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Isaac School District No. 5
                                         English Language Arts Curriculum Map: Grade 1

Unit 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 of
art to go with their informative writing. The class explores explanatory writing by explaining the technique used to create their own artistic
works. 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              message
correspondences to decode single-syllable                                                        context clues           retell
words fluently.                                  Why do authors write books?                     informative             revision
                                                                                                 explanatory             conversation
Authors write books for different purposes.      Can stories teach us lessons about              explain                 end punctuation
                                                 ourselves?                                      lesson                  text features
There are differences between books that                                                         main topic              organization
tell stories and books that give information.    Why is it important to share information with   nonfiction              purpose
                                                 others or explain how to do things?             experience
Making connections with text improves
comprehension.

Good writers express their ideas in a clear
and organized way.

ELA Standards/ELP Standards:                     Sample Activities/Assessments:
Reading Foundations (RF)
1.RF.1 Demonstrate understanding of the
organization and basic features of print.

II-R-1: The student will demonstrate
understanding of print concepts of the
English Language.


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

1.RF.1a Recognize the distinguishing
features of a sentence (e.g., first word,
capitalization, ending punctuation).

II-R-1: HI-3: Identifying features of a
sentence (capitalization, commas, quotation
marks, and ending punctuation).

1.RF.2 Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.

1.RF.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 between
long and short vowel sounds in orally stated
single-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 form
multi-syllable words, using r-controlled
vowel 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-
Isaac School District No. 5
                                        English Language Arts Curriculum Map: Grade 1

1.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) in
spoken single-syllable words.

II-R-2(PA): HI-1: Distinguishing between
initial, medial, and final spoken sounds to
produce words.

II-LS-1: HI-1: Distinguishing between
phonemes in the initial, medial, and final
positions 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 of
individual sounds (phonemes).

II-R-2(PA): HI-4: Segmenting multi-syllable
words into syllables. (B-4)



1.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.

BOLD: ELA Focus Standards                     Underlined Vocabulary = Tier 2 Words          Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards                        *ELD Methodology                                                                   6-6-2011
(ELP Direct Alignment)                                                  -3-
Isaac School District No. 5
                                      English Language Arts Curriculum Map: Grade 1

1.RF.3a Know the spelling-sound                Instructional Routine Template: Card 7 (1.RF.3a)
correspondences for common consonant
digraphs.                                      *Language Warm-Up (II-LS-2: HI-1)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.

1.RF.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 spelled
multi-syllable words by applying the most      *Language Warm-Up (II-LS-2: HI-1)
common letter-sound correspondences,
including the sounds represented by single
letters. (B-3)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.




1.RF.3c Know final -e and common vowel         Instructional Routine Template: Card 7 (1.RF.3c)
team conventions for representing long
vowel sounds.
                                               *Language Warm-Up (II-LS-2: HI-1)
II-LS-2: HI-1: Articulating the 44 phonemes
accurately.




BOLD: ELA Focus Standards                     Underlined Vocabulary = Tier 2 Words          Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards                        *ELD Methodology                                                                   6-6-2011
(ELP Direct Alignment)                                                  -4-
Isaac School District No. 5
                                         English Language Arts Curriculum Map: Grade 1

1.RF.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-6
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.



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.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                                                                   6-6-2011
(ELP Direct Alignment)                                                  -5-
Isaac School District No. 5
                                         English Language Arts Curriculum Map: Grade 1

ELA 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 on
details, and demonstrate understanding         the retelling of fiction, give the children the opportunity to retell the previous chapters by
of 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 retelling
II-LS-1: HI-4: Summarizing the main idea       basket. Before each reading time, have the students retell the story using the gathered
and key points/details of a presentation       objects as prompts for remembering characters and events. By the time the book ends, you
using 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-tell



1.RL.5 Explain major differences between
books that tell stories and books that
give information, drawing on a wide
reading of a range of text types.

II-R-4: HI- 1: Identifying the differences
between 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-
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.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 to
key 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 an
II-R-4: HI-7: Summarizing the main idea            interesting fact (e.g., its method of adaptation) on the chart. Use these charts to create oral
and details from text, using complete              and written sentences about the animals. Create and add to similar charts about animal
sentences. (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) 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.10 With prompting and support, read
informational texts appropriately complex for
grade 1.


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)                                                      -7-
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        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 your
facts about the topic, and provide some          favorite animal. Be sure to include interesting facts about your animal and end with a solid
sense 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 to
II-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 the
informational 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 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                                                                      6-6-2011
(ELP Direct Alignment)                                                    -8-
Isaac School District No. 5
                                        English Language Arts Curriculum Map: Grade 1

1.W.5 With guidance and support from
adults, focus on a topic, respond to
questions and suggestions from peers, and
add details to strengthen writing as needed.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.

1.W.7 Participate in shared research and
writing projects (e.g., explore a number of
“how-to” books on a given topic and use
them to write a sequence of instructions).

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety of
writing tasks.
ELA Standards/ELP Standards:                      Sample Activities/Assessments:
Language (L)
1.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

II-L-1: The student will identify and apply
conventions of standard English in his or her
communications.

1.L.1a Print all upper and lower-case letters.

II-W-2: Legibly writing all upper and lower-
case letters and numerals attending to form
and 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-
Isaac School District No. 5
                                          English Language Arts Curriculum Map: Grade 1

1.L.1c Use singular and plural nouns with        *Verb Tense Study (II-L-1(SC): HI-2)
matching verbs in basic sentences (e.g., He
hops; We hop).

II-L-1(SC): HI-2: Producing sentences
using a subject and a verb, with subject-verb
agreement. (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., Yesterday
I walked home; Today I walk home;                *Verb Tense Study (II-L-1(V): HI-2)
Tomorrow I will walk home).

II-L-1(V): HI-2: Differentiating between
past, present, present progressive, and
future verb tenses.



1.L.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 -
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.




BOLD: ELA Focus Standards                        Underlined Vocabulary = Tier 2 Words           Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards                           *ELD Methodology                                                                    6-6-2011
(ELP Direct Alignment)                                                     - 11 -
Isaac School District No. 5
                                         English Language Arts Curriculum Map: Grade 1

1.L.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.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.2b Use end punctuation for sentences.

II-W-2: HI-7: Using periods, question
marks, exclamation points, commas for
items in a series (e.g., eggs, milk, bread,
bananas, etc.), and apostrophes
(possessives, contractions).




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

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.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.




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

1.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 the
colors, 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 of
II-L-2: HI-1: Classifying words into              transportation). As a class, brainstorm additional words for each of the categories. To
conceptual categories and providing               extend the activity, divide the students into groups of three and have them retell the story to
rationale. (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 one
or more key attributes (e.g., A duck is a bird
that swims; A tiger is a large cat with
stripes).


II-L-2: HI-1: Classifying words into
conceptual categories and providing
rationale.

1.L.5c Identify real-life connections between
words and their use (e.g., note places at
home that are cozy).

No Alignment




BOLD: ELA Focus Standards                        Underlined Vocabulary = Tier 2 Words             Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards                           *ELD Methodology                                                                      6-6-2011
(ELP Direct Alignment)                                                     - 14 -
Isaac School District No. 5
                                        English Language Arts Curriculum Map: Grade 1

1.L.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 *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 to
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
BOLD: ELA Focus Standards                      Underlined Vocabulary = Tier 2 Words        Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards                         *ELD Methodology                                                                 6-6-2011
(ELP Direct Alignment)                                                   - 15 -
Isaac School District No. 5
                                         English Language Arts Curriculum Map: Grade 1

sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.).

1.SL.1a Follow agreed-upon rules for
discussions (e.g., listening to others with
care, speaking one at a time about the
topics and texts under discussion).

No Alignment


1.SL.1b Build on others’ talk in               *Function Junction (1.SL.1b, 2.SL.1b)
conversations by responding to the
comments of others through multiple
exchanges.

II-LS-1: HI-5: Responding to social
conversations by rephrasing and repeating
information, asking questions, and
expressing one’s thoughts.



1.SL.2 Ask and answer questions about
key details in a text read aloud or
information presented orally or through
other media.

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences (e.g., expressing probabilities,
and hypothetical questions, etc.).

BOLD: ELA Focus Standards                     Underlined Vocabulary = Tier 2 Words     Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards                        *ELD Methodology                                                              6-6-2011
(ELP Direct Alignment)                                                  - 16 -
Isaac School District No. 5
                                        English Language Arts Curriculum Map: Grade 1

1.SL.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 author
additional information or clarify something     is a real person who has worked hard to know the information to fill a book such as “What
that 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 an
II-LS-2: HI-6: Asking and responding to         expertise in something to talk to the class about how they became an expert. Students
social and academic questions using             should ask questions of the speaker to learn about the topic presented. (1.SL.3)
complete sentences.
                                                *The Big Cheese




1.SL.5 Add drawings or other visual displays
to descriptions when appropriate to clarify
ideas, thoughts, and feelings.

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)                                                   - 17 -
Isaac School District No. 5
                            English Language Arts Curriculum Map: Grade 1

Teacher’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 -
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 (Let's-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 (Let's-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? (Let's-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? (Let's-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 Fox's 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 -
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.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)                                                          - 20 -
Isaac School District No. 5
                                                 English Language Arts Curriculum Map: Grade 1

                                                                             *ELD Methodologies
                The methodologies indicated below support the identified standards that are presented in Unit 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 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)                                                               - 21 -

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First Grade Unit Two 2011 2012

  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Unit 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 of art to go with their informative writing. The class explores explanatory writing by explaining the technique used to create their own artistic works. 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 message correspondences to decode single-syllable context clues retell words fluently. Why do authors write books? informative revision explanatory conversation Authors write books for different purposes. Can stories teach us lessons about explain end punctuation ourselves? lesson text features There are differences between books that main topic organization tell stories and books that give information. Why is it important to share information with nonfiction purpose others or explain how to do things? experience Making connections with text improves comprehension. Good writers express their ideas in a clear and organized way. ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Foundations (RF) 1.RF.1 Demonstrate understanding of the organization and basic features of print. II-R-1: The student will demonstrate understanding of print concepts of the English Language. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011 (ELP Direct Alignment) -1-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RF.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). II-R-1: HI-3: Identifying features of a sentence (capitalization, commas, quotation marks, and ending punctuation). 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). II-R-2: The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and words parts. 1.RF.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 between long and short vowel sounds in orally stated single-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 form multi-syllable words, using r-controlled vowel 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 1 1.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) in spoken single-syllable words. II-R-2(PA): HI-1: Distinguishing between initial, medial, and final spoken sounds to produce words. II-LS-1: HI-1: Distinguishing between phonemes in the initial, medial, and final positions 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 of individual sounds (phonemes). II-R-2(PA): HI-4: Segmenting multi-syllable words into syllables. (B-4) 1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. II-R-2: The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and words parts. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011 (ELP Direct Alignment) -3-
  • 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.RF.3a Know the spelling-sound Instructional Routine Template: Card 7 (1.RF.3a) correspondences for common consonant digraphs. *Language Warm-Up (II-LS-2: HI-1) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 1.RF.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 spelled multi-syllable words by applying the most *Language Warm-Up (II-LS-2: HI-1) common letter-sound correspondences, including the sounds represented by single letters. (B-3) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 1.RF.3c Know final -e and common vowel Instructional Routine Template: Card 7 (1.RF.3c) team conventions for representing long vowel sounds. *Language Warm-Up (II-LS-2: HI-1) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 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.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-6 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. 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.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 6-6-2011 (ELP Direct Alignment) -5-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 ELA 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 on details, and demonstrate understanding the retelling of fiction, give the children the opportunity to retell the previous chapters by of 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 retelling II-LS-1: HI-4: Summarizing the main idea basket. Before each reading time, have the students retell the story using the gathered and key points/details of a presentation objects as prompts for remembering characters and events. By the time the book ends, you using 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-tell 1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. II-R-4: HI- 1: Identifying the differences between 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 1 ELA 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 to key 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 an II-R-4: HI-7: Summarizing the main idea interesting fact (e.g., its method of adaptation) on the chart. Use these charts to create oral and details from text, using complete and written sentences about the animals. Create and add to similar charts about animal sentences. (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) 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.10 With prompting and support, read informational texts appropriately complex for grade 1. 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) -7-
  • 8. 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 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 your facts about the topic, and provide some favorite animal. Be sure to include interesting facts about your animal and end with a solid sense 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 to II-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 the informational 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 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 6-6-2011 (ELP Direct Alignment) -8-
  • 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. II-W-4: The students will integrate elements of effective writing to develop engaging and focused text. 1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). II-W-5: The students will demonstrate research skills by using a variety of reference materials to complete a variety of writing tasks. ELA Standards/ELP Standards: Sample Activities/Assessments: Language (L) 1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. II-L-1: The student will identify and apply conventions of standard English in his or her communications. 1.L.1a Print all upper and lower-case letters. II-W-2: Legibly writing all upper and lower- case letters and numerals attending to form and 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 1 1.L.1c Use singular and plural nouns with *Verb Tense Study (II-L-1(SC): HI-2) matching verbs in basic sentences (e.g., He hops; We hop). II-L-1(SC): HI-2: Producing sentences using a subject and a verb, with subject-verb agreement. (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., Yesterday I walked home; Today I walk home; *Verb Tense Study (II-L-1(V): HI-2) Tomorrow I will walk home). II-L-1(V): HI-2: Differentiating between past, present, present progressive, and future verb tenses. 1.L.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 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. 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.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.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.2b Use end punctuation for sentences. II-W-2: HI-7: Using periods, question marks, exclamation points, commas for items in a series (e.g., eggs, milk, bread, bananas, etc.), and apostrophes (possessives, contractions). 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.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.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. 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 1.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 the colors, 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 of II-L-2: HI-1: Classifying words into transportation). As a class, brainstorm additional words for each of the categories. To conceptual categories and providing extend the activity, divide the students into groups of three and have them retell the story to rationale. (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 one or more key attributes (e.g., A duck is a bird that swims; A tiger is a large cat with stripes). II-L-2: HI-1: Classifying words into conceptual categories and providing rationale. 1.L.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). No Alignment BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011 (ELP Direct Alignment) - 14 -
  • 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 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 *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 to 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 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 sentences. (e.g., expressing probabilities, and hypothetical questions, etc.). 1.SL.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). No Alignment 1.SL.1b Build on others’ talk in *Function Junction (1.SL.1b, 2.SL.1b) conversations by responding to the comments of others through multiple exchanges. II-LS-1: HI-5: Responding to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thoughts. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences (e.g., expressing probabilities, and hypothetical questions, etc.). BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 6-6-2011 (ELP Direct Alignment) - 16 -
  • 17. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 1.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 author additional information or clarify something is a real person who has worked hard to know the information to fill a book such as “What that 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 an II-LS-2: HI-6: Asking and responding to expertise in something to talk to the class about how they became an expert. Students social and academic questions using should ask questions of the speaker to learn about the topic presented. (1.SL.3) complete sentences. *The Big Cheese 1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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) - 17 -
  • 18. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 1 Teacher’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 (Let's-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 (Let's-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? (Let's-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? (Let's-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 Fox's 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.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) - 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 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) - 21 -