norwalk-la mirada unified school district first grade · norwalk-la mirada unified school district...

Norwalk-La Mirada Unified School District 1st Grade - English Language Arts Framework (Unit 3) June 2013

1

Norwalk-La Mirada Unified School District

First Grade

Common Core Reading Unit of Study Unit 3 - The Amazing Animal World Time Frame: 30 Instructional Days

Big Idea (Enduring Understandings): • Reading to Learn About Our World; Writing to Share About Our World

Essential Questions: • How can I identify and ask what is important when I read? • How can reading help us with our writing? • What are the differences between books that tell stories and books that give information? • How do I retell books that tell stories and books that give information? • How do I explain what I know about a topic when I write?

Unit Overview: As students read fictional texts about animals, they retell a story using details and focus on a central message. As they read informational texts about animals, they retell the key details and focus on identifying the main topic. Students learn to distinguish between books that tell stories and books that give information. They focus on constructing strong informative/explanatory writing pieces, including key details, about a topic they’ve read about. Then, students revise, edit, publish and share their writing.

The Balanced Literacy approaches are the foundation of the literacy instruction throughout classrooms from grades K-12. The approaches will continue to be utilized throughout the instructional day while implementing new curriculum based on the Common Core standards. Teachers will continue to focus on different types of reading experiences: read aloud, shared reading, guided reading, and independent reading to help students access content and develop the skills to read a wide variety of grade level appropriate texts. These literacy opportunities will continue to be arranged on a continuum based on the gradual release of responsibility.

During the 2013-2014 school year teachers will add Close Reading to their repertoire of approaches. Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text and discover different levels of meaning as passages are read multiple times.


2

Anchor Standard(s): o CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. o CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole. o CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. o CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. o CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

organization, and analysis of content. o CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Kindergarten First Grade Second Grade o K.RL.2: With prompting and support, retell familiar

stories, including key details. o K.RL.5: Recognize common types of texts (e.g.,

storybooks, poems, fantasy, realistic text). (CA) o K.RI.2: With prompting and support, identify the

main topic and retell key details of a text. o K.L.5: With guidance and support from adults,

explore word relationships and nuances in word meanings.

o K.L.5(b): Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

o K.W.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

o K.SL.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

o 1.RL.2: Retell stories, including key details, and demonstrate understanding of the central message or lesson.

o 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.

o 1.RI.2: Identify the main topic and retell key details of a text.

o 1.L.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

o 1.L.5(b): 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).

o 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.

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

o 2.RL.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

o 2.RL.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

o 2.RI.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

o 2.L.5: Demonstrate understanding of word relationships and nuances in word meanings.

o 2.L.5(b): Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

o 2.W.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

2.SL.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.


3

Learning Goals Addressed in this Unit: Students will be able to:

• Define words giving one or more key attributes. (1.L.5b) • Retell key details to identify the main topic. (1.RI.2) • Retell the main events of a story, including key details, to determine the central message or lesson. (1.RL.2) • Describe the characteristics of texts that tell stories and those that give information and explain the difference

between them. (1.RL.5) • Ask and answer questions about key details (who, what, where, when, why) in a text read aloud or information

presented. (1.SL.2) • Write an explanatory text that includes a topic, facts about the topic, and a sense of closure. (1.W.2)

Tier II - Academic Vocabulary:

Lesson Message Retell Revision

Tier III - Academic Vocabulary:

Context Clues Informative/Explanatory Main Topic

Assessment of Standards: Summative Culminating Performance Task - Application of Learning: Standard Addressed: 1.RI.2 After reading a section of the text, What Do You Do With a Tail Like This?, students independently record the key details and then identify the main topic of the section of the text.


4

Unit Works: (E) Indicates a CCSS exemplar text (EA) Indicates a text from a writer with other works identified as exemplars.

Literary Texts Stories • Are You My Mother? - Philip D. Eastman (E) • Mouse Soup - Arnold Lobel (EA) • Mouse Tales - Arnold Lobel (EA) Story (Read Aloud) • Finn Family Moomintroll - Tove Jansson (E)

Informational Texts

Informational Books • What Lives in a Shell? (Let's-Read-and-Find…Science) - Kathleen

Weidner Zoehfeld and Helen K. Davie (E) • Where Are the Night Animals? (Let’s-Read-and-Find…Science) -

Mary Ann Fraser (E) Informational Books (Read Aloud) • What Do You Do With a Tail Like This? - Steve Jenkins and Robin

Page (E) • What’s It Like to Be a Fish? (Let’s-Read-and-Find…Science) -

Wendy Pfeffer and Holly Keller (E) • A Nest Full of Eggs – Priscilla Belz Jenkins and Lizzy Rockwell (E)

Art, Music, and Media

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

https://www.1000museums.com/enlarge/201066/ • Marc Chagall, I and the Village (1945)

http://www.wikipaintings.org/en/marc-chagall/i-and-the-village-1911

• Paul Klee, Cat and Bird (1928) http://www.wikipaintings.org/en/paul-klee/cat-and-bird

• Henri Matisse, The Snail (1953) http://www.tate.org.uk/art/artworks/matisse-the-snail-t00540

Interdisciplinary Connections: This unit integrates visual and performing arts and science content. Students learn about the creative process through studying the artwork of Henry Matisse, and create a piece of art to go with their informative writing. Students investigate habitats, adaptation, and food chains of a variety of animals through books read aloud during class. Students write an informative/explanatory piece, with the topic and key details, about an animal they’ve read about. In the culminating performance task students again identify the topic of an informational text on animals and retell the key details. VAPA Henri Matisse, Albrecht Dürer Science Animals (e.g., habitats, unique adaptations, and the food chain)


5

Differentiated Instruction: Scaffolds for English Language Learners: Provide Multiple Means of Representation:

• Clarify, compare, and make connections to words in discussion, particularly during and after lessons.

• Highlight or provide visuals for critical vocabulary in discussion. • Teach students how to ask questions (such as, “Do you agree?”

and “Why do you think so?”) to extend “think-pair-share” conversations. Model and post conversation “starters” (sentence frames) such as:

o “I agree because….” o “I noticed that…” o “Your solution is different from/ the same as mine

because…” Provide Multiple Means of Action and Expression:

• Provide a variety of ways to respond: pair share, choral, small group share, and personal white boards.

• Support oral or written response with sentence frames • Ask questions to probe what students mean as they attempt

expression in a second language • Scaffold questioning to guide connections, analysis, and mastery • Group students by home language • Have students retell another student’s idea to a partner • Use wait time

Provide Multiple Means of Engagement:

• Push student comprehension into higher levels of Webb’s Depth of Knowledge with advancing questions

• Ask, “Why?” and “What if?” questions

Differentiated Instruction: Scaffolds for Students with Special Needs: Provide Multiple means of Representation:

• Clarify, compare, and make connections to words in discussion, particularly during and after lessons

• Highlight or provide visuals for critical vocabulary in discussion. • Teach students how to ask questions (such as, “Do you agree?”

and “Why do you think so?”) to extend “think-pair-share” conversations. Model and post conversation “starters” (sentence frames) such as:

o “I agree because….” “I noticed that…” o “Your solution is different from/ the same as mine

because…” Provide Multiple Means of Actions and Expressions:

• Provide a variety of ways to respond: pair share, choral, small group share, and personal white boards.

• Use think-pair-share to assess students’ understanding • Support oral or written response with sentence frames • Ask questions to probe what students mean as they attempt

expression • Scaffold questioning to guide connections, analysis, and

mastery • Adjust the amount of guided practice or use small groupings • Have students retell another student’s idea to a partner • Use wait time

Provide Multiple Means of Engagement:

• Push student comprehension with advancing questions. • Check for understanding frequently • Couple teacher-talk with illustrative gestures • Keep teacher-talk clear and concise • Point to visuals while speaking, using your hands to clearly

indicate the image that corresponds to your words • Use rhythms to help students


6

Differentiated Instruction: Scaffolds for Students Performing Below Grade Level

Provide Multiple Means of Representation: • Clarify, compare, and make connections to words in discussion,

particularly during and after lessons • Highlight or provide visuals for critical vocabulary in discussion • Teach students how to ask questions (such as, “Do you agree?” and

“Why do you think so?”) to extend “think-pair-share” conversations. Model and post conversation “starters” (sentence frames) such as:

o “I agree because….” o “I noticed that…” o “Your solution is different from/ the same as mine because…”

Provide Multiple Means of Action and Expression: • Provide a variety of ways to respond: pair share, choral, small group

share, and personal white boards. • Use think-pair-share to assess students’ understanding • Support oral or written response with sentence frames • Ask questions to probe what students mean as they attempt expression • Scaffold questioning to guide connections, analysis, and mastery. • Group students by home language for arithmetic computation • Adjust the amount of guided practice or use small groupings • Have students retell another student’s idea to a partner • Use wait time

Provide Multiple Means of Engagement: • Push student comprehension into higher levels of Webb’s Depth of

Knowledge with advancing questions • Ask, “Why?” and “What if?” questions • Check for understanding frequently (e.g., ‘show’) • Couple teacher-talk with illustrative gestures • Keep teacher-talk clear and concise • Point to visuals while speaking, using your hands to clearly indicate the

image that corresponds to your words. • Teach in small chunks so students get practice with one step at a time • Use rhythms to help students (e.g., chant)

Differentiated Instruction: Scaffolds for Students Performing Above Grade Level Provide Multiple Means of Representation:

• Teach students how to ask questions (such as, “Do you agree?” and “Why do you think so?”) to extend “think-pair-share” conversations. Model and post conversation “starters” (sentence frames) such as:

o “I agree because….” o “I noticed that…” o “Your solution is different from/ the same as mine

because…” Provide Multiple Means of Action and Expression:

• Encourage students to notice and explore patterns in the texts presented. Invite students to explain their observations/reasoning both orally and by writing

• Encourage students to extend exploration of topics • Foster curiosity about texts being read by asking students

to make comparisons to other texts they have read at home or at school

• Facilitate exploration through open-ended activities or discussion

• Offer extensions for early finishers. Provide Multiple Means of Engagement:

• Push student comprehension into higher levels of Webb’s Depth of Knowledge with advancing questions

• Ask, “Why?” and “What if?” questions • Get students up and moving


7

Standards: • 1.RL.2: Retell stories, including key details, and demonstrate understanding of the central message or lesson. • 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. • 1.RI.2: Identify the main topic and retell key details of a text. • 1.L.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word

meanings. § 1.L.5(b): 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). • 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. • 1.SL.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other

media. Learning Goals: Students will be able to: • Define words giving one or more key attributes. (1.L.5b) • Retell key details to identify the main topic. (1.RI.2) • Retell the main events of a story, including key details, to determine the central message or lesson. (1.RL.2) • Describe the characteristics of texts that tell stories and those that give information and explain the difference between

them. (1.RL.5) • Ask and answer questions about key details (who, what, where, when, why) in a text read aloud or information

presented. (1.SL.2) • Write an explanatory text that includes a topic, facts about the topic, and a sense of closure. (1.W.2)


8

Question Stems (for teachers and students): • What is the central message of this text? • What is the main topic of this text? • What are the characteristics of this text? • How are these texts different from each other? • What are some of the key details in this text?

Teacher generated question stems: • • •

Sentence Frames (for teachers and students): • Books that tell stories have ____. • Books that give information have _____. • _____ is different than _____ because _____ and _____. • I think the main topic of this text is ______. • I think the central message of this text is ______.

Technology/Arts Integration Suggestions: Project Based Learning Ideas:

Ideas for Charting:

Text Differences

Text title is different from text title because _________________. Books that tell stories

• Characters • Setting • Events • • • •

Books that give information • Give facts • Have photographs • • • • •

How do I revise my expository writing?

• I reread my writing • I add words • I make sure my writing is clear • I add more details (using and, but, or, so, because) • I add text features

How do I edit my writing? Capitalization

• Capitalize the first word of a sentence.

• Capitalize “I” and the names of people.

Punctuation • End a sentence

with a period.

Spacing • Correctly space

letters, words, and sentences.

• Use a / to show where I forgot a space.

Legible


9

Suggested Formative Assessments: • All standards - Anecdotal notes recorded during turn and talk/think-pair-share. • 1.RI.2 - In guided or independent reading, students retell key details and identify the main topic of a text. • 1.RL.2 - In guided or independent reading, students retell key details and identify the central message/lesson of a text. • 1.RL.5 - As a part of the publishing process, students draw a picture of the animal they’ve written about and include a

caption, which contains two or more key attributes of the animal. • 1.RL.5 - In guided or independent reading, students identify the type of text they are reading and give evidence

supporting their thinking. • 1.RI.4 - Students create and record a question about the text on white boards individually or in pairs. • 1.SL.2 – After viewing the Tate website, for Matisse’s The Snail, students will ask and answer a question with their partner

about the process Matisse used to create his artwork. Sample Activities: 1. Main Topic and Key Details/Informational Text While reading a book such as What Do You Do With A Tail Like This? (Steve Jenkins), make a chart to record the name of each animal (main topic) mentioned. Record key details, such as 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. Ask students to supply at least one piece of information on a sticky note when you are finished reading. Create and add to similar charts about animal facts as you read to the children and as they read independently. Use these charts to create oral and written sentences about the animals. (1.RI.2, 1.L.5b, 1.L.1j) 2. Class Discussion/Reading/Informational Text 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? (Steve Jenkins). 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. Talk about how they became an expert. Talk about why this makes informational texts better and how having good information can help improve one’s writing. (1.SL.3, 1.RI.2) 3. Art/Informative/Explanatory Writing Display the Tate’s website for Matisse’s The Snail. Encourage students to comment about the colors and what they see in the artwork. As you read the background information and move through the site, students will see the process used by


10

Matisse to create his work. Students will then create a work of their favorite animal from this unit using torn pieces of painted paper. Later, do a shared writing in which the students explain the steps taken to create an art piece in the style of Matisse. This activity could be a model for a piece of informative/explanatory writing later. (1.W.7, 1.SL.2) 4. Informative/Explanatory Writing (Revision) Since the students have now completed an artistic 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 include a catchy beginning, some facts, and a strong ending.” Allow your students to begin by working in teams to gather information. Using non-fictional texts, remind them to use the index or table of contents to locate more information about the animal. 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 (see Art Connection / Explanatory Writing). (1.W.2, 1.W.5, 1.RI.5, 1.RI.10, 1.RF.4) 5. Retelling/Vocabulary Read a fictional animal story, such as Are You My Mother? (Philip D. Eastman). Discuss the vocabulary in the story. Work on understanding unknown words. Ask the students (if, for example, discussing Are You My Mother?), “What word was funny in the story because of the way it was used?” (Possible answer: “Snort”) Then ask, “How did you know what it meant?” Divide the students into groups of three and have them tell the story to each other, taking turns as each tells a part. Let them know that if they are stuck on a part of the story, you will come and allow them to use the book to solve the problem. Encourage the students to try to remember as many details as they can to tell the story because details are what makes the story interesting. When they are finished retelling the story, talk about what lesson might be learned from the story and what new words they learned. (1.L.4a, 1.RL.2) 6. Literary/Language Follow up on a book read previously in class, such as Are You My Mother? (Philip D. Eastman). Go back and reread the story. As you read it this time, read for the purpose of finding all of the animals and things that baby bird thought might be his mother. As students find the words, write them on index cards (e.g., kitten, hen, dog, cow, boat, plane). Sort the words into categories (e.g., animals, modes of transportation,). Think of more words for each of the categories. (1.L.5a, 1.L.1b) 7. Literary As students read independently, remind them that different characters often tell the story at different times in a book. Using a book such as Mouse Tales (Arnold Lobel), allow the students to re-read parts of the text where the weasel speaks, where


11

the mouse speaks, and where the narrator tells the story. Provide elbow macaroni at each table. Ask students to use the macaroni on the quotation marks in the book, reminding them that it means someone is speaking. Assigning the parts to three readers will show others how dialogue works in literature. (1.RL.6) 8. Literary/Read Aloud Choose a fantasy read-aloud, such as Finn Family Moomintroll (Tove Jansson). 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, provide a number of props (e.g., a black hat made of construction paper), and ask students to find the appropriate object when it appears in the story and put it into a “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) 9. Art/Class Discussion Select three or four works to view (e.g., the Klee, Chagall, and Durer). Ask the students the following questions: What animal do you see in this work? Does anyone see a different animal? What color is the animal? Is this the real color of this animal? Why do you think the artist chose the color he or she did? Begin to introduce the concept of abstraction (versus realism) by comparing the Durer image with either the Klee or the Chagall. Ask questions like: Is this exactly what a rabbit looks like? What about a cat? A picture of a cow? How can we tell the difference? What was the artist trying to do? (1.SL.1.b, 1.SL.3, 1.SL.4) 10. Art/Informative/Explanatory Writing Ask the students to draw an animal of their choice. They will then color it using the animal’s real colors, or they could choose to use other colors. Students may also choose to do either a realistic or abstract version of their animal. Ask the students to write an informative/explanatory text based on their drawing, using their choice of realistic or creative coloring (1.W.2)


12

Sample Lesson (Day 4 of Scope and Sequence)

Read Aloud/Shared Reading: Readers use the key details to determine the central message or lesson. Lead In:

• The class rereads Are You My Mother? Aloud. (Depending on the students’ reading levels, you may choose to read the story or have students read it.)

Step by Step: • In a class discussion, the students recall the details of the baby bird’s journey. • In small groups, students create a chart where they trace the baby bird’s steps. They

consult the book whenever they are not sure of the next step. (Since the journey begins and ends at home a circular chart makes the most sense.)

• Students illustrate the charts. The illustrations will enable students to add individual perspective. In lessons I and II, the students note the contribution of the illustrations to the presentation of the baby bird, his character, his mood, and his emotions. This is their opportunity to do the same.

• Teacher models using the key details to determine the central message.

Closure: • Students will introduce and discuss their groups’ charts.

Learning Goals Addressed in this Lesson: Students will be able to:

• Retell the main events of a story, including key details, to determine the central message or lesson.

Focus: Readers use the key details to determine the central message or lesson.

Resources Suggested text: Are You My Mother? Genre: Fiction Form: Picture book


13

The Amazing Animal World

First Grade Common Core Unit 2 Possible Scope and Sequence

Day 1 Learning Goal Addressed in this Lesson: Students will be able to: • Define words giving one or

more key attributes. • Ask and answer questions

about key details (who, what, where, when, why) in a text read aloud or information presented.

• Identify the characteristics of texts that tell stories and those that give information and explain the difference between them.

Focus: Sample Activity 9 Suggested Works: • Albrecht Dürer, Two Squirrels,

One Eating a Hazelnut (no date)

• Marc Chagall, I and the Village (1945)

• Paul Klee, Cat and Bird (1928)

Day 2 Learning Goal Addressed in this Lesson: Students will be able to: • Ask and answer questions


• Define words giving one or more key attributes.

Focus: Common Core Curriculum Maps book: Lessons I and II (Baby Bird Begins a Search and Continue Baby Bird’s Search) Suggested Work: Are You My Mother?

Day 3 Learning Goal Addressed in this Lesson: Students will be able to: • Retell the main events of a

story, including key details, to determine the central message or lesson.

Focus: Students will read and discuss the meaning of the storybook. Students will identify (as the teacher records using pictures or words) the key details of the story. Suggested Work: Are You My Mother?



Focus: Common Core Curriculum Maps book: Lesson III (Revisit Baby Bird’s Adventure) Suggested Work: Are You My Mother?




Focus: Teacher will introduce the new type of text they will read today. Students will read and discuss the meaning of the informational text. Students ask and answer questions about the key details (which may include one or more key attributes). Suggested Work: A Nest Full of Eggs


14

Day 6 Learning Goal Addressed in this Lesson: Students will be able to: • Retell key details to identify

the main topic. • Define words giving one or

more key attributes.

Focus: Students will retell (as the teacher records using pictures and/or words) the key details of the informational text and use them to identify the main topic (which may include one or more key attributes). Suggested Work: A Nest Full of Eggs

Day 7 Learning Goal Addressed in this Lesson: Students will be able to: • Identify the characteristics of

texts that tell stories and those that give information and explain the difference between them.

• Ask and answer questions about key details (who, what, where, when, why) in a text read aloud or information presented.

Focus: Using the sentence frames below, teacher models thinking about the characteristics of the text that told a story. Teacher models thinking about the characteristics of the text that gave information. Teacher models thinking about the differences between the two types of text. Teacher records thinking. Books that tell stories have ____. Books that give information have _____. _____ is different than _____ because _____ and _____. Suggested Works: Are You My Mother? AND A Nest Full of Eggs




Focus: Students will read and discuss the meaning of the storybook. Suggested Works: A chapter from Mouse Tales OR a chapter from Finn Family Moomintroll (Teacher choice)





Focus: Students ask and answer questions about the key details (which may include one or more key attributes). Suggested Works: A chapter from Mouse Tales OR a chapter from Finn Family Moomintroll (Teacher choice)



Focus: Students retell the key details in order to determine the central message/lesson. Suggested Works: A chapter from Mouse Tales OR a chapter from Finn Family Moomintroll (Teacher choice)


15





Focus: Students review the characteristics of texts that give information previously identified. Students will read and discuss the meaning of the informational text. Students ask and answer questions about the key details, including one or more key attributes as appropriate. Suggested Work: What Lives in a Shell?

Day 12 Learning Goal Addressed in this Lesson: Students will be able to: • Identify the main topic and

retell key details. Focus: Students will retell (as the teacher records using pictures and/or words) the key details of the informational text and use them to identify the main topic. Suggested Work: What Lives in a Shell?




Focus: With prompting and support, students use the sentence frames below to discuss the characteristics of the text that told a story. With prompting and support, students use the sentence frames below to discuss the characteristics of the text that gave information. With prompting and support students discuss the differences between the two types of text. Student record thinking through interactive writing Books that tell stories have ____. Books that give information have _____. _____ is different than _____ because _____ and _____. Suggested Works: The chapter from Mouse Tales OR the chapter from Finn Family Moomintroll (Teacher choice) AND What Lives in a Shell?





Focus: Students will read and discuss the meaning of the storybook. Suggested Work: A chapter from Mouse Soup



Focus: Students ask and answer questions about the key details (which may include one or more key attributes). Suggested Work: A chapter from Mouse Soup


16


story, including key details, to determine the central message/lesson.

Focus: Students retell the key details in order to determine the central message/lesson. Suggested Work: A chapter from Mouse Soup





Focus: Students review the characteristics of texts that give information previously identified. Students will read and discuss the meaning of the informational text. Students ask and answer questions about the key details, including one or more key attributes as appropriate. Suggested Work: Where are the Night Animals? OR What’s it Like to be a Fish?


retell key details. Focus: Students will retell (as the teacher records using pictures and/or words) the key details of the informational text and use them to identify the main topic. Suggested Work: Where are the Night Animals? OR What’s it Like to be a Fish?




Focus: Students independently identify the characteristics of the text that told a story. Students independently identify the characteristics of the text that gave information. Students independently identify the differences between the two types of text. Students independently record their thinking. (Formative Assessment) Books that tell stories have ____. Books that give information have _____. _____ is different than _____ because _____ and _____. Focus: Suggested Works: The chapter from Mouse Soup AND Where are the Night Animals? OR What’s it Like to be a Fish?

Day 20 Culminating Performance Task

(Day 1) Learning Goal Addressed in this Lesson: Students will be able to: • Identify the main topic and

retell key details. Focus: Students read and discuss one section the text. Students (on their own) record key details of the section of the text. Suggested Work: One section of the text What do you do With a Tail Like This?


17

Day 21 Culminating Performance Task

(Day 2) Learning Goal Addressed in this Lesson: Students will be able to: • Identify the main topic and

retell key details. Focus: Students revisit the section of text read in previous lesson. Students reread the details they recorded in previous lesson. Students (on their own) record the main idea of the section of the text. Suggested Work: Section of the text What do you do With a Tail Like This?



• Write an explanatory text that includes a topic, facts about the topic, and a sense of closure.

Focus: Sample Activity 3 Suggested Work: Henri Matisse, The Snail (1953)

Day 23 Learning Goal Addressed in this Lesson: Students will be able to: • Define words giving one or

more key attributes.

Focus: Sample Activity 1 Suggested Work: What do you do with a Tail Like This?

Day 24 Learning Goal Addressed in this Lesson: Students will be able to: • Write an explanatory text

that includes a topic, facts about the topic, and a sense of closure.

Focus: Sample Activity 2 Suggested Work: What do you do with a Tail Like This?


retell key details. • Write an explanatory text


Focus: Students revisit key details charts from previous informational text lessons in this unit. Students select one of these topics they would like to write about (the one they feel they are an expert on). Teacher models selecting a topic. Students select and record their topic. Suggested Works: A Nest Full of Eggs, What do you do with a Tail Like This?, What Lives in a Shell? AND Where are the Night Animals? OR What’s it Like to be a Fish?


18



Focus: Teacher models recording facts to go with their Students record facts about their topic. Suggested Work: Teacher and student explanatory pieces



Focus: Teacher uses mentor texts or own writing to model writing an ending with a sense of closure. Students add sense of closure to their piece. Suggested Work: What Lives in a Shell, A Nest Full of Eggs, What’s It Like to Be a Fish?, AND/OR Where are the Night Animals?,



Focus: Teacher models editing his/her own piece. Students edit their piece. Teacher models revising his/her own piece. Students revise their piece. Suggested Work: Teacher and students’ explanatory pieces



Focus: Teacher models preparing his/her own piece for publishing. Students prepare their piece for publishing. Suggested Work: Teacher and student explanatory pieces




Focus: Class discusses appropriate questions to ask about others’ writing. Students get in small groups and share their published piece and answer questions from their peers. Suggested Work: Teacher and students’ explanatory pieces


19

Grade 1 Culminating Performance Task Rubric Unit 2

Scoring information for response:

2-Point Rubric • (1.RI.2) Identify the main topic and retell key details of a text.

2 The response gives sufficient evidence of the ability to identify the main topic and record key details of a section of the text. The response communicates the main topic and more than one key detail from the section read of the text What Do You Do With A Tail Like This?.

1

The response gives limited evidence of the ability to identify the main topic and record key details of a section of the text. The response communicates partial response of the main topic and key details from the section read of the text What Do You Do With A Tail Like This?.

0 The response gives no evidence of the ability to identify the main topic and record key details of a section of the text. The response includes writing unrelated to the topic and the key details of What Do You Do With A Tail Like This?.

norwalk-la mirada unified school district first grade · norwalk-la mirada unified school district...

Documents