piece ofart to go with their informative writing. The class explores explanatory writing by explaining the technique used to create their own artisticworks. As they read fictional texts, they learn to retell a story using details and focusing on a central message.Big Ideas: Essential Questions: Vocabulary:Good readers blend letter-sound How do you read a word? categories messagecorrespondences to decode single-syllable context clues retellwords fluently. Why do authors write books? informative revision explanatory conversationAuthors write books for different purposes. Can stories teach us lessons about explain end punctuation ourselves? lesson text featuresThere are differences between books that main topic organizationtell stories and books that give information. Why is it important to share information with nonfiction purpose others or explain how to do things? experienceMaking connections with text improvescomprehension.Good writers express their ideas in a clearand organized way.ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Foundations (RF)1.RF.1 Demonstrate understanding of theorganization and basic features of print.II-R-1: The student will demonstrateunderstanding of print concepts of theEnglish 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-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.RF.1a Recognize the distinguishingfeatures of a sentence (e.g., first word,capitalization, ending punctuation).II-R-1: HI-3: Identifying features of asentence (capitalization, commas, quotationmarks, and ending punctuation).1.RF.2 Demonstrate understanding ofspoken words, syllables, and sounds(phonemes).II-R-2: The students will identify andmanipulate the sounds of the Englishlanguage and decode words, usingknowledge of phonics, syllabication, andwords parts.1.RF.2a Distinguish long from short vowel *Language Warm-Up (II-R-2(PA): HI-3)sounds in spoken single-syllable words.II-R-2(PA): B-3: Distinguishing betweenlong and short vowel sounds in orally statedsingle-syllable words.1.RF.2b Orally produce single-syllable Instructional Routine Template: Card 5 (1.RF.2b)words by blending sounds (phonemes),including consonant blends.II-R-2(PA): HI-5: Blending syllables to formmulti-syllable words, using r-controlledvowel sounds, diagraphs, and dipthongs.(B-5)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 6-6-2011(ELP Direct Alignment) -2-
  • 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.RF.2c Isolate and pronounce initial, medial *Language Warm-Up (II-R-2(PA): HI-1, II-LS-1: HI-1)vowel, and final sounds (phonemes) inspoken single-syllable words.II-R-2(PA): HI-1: Distinguishing betweeninitial, medial, and final spoken sounds toproduce words.II-LS-1: HI-1: Distinguishing betweenphonemes in the initial, medial, and finalpositions of words, phrases, and sentences.1.RF.2d Segment spoken single-syllable Instructional Routine Template: Card 6 (1.RF.2d)words into their complete sequence ofindividual sounds (phonemes).II-R-2(PA): HI-4: Segmenting multi-syllablewords into syllables. (B-4)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 6-6-2011(ELP Direct Alignment) -3-
  • 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.RF.3a Know the spelling-sound Instructional Routine Template: Card 7 (1.RF.3a)correspondences for common consonantdigraphs. *Language Warm-Up (II-LS-2: HI-1)II-LS-2: HI-1: Articulating the 44 phonemesaccurately.1.RF.3b Decode regularly spelled one- Instructional Routine Template: Card 8 (1.RF.3b)syllable words. Instructional Routine Template: Card 9 (1.RF.3b)II-R-2(D): HI-3: Reading regularly spelledmulti-syllable words by applying the most *Language Warm-Up (II-LS-2: HI-1)common letter-sound correspondences,including the sounds represented by singleletters. (B-3)II-LS-2: HI-1: Articulating the 44 phonemesaccurately.1.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.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 11.RF.3f Read words with inflectional Instructional Routine Template: Card 10 (1.RF.3f)endings.II-R-2(D): HI-6: Identifying inflectional *Morph House (II-R-2(D): HI-6endings (-s,-ed,-ing) and their functions(tense, plurality, comparison and part ofspeech).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 frequencywords 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.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.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 1ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Literature (RL)1.RL.2 Retell stories, including key Choose a fantasy read-aloud, such as “Finn Family Moomintroll.” Continuing to focus ondetails, and demonstrate understanding the retelling of fiction, give the children the opportunity to retell the previous chapters byof their central message or lesson. allowing them to choose an object to prompt the retelling. For example, when the black hat appears, find a small black hat (or cut it out of black paper) and put it into the retellingII-LS-1: HI-4: Summarizing the main idea basket. Before each reading time, have the students retell the story using the gatheredand key points/details of a presentation objects as prompts for remembering characters and events. By the time the book ends, youusing complete sentences. (B-4) will have an object for each chapter or key event in the book—and the students will be efficient storytellers. (1.RL.2) *Collaborative Story Re-tell1.RL.5 Explain major differences betweenbooks that tell stories and books thatgive information, drawing on a widereading of a range of text types.II-R-4: HI- 1: Identifying the differencesbetween fiction and nonfiction.1.RL.6 Identify who is telling the story at Remind students that different characters often tell the story at different times in a book.various points in a text. Using a book such as “Mouse Tales,” re-read parts of the text (using different voices) when the weasel speaks, when the mouse speaks, and when the narrator tells the story. Ask students to identify who is telling the story by using gestures, sound effects, signaling, etc.No Alignment Raw elbow macaroni could be used for students to cover the quotation marks in the book, reminding them that it means someone is speaking. (1.RL.6)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 1ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Informational Text (RI)1.RI.2 Identify the main topic and retell While reading a book such as “What Do You Do With A Tail Like This?” make a chart tokey details of a text. record the name of each animal mentioned. Write where the animal lives (i.e., its habitat), what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore) and anII-R-4: HI-7: Summarizing the main idea interesting fact (e.g., its method of adaptation) on the chart. Use these charts to create oraland details from text, using complete and written sentences about the animals. Create and add to similar charts about animalsentences. (B-7) facts as you read to the children and as they read independently. (1.RI.2, 1.L.1j) *Collaborative Story Re-tell (II-R-4: HI-7)1.RI.5 Know and use various text features(e.g., headings, tables of contents,glossaries, electronic menus, icons) tolocate key facts or information in a text.II-R-4: HI-19: Locating specific informationby using organizational features (e.g., titles,table of contents, heading captions, boldprint, glossary, indices) in expository text.1.RI.10 With prompting and support, readinformational texts appropriately complex forgrade 1.No AlignmentBOLD: 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 1ELA Standards/ELP Standards: Sample Activities/Assessments:Writing (W)1.W.2 Write informative/explanatory texts After students have completed an artistic Matisse-style masterpiece of their favorite animal,in which they name a topic, supply some extend the work into a writing assignment. Give the students this prompt: Write about yourfacts about the topic, and provide some favorite animal. Be sure to include interesting facts about your animal and end with a solidsense of closure. closing. Allow your students to begin by working in teams to gather information. In addition to using informational texts, remind and encourage students to use the class charts toII-W-1: HI-3: Completing a written locate information about the animal they chose. When they have some basic information,summary of the key events of ideas of have them write the first draft. Ensure that adults are available to help with revision of theinformational text using simple sentences. writing. Display the published writing with the Matisse-style artwork. (1.W.2, 1.W.5, 1.RI.10) 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.II-W-5: The students will demonstrateresearch skills by using a variety ofreference materials to complete a variety ofwriting tasks.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 11.W.5 With guidance and support fromadults, focus on a topic, respond toquestions and suggestions from peers, andadd details to strengthen writing as needed.II-W-4: The students will integrate elementsof effective writing to develop engaging andfocused text.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.1a Print all upper and lower-case letters.II-W-2: Legibly writing all upper and lower-case letters and numerals attending to formand spatial 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) -9-
  • 10. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.L.1c Use singular and plural nouns with *Verb Tense Study (II-L-1(SC): HI-2)matching verbs in basic sentences (e.g., Hehops; We hop).II-L-1(SC): HI-2: Producing sentencesusing a subject and a verb, with subject-verbagreement. (S-V)1.L.1e Use verbs to convey a sense of *Concept Chart # (II-L-1(V): HI-2)past, present, and future (e.g., YesterdayI 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 betweenpast, present, present progressive, andfuture verb tenses.1.L.1h Use determiners (e.g., articles, *Syntax Surgery (II-L-1(N): HI-1)demonstratives).II-L-1(N): HI-1: Selecting articles (a, an,the) for singular and plural nouns.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 11.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.II-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.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 11.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 6-6-2011(ELP Direct Alignment) - 12 -
  • 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.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.1.L.4a Use sentence-level context as a clueto the meaning of a word or phrase.II-L-2: HI-4: Using grade specific academicvocabulary and symbols within context.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.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 11.L.5a Sort words into categories (e.g., Read a book such as “Are You My Mother?” Read for the purpose of identifying all of thecolors, clothing) to gain a sense of the animals and things that baby bird thought might be his mother. As student(s) respond,concepts the categories represent. teacher and students record each animal/thing on separate index cards (e.g., kitten, hen, dog, cow, boat, plane). Sort the words into categories (e.g., animals, modes ofII-L-2: HI-1: Classifying words into transportation). As a class, brainstorm additional words for each of the categories. Toconceptual categories and providing extend the activity, divide the students into groups of three and have them retell the story torationale. (B-1) each other, taking turns as each tells a part. Let them know that if they are stuck, they may use their index cards to help them recall the details of the story. When they are finished retelling, talk about what lesson might be learned from the story. (1.L.5a, 1.RL.2)1.L.5b Define words by category and by oneor more key attributes (e.g., A duck is a birdthat swims; A tiger is a large cat withstripes).II-L-2: HI-1: Classifying words intoconceptual categories and providingrationale.1.L.5c Identify real-life connections betweenwords and their use (e.g., note places athome that are cozy).No AlignmentBOLD: 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 11.L.6 Use words and phrases acquiredthrough conversations, reading and beingread to, and responding to texts, includingusing frequently occurring conjunctions tosignal simple relationships (e.g., because).II-L-2: The student will acquire Englishlanguage vocabulary and use it in relevantcontexts.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 partnersabout grade 1 topics and texts with peers *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)and adults in small and larger groups.II-LS-1: The student will listen actively tothe ideas of others in order to acquire newknowledge.II-LS-2: The student will express orally hisor her own thinking and ideas.II-LS-1: HI-7: Responding to academicdiscussions by sharing one’s view on facts,ideas, and/or events using academicvocabulary.II-LS-2: HI-5: Asking and responding toacademic questions using completeBOLD: 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 1sentences. (e.g., expressing probabilities,and hypothetical questions, etc.).1.SL.1a Follow agreed-upon rules fordiscussions (e.g., listening to others withcare, speaking one at a time about thetopics and texts under discussion).No Alignment1.SL.1b Build on others’ talk in *Function Junction (1.SL.1b, 2.SL.1b)conversations by responding to thecomments of others through multipleexchanges.II-LS-1: HI-5: Responding to socialconversations by rephrasing and repeatinginformation, asking questions, andexpressing one’s thoughts.1.SL.2 Ask and answer questions aboutkey details in a text read aloud orinformation presented orally or throughother media.II-LS-2: HI-5: Asking and responding toacademic questions using completesentences (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 -
  • 17. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 11.SL.3 Ask and answer questions about Before beginning this lesson, ask students what they are experts at doing (e.g., bike riding,what a speaker says in order to gather roller skating, or back flips). Allow some time to share. Remind the students that an authoradditional information or clarify something is a real person who has worked hard to know the information to fill a book such as “Whatthat is not understood. Do You Do With a Tail Like This?” Ask the students to think about how authors become experts on a topic, such as the tails of animals. If possible, invite a speaker who has anII-LS-2: HI-6: Asking and responding to expertise in something to talk to the class about how they became an expert. Studentssocial and academic questions using should ask questions of the speaker to learn about the topic presented. (1.SL.3)complete sentences. *The Big Cheese1.SL.5 Add drawings or other visual displaysto descriptions when appropriate to clarifyideas, thoughts, and feelings.No AlignmentBOLD: 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 -
  • 18. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1Teacher’s Notes UNIT 2: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 -
  • 19. 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 2. Literary Texts Literary Texts Informational Texts Stories Poetry (Read Aloud) Informational Text • Are You My Mother? (Philip D. Eastman) (E) • "The Purple Cow" in The Burgess Nonsense • Starfish (Lets-Read-and-Find…Science) • Mouse Tales (Arnold Lobel) (EA) Book Being a Complete Collection of the (Edith Thacher Hurd / Robin Brickman) (E) • Uncle Elephant (Arnold Lobel) (EA) Humorous Masterpieces of Gelett Burgess • A Nest Full of Eggs (Lets-Read-and- (Gelett Burgess) Find…Science) (Priscilla Belz Jenkins and • Mouse Soup (Arnold Lobel) (EA) Lizzy Rockwell) (E series) • • What’s It Like to Be a Fish? (Let’s-Read- Stories (Read Aloud) and-Find…Science) (Wendy Pfeffer and Holly Keller) (E series) • Finn Family Moomintroll (Tove Jansson) (E) • What Lives in a Shell? (Lets-Read-and- • The Chocolate Touch by Patrick Skene Find…Science) (Kathleen Weidner Zoehfeld and Helen K. Davie) (E series) • My Father’s Dragon by Ruth Gannett • Where Do Chicks Come From? (Lets-Read- Poetry and-Find…Science) (Amy E. Sklansky and Pam Paparone) (E series) • "Fish" (Mary Ann Hoberman) • Big Tracks, Little Tracks: Following Animal Prints (Let’s-Read-and-Find…Science) Poetry (Read Aloud) (Millicent E. Selsam and Marlene Hill Donnelly) (E series) • "The Foxs Foray" in The Oxford Nursery • Where Are the Night Animals? (Let’s-Read- Rhyme Book (Anonymous) (E) and-Find…Science) (Mary Ann Fraser) (E • "I Know All the Sounds that the Animals series) Make" in Something Big Has Been Here (Jack Prelutsky) Informational Text (Read Aloud) • "The Pasture" in The Poetry of Robert Frost (Robert Frost) • Creature ABC (Andrew Zuckerman)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 -
  • 20. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 (Continued) Art, Music, and Media Art Informational Text Read Aloud) • Albrecht Dürer, Two Squirrels, One Eating a Hazelnut (no date) • Earthworms (Claire Llewellyn and Barrie • Marc Chagall, I and the Village (1945) Watts) (E) • Paul Klee, Cat and Bird (1928) • What Do You Do With a Tail Like • Henri Rousseau, The Flamingoes (1907) This? (Steve Jenkins and Robin Page) (E) Biggest, Strongest, Fastest (Steve Jenkins) • Susan Rothenberg, Untitled (Horse) (1976) (EA) • Henri Matisse, The Snail (1953) • What Do You Do When Something Wants To Eat You? (Steve Jenkins) (EA) • Never Smile at a Monkey: And 17 Other Important Things to Remember (Steve Jenkins) (EA) • Amazing Whales! (Sarah L. Thomson) (E) • How Animals Work (DK Publishing) Website References Instructional Routines: 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 6-6-2011(ELP Direct Alignment) - 20 -
  • 21. 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 2. Standards may lend themselves to additional methodologies. *Language Warm-Up *Morph House *Collaborative Story Re-tell *Verb Tense Study *Concept Chart *Syntax Surgery *Function Junction *This or That *The Big CheeseBOLD: 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 -

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