First Grade Unit One 2011 2012

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

Unit 1: Alphabet Books and Children Who Read Them - In this unit, students are welcomed to school as readers and begin reviewing
the alphabet and concepts of print through books about the library, friendship, and the ABCs.

Overview: Focusing on questioning and shared research, students learn that questioning is foundational to learning. By using books that
require conversation, such as “The Graphic Alphabet,” students understand that ideas are processed through inquiry, thought, and
conversation. After the students perform shared research based on a class question, they write a class ABC book about their topic. During
this writing, they review the formation of a sentence with proper punctuation. Students also consider healthy habits in this unit and write
about what they know, focusing on their topic and supporting it with facts. Finally, they apply their knowledge of questioning to poetry and
perform the poetry as a choral reading.
Big Ideas: Essential Questions: Vocabulary:

Spoken and written words can be broken How can hearing and knowing the alphabet books sort
down into individual sounds. individual sounds of words help to make capitalization differences
better readers and writers? illustrator author
Learning occurs through inquiry, conversation key details informational
and experience. How does asking questions help with question marks periods
learning? declarative poems
Research requires asking questions and interrogative vowel
collecting information about a topic. Why is communicating with others research question consonants
important to learning? shared research regular
Good writers use proper punctuation to facts digraphs
express their ideas appropriately. topic blending

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 7-15-2011
(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 words Instructional Routine Template: Card 5 (1.RF.2b)
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, *Language Warm-Up (II-R-2(PA): HI-1; II-LS-1: HI-1)
medial 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-syllable Instructional Routine Template: Card 8 (1.RF.3b)
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.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 The theme of the poetry in this unit is the love of books and language. By visually
fluency to support comprehension. displaying the poems, students will review sight words and see the way the poem is
written (i.e., with lines and stanzas). Using a poem such as “Good Books, Good Times”
II-R-3 The student will read with fluency and or “How to Eat a Poem” encourage the students to read with you repeatedly and to ask
accuracy. questions until they understand the poem. Poetry can easily be transformed into choral
reading by highlighting lines from one punctuation mark to the next. Teacher models first
reading and students respond by echo reading. (1.RF.4, 1.SL.2)

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.1 Ask and answer questions about As you read a book (e.g. “Tomas and the Library Lady”), pause periodically and
key details in a text. encourage students to ask questions. By using, “I wonder” as the beginning of the
question, teachers model and guide students to predict what is coming next in the story
II-R-4: HI- 3: Locating facts and answering and clarify understanding. Use chart paper or white boards to keep each child engaged in
questions about text. the questioning. (1.RL.1)
*The Big Cheese (II-R-4: HI-3, HI-4, HI-5)
II-R-4: HI- 4: Asking questions to clarity text.
*Function Junction (II-R-4: HI-3, HI-4, HI-5)
II-LS-2: HI-5: Asking and responding to
academic questions using complete *Reverse Questioning (II-R-4: HI-3, HI-4, HI-5)
sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.). (LI-5)


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.

Reading Informational Text (RI)
1.RI.1 Ask and answer questions about key Tell the students that just because books are called “ABC books” does not mean they are
details in a text. always easy to understand. Therefore, to understand them, we have to be willing to ask
questions and to think deeply. Tell the students that they are going to look at “The
II-R-4: HI-3: Locating facts and answering Graphic Alphabet.” On each page, there is a letter, but there is something more going on
questions about text. than just that letter. Look at “A.” Model and guide the students to ask questions about the
page and try to answer them (e.g., “Why is the letter “A” crumbling? Could the letter be a
II-R-4: HI- 4: Asking questions to clarify text. mountain? Is that an ‘avalanche’?”). There will be new vocabulary introduced, but as you
go through the book and throughout the unit, students will have an opportunity to learn
I-LS-2: HI-5: Asking and responding to those words. (1.RI.1, 1.L.1, 1.SL.2)
academic questions using complete
*Reverse Questioning (II-R-4: HI-3, HI-4, HI-5)
sentences (e.g., expressing probabilities, and
hypothetical questions, etc.). (LI-5)

1.RI.7 Use the illustrations and details in a text Use a variety of nonfiction books to encourage students to describe illustrations and key
to describe its key ideas. details in a text (e.g. books written by Gail Gibbons or “A Day at School" by Alma Flor
Ada in Houghton Mifflin’s Theme 1). (1.RI.7, 1.L.1, 1.SL.2)
II-R-4: HI-8: Extracting and interpreting
specific information from external text features
of text.



Writing (W)
1.W.2 Write informative/explanatory texts in As a class, write a class story. Use the following prompt to generate a class discussion:
which they name a topic, supply some facts “Children should eat healthy foods, exercise, and take care of their bodies. What are
about the topic, and provide some sense of some ways to stay healthy?” Select one way to stay healthy and guide students to
closure. supply some facts about the topic you chose. As students respond, listen to ensure they
focus on just one way to stay healthy and that the topic is supported by facts. Model
II-W-1: HI-8: Writing a short response to a appropriate closure at the end of the writing.
literary selection that connects text to self, text
This activity can be used with a prompt from a variety of nonfiction books (e.g. books
to world, or text to other text.
written by Gail Gibbons or “A Day at School.”) (1.W.2, 1.W.8, 1.L.1j, 1.L.2b)
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.

1.W.4 With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and
purpose. (Grade-specific expectations for
writing types are defined in standards 1-3.)

II.W.4: HI-5: Organizing a student generated
text in a selected format (e.g., friendly letter,
narrative, expository text, etc.).



1.W.4a With guidance and support from
adults, produce functional writing (e.g.,
classroom rules, experiments, notes/
messages, friendly letters, labels,
graphs/tables, directions, posters) in which the
development and organization are appropriate
to task and purpose.

II.W.1: HI-5: Creating a variety of functional
texts (e.g., classroom rules, letters, notes,
messages, directions, etc.) using complete
sentences.

ll-W-2 The student will identify and apply
communication.

Il-W-3 The students will use the steps of the
writing process as a writing piece moves
toward completion.

focused text.
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.

focused text.



1.W.7 Participate in shared research and Using the ABC books as a model, generate some ideas for writing a class ABC book.
writing projects (e.g., explore a number of Work together as a class to come up with a big class question. Begin by asking questions
“how-to” books on a given topic and use such as, “Is it possible to create an ABC book with ‘Games to Play’ as our title?” Allow
them to write a sequence of instructions). the class to give some ideas for other topics (e.g., names, authors, books, plants,
insects). After ideas have been shaped into a research question, allow the children to
II-W-5 The students will demonstrate research vote on a theme for the class ABC book. Once the theme is chosen, collect (and
skills by using a variety of reference materials research using a variety of texts and digital resources) ideas for each letter of the
to complete a variety of writing tasks. alphabet. Decide on a design for the book. Assign each student a letter in the book. Each
page could include an upper and lower case letter, the key word, an illustration, and a
sentence using the key word. Be sure to have them follow rules for spelling and
1.W.8 With guidance and support from adults, punctuating correctly. (1.W.7, 1.W.8, 1.W.2 1.L.1a,j, 1.L.2b,e, 1.SL.1, 1.RF.1a)
recall information from experiences or gather
information from provided sources to answer a
question.

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.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.

1.L.1j Produce and expand complete Introduce the writing of declarative sentences by focusing on an informational ABC book,
simple and compound declarative, such as “Eating the Alphabet: Fruits and Vegetables from A to Z.” On a chart, write a
interrogative, imperative, and exclamatory question such as “What is your favorite fruit?” Teach the students to answer the question
sentences in response to prompts. with a complete declarative response, such as “My favorite fruit is a strawberry.” Discuss
the end punctuation. Continue this activity to teach the expansion of sentences to include
II-W-2: HI-12: Using declarative sentences details, such as “Strawberries are my favorite fruit because they are juicy, sweet, and
(S-V, S-V-C, S-V-O), positive (I am tall.) and delicious.”
negative (I am not tall.) sentence construction
Extension: Have students complete the sentence frame “My favorite fruit is ____” or “My
forms, in a variety of writing.
favorite fruit is ____ because _____.” This activity can be done with a variety of prompts
(ELP Direct Alignment) - 10 -


II-W-2: HI-13: Using interrogative sentences throughout the year. (1.L.1j, 1.L.2b, 1.W.5, 1.SL.6)
in a variety of writing applications.

II-W-2: HI-14: Using exclamatory sentences *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
in a variety of writing applications.
*Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
II-W-2: HI-15: Using imperative sentences in
a variety of writing applications. *Function Junction (II-W-2: HI-12, HI-13, HI-14, HI-15)

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.

communications.

II-W-2 The student will identify and apply
communications.

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.2d Use conventional spelling for words
with common spelling patterns and for
frequently occurring irregular words.

II-W-2: HI-5: Spelling high frequency words.

II-W-2: HI-3: Using common spelling patterns,
simple prefixes (re-,un-), suffixes and regular
inflectional endings (-ed) to spell words.

1.L.2e Spell untaught words phonetically,
drawing on phonemic awareness and spelling
conventions.

II-W-2: HI-3: Using common spelling
patterns, simple prefixes, (re-,un-), suffixes
and regular inflectional endings (-ed) to spell
words. (LI-3)

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.4b Use frequently occurring affixes as a *Morph House (II-L-2: HI-8)
clue to the meaning of a word.

II-L-2: HI-8: Constructing meaning by
applying knowledge of prefixes.

II-L-2: HI-9: Constructing meaning by
applying knowledge of suffixes.

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., colors,
clothing) to gain a sense of the concepts the
categories represent.

II-L-2: HI-1: Classifying words into
conceptual categories and providing rationale.
(B-1)
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.5d Distinguish shades of meaning among *Vertical Sentence (II-L-2: HI-11)
verbs differing in manner (e.g., look, peek,
glance, stare, glare, scowl) and adjectives
differing in intensity (e.g., large, gigantic) by
defining or choosing them or by acting out the
meanings.

II-L-2: HI-11: Clarifying word meaning by
applying knowledge of synonyms and
antonyms to enhance vocabulary.

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 and *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
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.2 Ask and answer questions about key Look at Children’s Games by Pieter Brueghel. Ask the students to study it closely for a
details in a text read aloud or information few minutes and write down any questions they have about what they see. When the
presented orally or through other media. time is up, have them ask their questions. As the students begin to ask questions aloud,
write all of the questions on a chart (e.g., “What are they doing? Is that like a hula hoop?
II-LS-2: HI-5: Asking and responding to Was this painted a long time ago?...”). Talk about the value of asking questions and how
academic questions using complete we begin to open our minds to think deeply about something. Ask students to respond to
sentences (e.g., expressing probabilities, and the questions asked. (The painting was done in the 1500s, and the artist was trying to
hypothetical questions, etc.). show all of the games he knew. You may want to note the few toys children had – sticks,
hoops, etc.…) (1.SL.2)



1.SL.6 Produce complete sentences when
appropriate to task and situation. (See grade 1
Language standards 1 and 3.)

communications.

II-W-2 The student will identify and apply
communications.



Teacher’s Notes UNIT 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 1.
Literary Texts Literary Texts Informational Texts
Stories (Continued) Informational Books

• Little Bear’s Visit (Else Holmelund Minarik and Stories (Read Aloud) • I Read Signs (Tana Hoban) (E)
Maurice Sendak) (EA) Alphabet Mystery (Audrey Wood and Bruce Wood) • 26 Letters and 99 Cents (Tana Hoban) (EA)
• A Kiss for Little Bear (Else Holmelund Minarik • Look Book (Tana Hoban) (EA)
and Maurice Sendak) (EA) I Can Read With My Eyes Shut! (Dr. Seuss) (EA)
• Exactly the Opposite (Tana Hoban) (EA)
• Morris Goes to School (Bernard Wiseman) Poems • School Bus (Donald Crews) (EA)
Stories (Read Aloud) • Alphabet City (Stephen T. Johnson)
• “Good Books, Good Times!” (Lee Bennett Hopkins)
• A Good Night’s Sleep (Rookie Read-About
• Tomas and the Library Lady (Pat Mora and Raul
• “You Read to Me, I’ll Read to You” (MaryAnn
Health) (Sharon Gordon)
Colon) (E) Hoberman and Michael Emberley)
• Exercise (Rookie Read-About Health) (Sharon
• ¡Marimba! Animales From A to Z (Pat Mora and
Gordon)
Doug Cushman) (EA) Poems (Read Aloud)
• Germs! Germs! Germs! (Hello Reader Science
• Dr. Seuss’s ABC: An Amazing Alphabet Book!
• “Read to Me” (Jane Yolen) Level 3) (Bobbi Katz and Steve Bjorkman)
(Dr. Seuss) (EA)
• “How to Eat a Poem” (Eve Merriam) (EA) Informational Books (Read Aloud)
• Chicka Chicka Boom Boom (Bill Martin, Jr., John
Archambault, and Lois Ehlert) • “Books to the Ceiling” (Arnold Lobel) (EA)
• Museum ABC (New York Metropolitan Museum
• Our Library (Eve Bunting and Maggie Smith) • “Books Fall Open” (David McCord)
of Art)
• The Library (Sarah Stewart and David Small) • An A to Z Walk in the Park (R.M. Smith)
• I Spy: An Alphabet in Art (Lucy Micklethwait)



Art, Music, and Media (Continued)
Art Informational Books (Read Aloud)
• The Graphic Alphabet (David Pelletier)
Pieter Brueghel, Children’s Games (1560)
• Eating the Alphabet: Fruits & Vegetables from
A to Z (Harcourt Brace Big Book) (Lois Ehlert)
• The Turn-Around, Upside-Down Alphabet
Book (Lisa Campbell Ernst)
• The Hidden Alphabet (Laura Vaccaro Seeger)
• A Day at School (Alma Flor Ada) HM Theme 1
Website References
Instructional Routines:
http://csi.boisestate.edu/readingfirst/resources/coach
es.shtml
Write an Instant Poem:
http://ettcweb.lr.k12.nj.us/forms/goodtimes.htm



*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 1. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*The Big Cheese

*Function Junction

*Reverse Questioning

*Verb Tense Study

*Syntax Surgery

*Morph House

*Vertical Sentence

*This or That


First Grade Unit One 2011 2012

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First Grade Unit One 2011 2012