1st grade unit 2 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 6-6-2011 (ELP Direct Alignment) - 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: Good readers blend letter-sound correspondences to decode single-syllable words fluently. Authors write books for different purposes. There are differences between books that tell stories and books that give information. Making connections with text improves comprehension. Good writers express their ideas in a clear and organized way.

Essential Questions: How do you read a word? Why do authors write books? Can stories teach us lessons about ourselves? Why is it important to share information with others or explain how to do things?

Vocabulary: categories context clues informative explanatory explain lesson main topic nonfiction experience

message retell revision conversation end punctuation text features organization purpose

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.3c Know final -e and common vowel team conventions for representing long vowel sounds. II-LS-2: HI-1: Articulating the 44 phonemes accurately.

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



1.RF.3f Read words with inflectional endings. II-R-2(D): HI-6: Identifying inflectional endings (-s,-ed,-ing) and their functions (tense, plurality, comparison and part of speech).

Instructional Routine Template: Card 10 (1.RF.3f) *Morph House (II-R-2(D): HI-6

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.

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.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. II-LS-1: HI-4: Summarizing the main idea and key points/details of a presentation using complete sentences. (B-4)

Choose a fantasy read-aloud, such as “Finn Family Moomintroll.” Continuing to focus on the retelling of fiction, give the children the opportunity to retell the previous chapters by 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 basket. Before each reading time, have the students retell the story using the gathered objects as prompts for remembering characters and events. By the time the book ends, you 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 various points in a text. No Alignment

Remind students that different characters often tell the story at different times in a book. 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. 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)



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


1.RI.2 Identify the main topic and retell key details of a text. II-R-4: HI-7: Summarizing the main idea and details from text, using complete sentences. (B-7)

While reading a book such as “What Do You Do With A Tail Like This?” make a chart to 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 interesting fact (e.g., its method of adaptation) on the chart. Use these charts to create oral and written sentences about the animals. Create and add to similar charts about animal 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



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-3: Completing a written summary of the key events of ideas of informational text using simple 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. II-W-5: The students will demonstrate research skills by using a variety of reference materials to complete a variety of writing tasks.

After students have completed an artistic Matisse-style masterpiece of their favorite animal, extend the work into a writing assignment. Give the students this prompt: Write about your favorite animal. Be sure to include interesting facts about your animal and end with a solid 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 locate information about the animal they chose. When they have some basic information, have them write the first draft. Ensure that adults are available to help with revision of the writing. Display the published writing with the Matisse-style artwork. (1.W.2, 1.W.5, 1.RI.10)



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: 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.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). II-L-1(V): HI-2: Differentiating between past, present, present progressive, and future verb tenses.

*Concept Chart # (II-L-1(V): HI-2) *Verb Tense Study (II-L-1(V): 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. 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.

*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.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. 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)

Read a book such as “Are You My Mother?” Read for the purpose of identifying all of the animals and things that baby bird thought might be his mother. As student(s) respond, 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 transportation). As a class, brainstorm additional words for each of the categories. To extend the activity, divide the students into groups of three and have them retell the story to 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). 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. 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

*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)



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 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.

*Function Junction (1.SL.1b, 2.SL.1b)

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 what a speaker says in order to gather additional information or clarify something that is not understood. II-LS-2: HI-6: Asking and responding to social and academic questions using complete sentences.

Before beginning this lesson, ask students what they are experts at doing (e.g., bike riding, roller skating, or back flips). Allow some time to share. Remind the students that an author is a real person who has worked hard to know the information to fill a book such as “What 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 expertise in something to talk to the class about how they became an expert. Students should ask questions of the speaker to learn about the topic presented. (1.SL.3) *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

• Are You My Mother? (Philip D. Eastman) (E)

• Mouse Tales (Arnold Lobel) (EA)

• Uncle Elephant (Arnold Lobel) (EA)

• Mouse Soup (Arnold Lobel) (EA)

•

Stories (Read Aloud)

• Finn Family Moomintroll (Tove Jansson) (E)

• The Chocolate Touch by Patrick Skene

• My Father’s Dragon by Ruth Gannett

Poetry

• "Fish" (Mary Ann Hoberman)

Poetry (Read Aloud)

• "The Fox's Foray" in The Oxford Nursery Rhyme Book (Anonymous) (E)

• "I Know All the Sounds that the Animals Make" in Something Big Has Been Here (Jack Prelutsky)

• "The Pasture" in The Poetry of Robert Frost (Robert Frost)

Poetry (Read Aloud)

• "The Purple Cow" in The Burgess Nonsense Book Being a Complete Collection of the Humorous Masterpieces of Gelett Burgess (Gelett Burgess)

Informational Text

• Starfish (Let's-Read-and-Find…Science) (Edith Thacher Hurd / Robin Brickman) (E)

• A Nest Full of Eggs (Let's-Read-and-Find…Science) (Priscilla Belz Jenkins and Lizzy Rockwell) (E series)

• What’s It Like to Be a Fish? (Let’s-Read-and-Find…Science) (Wendy Pfeffer and Holly Keller) (E series)

• What Lives in a Shell? (Let's-Read-and-Find…Science) (Kathleen Weidner Zoehfeld and Helen K. Davie) (E series)

• Where Do Chicks Come From? (Let's-Read-and-Find…Science) (Amy E. Sklansky and Pam Paparone) (E series)

• Big Tracks, Little Tracks: Following Animal Prints (Let’s-Read-and-Find…Science) (Millicent E. Selsam and Marlene Hill Donnelly) (E series)

• Where Are the Night Animals? (Let’s-Read-and-Find…Science) (Mary Ann Fraser) (E series)

Informational Text (Read Aloud)

• Creature ABC (Andrew Zuckerman)



Art, Music, and Media Art

• Albrecht Dürer, Two Squirrels, One Eating a Hazelnut (no date)

• Marc Chagall, I and the Village (1945)

• Paul Klee, Cat and Bird (1928)

• Henri Rousseau, The Flamingoes (1907)

• Susan Rothenberg, Untitled (Horse) (1976)

• Henri Matisse, The Snail (1953)

(Continued)

Informational Text Read Aloud)

• Earthworms (Claire Llewellyn and Barrie Watts) (E)

• What Do You Do With a Tail Like This? (Steve Jenkins and Robin Page) (E) Biggest, Strongest, Fastest (Steve Jenkins) (EA)

• 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/coaches.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

1st grade unit 2 2011 2012

Technology

rcontrolledvowel sounds

language warmup

decoding words

formmultisyllable words

statedsinglesyllable

spelledmultisyllable

finalpositions of words

bsyllable words