First Grade Unit One 2011 2012

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

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 -

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: Spoken and written words can be broken down into individual sounds. Learning occurs through inquiry, conversation and experience. Research requires asking questions and collecting information about a topic. Good writers use proper punctuation to express their ideas appropriately.

Essential Questions: How can hearing and knowing the individual sounds of words help to make better readers and writers? How does asking questions help with learning? Why is communicating with others important to learning?

Vocabulary: alphabet books capitalization illustrator key details question marks declarative interrogative research question shared research facts topic

sort differences author informational periods poems vowel consonants regular digraphs blending

ELA Standards/ELP Standards: Reading Foundations (RF)

Sample Activities/Assessments:

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.



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 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.

*Language Warm-Up (II-R-2(PA): HI-3)

1.RF.2b Orally produce single-syllable 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)

Instructional Routine Template: Card 5 (1.RF.2b)



1.RF.2c Isolate and pronounce initial, 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.

*Language Warm-Up (II-R-2(PA): HI-1; II-LS-1: HI-1)

1.RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). II-R-2(PA): HI-4: Segmenting multi-syllable words into syllables. (B-4)

Instructional Routine Template: Card 6 (1.RF.2d)

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 correspondences for common consonant digraphs. II-LS-2: HI-1: Articulating the 44 phonemes accurately.

Instructional Routine Template: Card 7 (1.RF.3a) *Language Warm-Up (II-LS-2: HI-1)

1.RF.3b Decode regularly spelled one-syllable words. II-R-2(D): HI-3: Reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters. (B-3) II-LS-2: HI-1: Articulating the 44 phonemes accurately.

Instructional Routine Template: Card 8 (1.RF.3b) Instructional Routine Template: Card 9 (1.RF.3b) *Language Warm-Up (II-LS-2: HI-1)

1.RF.3g Recognize and read grade-appropriate irregularly spelled words. II-R-2(D): HI-7: Reading high frequency words and irregular sight words fluently.

Instructional Routine Template: Card 3 (1.RF.3g)



1.RF.4 Read with sufficient accuracy and fluency to support comprehension. II-R-3 The student will read with fluency and accuracy.

The theme of the poetry in this unit is the love of books and language. By visually 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” or “How to Eat a Poem” encourage the students to read with you repeatedly and to ask 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.

ELA Standards/ELP Standards: Reading Literature (RL)


1.RL.1 Ask and answer questions about key details in a text. II-R-4: HI- 3: Locating facts and answering questions about text. II-R-4: HI- 4: Asking questions to clarity text. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences. (e.g., expressing probabilities, and hypothetical questions, etc.). (LI-5)

As you read a book (e.g. “Tomas and the Library Lady”), pause periodically and 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 and clarify understanding. Use chart paper or white boards to keep each child engaged in the questioning. (1.RL.1)

*The Big Cheese (II-R-4: HI-3, HI-4, HI-5)

*Function Junction (II-R-4: HI-3, HI-4, HI-5)

*Reverse Questioning (II-R-4: HI-3, HI-4, HI-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.

ELA Standards/ELP Standards: Reading Informational Text (RI)


1.RI.1 Ask and answer questions about key details in a text. II-R-4: HI-3: Locating facts and answering questions about text. II-R-4: HI- 4: Asking questions to clarify text. I-LS-2: HI-5: Asking and responding to academic questions using complete sentences (e.g., expressing probabilities, and hypothetical questions, etc.). (LI-5)

Tell the students that just because books are called “ABC books” does not mean they are 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 Graphic Alphabet.” On each page, there is a letter, but there is something more going on 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 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 those words. (1.RI.1, 1.L.1, 1.SL.2)

*Reverse Questioning (II-R-4: HI-3, HI-4, HI-5)

1.RI.7 Use the illustrations and details in a text to describe its key ideas. II-R-4: HI-8: Extracting and interpreting specific information from external text features of text.

Use a variety of nonfiction books to encourage students to describe illustrations and key 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)



ELA Standards/ELP Standards: Writing (W)


1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. II-W-1: HI-8: Writing a short response to a literary selection that connects text to self, text to world, or text to other text. 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.

As a class, write a class story. Use the following prompt to generate a class discussion: “Children should eat healthy foods, exercise, and take care of their bodies. What are some ways to stay healthy?” Select one way to stay healthy and guide students to 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 appropriate closure at the end of the writing.

This activity can be used with a prompt from a variety of nonfiction books (e.g. books written by Gail Gibbons or “A Day at School.”) (1.W.2, 1.W.8, 1.L.1j, 1.L.2b)

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 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.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.

1.W.8 With guidance and support from adults, 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.

Using the ABC books as a model, generate some ideas for writing a class ABC book. Work together as a class to come up with a big class question. Begin by asking questions such as, “Is it possible to create an ABC book with ‘Games to Play’ as our title?” Allow 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 vote on a theme for the class ABC book. Once the theme is chosen, collect (and research using a variety of texts and digital resources) ideas for each letter of the 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 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)

ELA Standards/ELP Standards: 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.

1.L.1c Use singular and plural nouns with 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)

*Verb Tense Study (II-L-1 (SC): HI-2)

1.L.1h Use determiners (e.g., articles, demonstratives). II-L-1(N): HI-1: Selecting articles (a, an, the) for singular and plural nouns.

*Syntax Surgery (II-L-1 (N):HI-1)

1.L.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 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.

Introduce the writing of declarative sentences by focusing on an informational ABC book, such as “Eating the Alphabet: Fruits and Vegetables from A to Z.” On a chart, write a question such as “What is your favorite fruit?” Teach the students to answer the question 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 details, such as “Strawberries are my favorite fruit because they are juicy, sweet, and delicious.”

Extension: Have students complete the sentence frame “My favorite fruit is ____” or “My favorite fruit is ____ because _____.” This activity can be done with a variety of prompts



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.

throughout the year. (1.L.1j, 1.L.2b, 1.W.5, 1.SL.6)

*Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15) *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15) *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. 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.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 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.

*Morph House (II-L-2: HI-8)

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.

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 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.

*Vertical Sentence (II-L-2: HI-11)

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: Speaking and Listening (SL)


1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

*This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5) *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)



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 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.).

Look at Children’s Games by Pieter Brueghel. Ask the students to study it closely for a few minutes and write down any questions they have about what they see. When the 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? Was this painted a long time ago?...”). Talk about the value of asking questions and how we begin to open our minds to think deeply about something. Ask students to respond to the questions asked. (The painting was done in the 1500s, and the artist was trying to 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.) 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.



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

• Little Bear’s Visit (Else Holmelund Minarik and

Maurice Sendak) (EA)

• A Kiss for Little Bear (Else Holmelund Minarik

and Maurice Sendak) (EA)

• Morris Goes to School (Bernard Wiseman)

Stories (Read Aloud)

• Tomas and the Library Lady (Pat Mora and Raul

Colon) (E)

• ¡Marimba! Animales From A to Z (Pat Mora and

Doug Cushman) (EA)

• Dr. Seuss’s ABC: An Amazing Alphabet Book!

(Dr. Seuss) (EA)

• Chicka Chicka Boom Boom (Bill Martin, Jr., John

Archambault, and Lois Ehlert)

• Our Library (Eve Bunting and Maggie Smith)

• The Library (Sarah Stewart and David Small)

(Continued)

Stories (Read Aloud)

Alphabet Mystery (Audrey Wood and Bruce Wood)

I Can Read With My Eyes Shut! (Dr. Seuss) (EA)

Poems

• “Good Books, Good Times!” (Lee Bennett Hopkins)

• “You Read to Me, I’ll Read to You” (MaryAnn

Hoberman and Michael Emberley)

Poems (Read Aloud)

• “Read to Me” (Jane Yolen)

• “How to Eat a Poem” (Eve Merriam) (EA)

• “Books to the Ceiling” (Arnold Lobel) (EA)

• “Books Fall Open” (David McCord)

Informational Books

• I Read Signs (Tana Hoban) (E)

• 26 Letters and 99 Cents (Tana Hoban) (EA)

• Look Book (Tana Hoban) (EA)

• Exactly the Opposite (Tana Hoban) (EA)

• School Bus (Donald Crews) (EA)

• Alphabet City (Stephen T. Johnson)

• A Good Night’s Sleep (Rookie Read-About

Health) (Sharon Gordon)

• Exercise (Rookie Read-About Health) (Sharon

Gordon)

• Germs! Germs! Germs! (Hello Reader Science

Level 3) (Bobbi Katz and Steve Bjorkman)

Informational Books (Read Aloud)

• Museum ABC (New York Metropolitan Museum

of Art)

• An A to Z Walk in the Park (R.M. Smith)

• I Spy: An Alphabet in Art (Lucy Micklethwait)



Art, Music, and Media

Art

Pieter Brueghel, Children’s Games (1560)

(Continued)

Informational Books (Read Aloud)

• The Graphic Alphabet (David Pelletier)

• 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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Transcript of First Grade Unit One 2011 2012