First Grade Unit Two 2011 2012

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-


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)


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.



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)

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)
accurately.



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.



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)



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



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.



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.
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
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.


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.

(ELP Direct Alignment) - 10 -


1.L.1j Produce and expand complete *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
simple and compound declarative,
interrogative, imperative, and *Verb Tense Study(II-W-2: HI-12, HI-13, HI-14, HI-15)
exclamatory sentences in response to
prompts. *Function Junction (II-W-2: HI-12, HI-13, HI-14, HI-15)

II-W-2: HI-12: Using declarative sentences
(S-V, S-V-C, S-V-O), positive (I am tall.) and
negative (I am not tall.) sentence
construction forms, in a variety of writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.

1.L.1k Write multiple sentences in an order
that supports a main idea or story.



1.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

II-L-1: The student will identify and apply
communications.

II-W-2: The student will identify and apply
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).



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.

contexts.



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



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).

contexts.

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


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.).



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



Teacher’s Notes UNIT 2:



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)



(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



*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


First Grade Unit Two 2011 2012

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