First Grade ELA Curriculum

Unit 3

Table of Contents

Purpose of the Unit Page 3Essential Questions Page 4Sample Literacy Block Schedule Page 5Unit 1 Common Core Standards Page 6 – 8Assessments Page 9Lucy Calkins Units of Study Unit 3 Opinion WritingOverview of Lessons

Page 10

Recommended Supplemental Texts Page 11Supplemental Resources Page 12-18Literacy Center Examples Page 19Message Time Plus Example Page 20Helpful Anchor Charts Page 21Professional Development Resources Page 22-23Appendix A: Opinion Writing Samples, and Student Writing Checklist

Page 24-27

Appendix B: Lesson Plan Examples Page 28

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Purpose of This Unit:

The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the CCSS Content Standards. The standards establish guidelines for English language arts (ELA) as well as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life.

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Essential Questions Enduring Understanding1. How does a writer's preference impact writing? How

does a writer communicate a preference?2. Why are details important in my response? How can I

use the questions and suggestions from others to strengthen my writing?

3. What are some different ways to research a topic? How can you express your research on a given topic?

4. What resources can help you find an answer to a question? How can resources lead you to an answer?

5. What are key details? How do readers use them to support their understanding of informational text?

6. What can a reader do to understand unknown words in a text?

7. Why is it important to know the main topic of an informational text? How do key details contribute to a readers' understanding?

8. Why do readers look for connections within a text?

1. A writer must clearly express a preference and communicate it in writing.

2. Details help writers make their ideas clear for the reader. A writer must determine how to revise their paper based on peer and teacher suggestions to strengthen their final product.

3. Research is one of the processes we can use to expand our knowledge. Knowledge can be shared in a variety of ways.

4. Source is the location of information. Writers use and cite multiple sources to write convincingly.

5. Proficient readers use key details as clues to help them ask questions and locate answers within an informational text.

6. Asking and answering questions and using context clues can help a student clarify the meaning of words and phrases in a text in order to gain vocabulary and a deeper understanding of the informational text.

7. It is important for readers to know the main topic of an informational text so they understand the author's message. Key details support the main topic and help us to gain a better understanding of the text.

8. Readers look for connections within a text to better understand the text and the author's message.

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K-2 Literacy Block

Sample Schedule Notes for Sample ScheduleIndependent Reading/Partner Rdg

(arrival & unpacking time)After unpacking, children read from Book Bins (unleveled) or from Book Bags (leveled for independent. reading.)

Message Time PlusModeled Writing/Shared Reading Concepts about print Phonics Vocabulary High frequency words Fluency Comprehension

20 minOne option for MTP is to teach a writing behavior or strategy that can lead into the writing workshop.

All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and concepts about print can be taught through MTP.

Writer’s WorkshopMini-lesson

Independent Writing

Share (2 students share)

30 min5 min

20 min

5 min

Independent writing consists of guided writing groups and/or one-to-one conferences.

Intentional Read Aloud 10 min Tell children what you are going to demonstrate and why this will help them as readers. Ask students to watch and listen to how you think (or problem solve) as a reader.

Guided Reading/ Literacy Centers 30 min Literacy Centers

Group A Group B Group C

1st rotation(15 min)

Guided Reading

iRead Literacy Center

2nd rotation(15 min)

Literacy Center

Guided Reading

iRead

The Literacy Center component is not limited to the above format. Teachers may have more than 3 groups.

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Unit 3:

Topic: Common Core State Standards

Opinion Writing

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.5 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.

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.1.7 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).

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.b. Use end punctuation for sentences.c. Use commas in dates and to separate single words in a series.

SL.1.6 Produce complete sentences when appropriate to task and situation.

L.1.1.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).h. Use determiners (e.g., articles, demonstratives).i. Use frequently occurring prepositions (e.g., during, beyond, toward).

RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Distinguish long from short vowel sounds in spoken single-syllable words.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

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c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.3

Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant digraphs.b. Decode regularly spelled one-syllable words.c. Know final –e and common vowel team conventions for representing long vowel sounds.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.e. Decode two-syllable words following basic patterns by breaking the words into syllables.f. Read words with inflectional endings.g. Recognize and read grade-appropriate irregularly spelled words.

L.1.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading andcontent, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

RI.1.1 Ask and answer questions about key details in a text.

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.2 Identify the main topic and retell key details of a text.

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.5 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.

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

RI.1.8 Identify the reasons an author gives to support points in a text.

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RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RF.1.4.Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

L.1.5

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.b. Define words by category and one by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a largecat with stripes).c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Assessments:Formative:

Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided reading, in progress writing samples, turn/ talk, and talk moves

Summative: Model Curriculum Unit 3 Assessment, assessment on silent “e” ending words and vowel team words such as “ai,” “ee,” and “ay”

words, running records to see reading progress/ comprehension skills, writing prompt samplesAuthentic:

Published writing piece for informational/explanatory, how to writing, poetry writing, oral presentations and book reviews) www.Storybird.com

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Comprehension Story Board

Technology Integration:iRead (Mandatory)www.spellingcity.com, for continuous word work practicewww.starfall.comfor reading practicewww.timesforkids.comwww.discoverykids.com resource for students to find informational text to compare and contrasthttp://www.ipl.org/ a search engine that is safe for kids, used by librarianshttp://www.studyisland.com/web/index/ for students to reinforce CCSS in ELA

Speaking and Listening Vocabulary: opinion, writer, key details, information, topic, resources, text, communicate, answer, readers, ideas, sources, clarify, understand, author’s message

Useful Sites:iRead (Mandatory)www.cliontheweb.org This site is a free resource for all teachers. It has classroom tested instructional literacy practices, tools to improve ELA best practices and personalized action plans.www.achievethecore.org This website is full of free content designed to help educators understand and implement the Common Core State Standards. It includes practical tools designed to help students and teachers see their hard work deliver results. achievethecore.org was created in the spirit of collaboration. Please steal these tools and share them with others.www.readwritethink.org Classroom Resources and Videoswww.thinkcentral.com Journey’s Resources onlinewww.starfall.com This site offers free developmental literacy games and books for students to read.

Lucy Calkins Units of Study

Lessons From the Masters: Writing Reviews Unit 3

Lesson Number Lesson Title CCSS Related to Lesson from Unit 2

Lesson 1 People Collect Things and Write Opinions about Their Collections

W.1.1, R1.1.8, L.1.1, L.1.2, L.1.5

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Lesson 2 Explaining Judgments in Convincing Ways W.1.1, W.1.5, RI.1.8, SL. 1.2, L.1.1, L1.2Lesson 3 "How Do I Write This Kind of Writing Well?" W.1.1, W.1.5, RI.1.1, RI.1.8, RF.1.2 ,RF.1.3,

SL.1.2, L.1.1, L1.2.Lesson 4 Opinion Writers Expect Disagreement W.1.1, RF1.3, SL. 1.2,SL.1.3, L.1.1, L.1.2Lesson 5 Letter To Teacher W.1.1, W.1.5, RI.1.8,L.1.1, L.1.2Lesson 6 Bolstering Arguments W.1.1, W.1.5, RI.1.1, RI.1.8, RF.1.4, SL. 1.3, L.1.1Lesson 7 Editing and Publishing: Making Writing "Best in Show"! W.1.1, W.1.5, RF.1.4, SL.1.6, L.1.1,L.1.2Lesson 8 Writing Reviews to Persuade Others W.1.1, W.1.7, RI.1.1, RI.1.8, L.1.1, L.1.2Lesson 9 Talking Right to Readers W.1.1, W.1.5, RF.1.4, L. 1.1, L.1.2Lesson 10 Making Comparisons in Writing W.1.1, W.1.5, RF1.4, L.1.1, L.1.2Lesson 11 Hook Your Reader: Writing Catchy Introductions and

ConclusionsW.1.1, W.1.5, L. 1.1, L.1.2

Lesson 12 Partners Work Together to Give Writing Checkups! W.1.1, W.1.5, RF1.2, RF.1.3, RF.1.4, SL. 1.2, L.1.1Lesson 13 Letter to Teacher: Make Anthologies: A Celebration W.1.1, W.1.5, W.1.6, RI.1.2, RI.1.3, L. 1.1, L.1.2Lesson 14 Using All You Know to Write Book Reviews W.1.1, L. 1.1, L.1.2Lesson 15 Don't Spill the Beans! Giving Sneak Peek Summaries W.1.1, W.1.5, SL. 1.3, L.1.1, L.1.2Lesson 16 Not Too Long, Not Too Short!: Using Conjunctions W.1.1, W.1.5, SL. 1.2, SL.1.3, SL.1.6, L.1.1,L.1.2Lesson 17 Review a Review?: Making Sure Reviews Are Brim Full of the

Best Work!W.1.1,W.1.5, RI.1.8, RF.1.4, . L. 1.1, L.1.2

Lesson 18 Letter to Teachers: Book Review Talks: A Reading Rainbow Style Celebration

W.1.1, W.1.6, RF.1.4., SL. 1.6, L.1.1, L.1.2,

Texts Recommended for Unit 3 Opinion Writing

Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 6. Below are some recommended opinion mentor texts that can be used as a read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students and teachers to digital read alouds.

Name of the Texts and Picture

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Earrings by Judith Viorst https://www.youtube.com/watch?v=m2yjGH7JS5s

Pigeon Wants a Puppy by Mo Williamshttps://www.youtube.com/watch?v=vT8djtMIyj0

Click Clack Moo Cows that Type by Doreen Cronin

https://www.youtube.com/watch?v=fqcuYEC5WpY

The Pigeon Needs a Bath by Mo Williams

https://www.youtube.com/watch?v=mhiD4jfOj9o

Grade 1: Unit 3 Supplemental Resources (Phonics principals can be taught through MTP, Guided Reading and Centers)Reading Lit and Informational Text Foundational Skills

Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW

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Anchor TextAnimal GroupsGenre: Informational Text

Students can give their opinion of

Target SkillCompare and Contrast two texts read aloud on the same topic.

PhonicsLong i (CVCe)Digraphs kn, wr, gn, mb

High-Frequency Wordsbird, both, eyes, fly, long,or, those, walk

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whether they like this text and explain why or why not.

Decodable ReaderSelectionsMike’s BikeThe NestThe Nice VetKite Time

Speaking and Listening Language and WritingLesson Selection S&L Language Writing

15 Use reading supplemental texts referenced on page 11.

Spelling PrincipleWords with Long i

Spelling WordsBasic: time, like, kite, bike, white, drive

These words can be inputted into Spelling City and given as a homework assignment or during center time.

Writing ModeOpinion Writing

Reading Lit and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics Print, Fluency, HFW

Anchor TextLet’s Go to the Moon!Genre:Informational Text

PhonicsLong o (CV, CVCe)Long u (CVCe)

High-Frequency Wordsaround, because, before,bring, carry, light, show,think

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16 Paired SelectionMae JemisonGenre: Biography

Decodable ReaderSelectionsGo, Jones!So Much FunJune’s PicturesMy Mule, Duke

Speaking and Listening Language and Writing

Lesson Selection S&L Academic Vocabulary Language Writing

16 Use reading supplemental texts referenced on page 11.

Spelling PrincipleWords with Long o

Spelling WordsBasic: so, go, home, hole, no,rope, joke, bone, stove, poke

These words can be inputted into Spelling City and given as a homework assignment or during center time.

Writing ModeOpinion Writing

Reading Lit and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics Print, Fluency, HFW

Use reading supplemental texts referenced on page 11.

Long e (CV, CVCe)Vowel Pairs ee, eaFinal ng, nkPhonogram -ink

High-Frequency Wordsabout, by, car, could,don’t, maybe, sure,there

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Speaking and Listening Language and Writing

Lesson Selection S&L Academic Vocabulary Language Writing

17 Use reading supplemental texts referenced on page 11.

Spelling PrincipleWords with Long e

Spelling WordsBasic: me, be, read, feet, tree,keep, eat, mean, sea, these

These words can be inputted into Spelling City and given as a homework assignment or during center time.

Writing ModeOpinion Writing

Reading Lit and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics Print, Fluency, HFW

Anchor TextWhere Does Food ComeFrom?Genre:Informational Text

PhonicsVowel Pairs ai, ayContractions ’ll, ’dPhonograms -ay, -ain

FluencyExpression

High-Frequency Wordsfirst, food, ground, right,sometimes, these,

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18Decodable ReaderSelectionsRay Trains DexSweet TreatsWhat Will We Do?Let’s Eat

under, your

Speaking and Listening Language and Writing

Lesson Selection Language Writing

18 Use reading supplemental texts referenced on page 11.

Spelling PrincipleVowel Pairs ai, ay

Spelling WordsBasic: play, grain, sail, mail,may, rain, way, day, stay, pain

These words can be inputted into Spelling City and given as a homework assignment or during center time.

Writing ModeOpinion Writing

Reading Lit and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics Print, Fluency, HFW

Anchor TextTomás RiveraGenre: Biography

PhonicsVowel Pairs oa, owContractions ’ve, ’rePhonograms -ow, -oat

High-Frequency Wordsdone, great, laugh, paper,soon, talk, were, work

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Paired SelectionLife Then and Now Genre: InformationalText

Decodable Reader SelectionsIt Was Snow FunBoat RidesFun with GramRex Knows

After the read aloud students can discuss their opinion about the text and explain what they liked or not like about Tomas Rivera.

Speaking and Listening Language and Writing

Lesson Selection Language Writing

19 Use reading supplemental texts referenced on page 11.

Spelling PrincipleVowel Pairs oa, ow

Spelling Words:Basic: show, row, grow, low,blow, snow, boat, coat, road,toadThese words can be inputted into Spelling City and given as a homework assignment or during center time.

Writing ModeNarrative Writing follow the Lucy Calkins Units of Study

Focus TraitOrganization

Write About ReadingPerformance Task

Reading Lit and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics Print, Fluency, HFW

Use reading supplemental texts referenced on page 11.

PhonicsCompound WordsShort Vowel /e/ea

High-Frequency Wordsdoor, more, mother, old,try, use, want, wash

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Speaking and Listening Language and Writing

Lesson Selection S&L Academic Vocabulary Language Writing

20 Read AloudChicken Little

Listening/Speaking: ListeningComprehension

Students can discuss their opinion of the character Chicken Little.

Spelling Words:Basic: bedtime, sunset, bathtub,sailboat, flagpole, backpack,playpen, raincoat, inside,himself

These words can be inputted into Spelling City and given as a homework assignment or during center time.

Writing ModeOpinion Writing

Reading Lit and Informational Text Foundational Skills

Lesson Selection Phonological Awareness/Phonics Print, Fluency, HFW

21 Use reading supplemental texts referenced on page 11.

Phonicsr-Controlled Vowel arr-Controlled Vowels or, orePhonograms -ar, -ore

High-Frequency Wordsfew, night, loudly, window,noise, story, shall, world

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Speaking and Listening Language and Writing

Lesson Selection S&L Academic Vocabulary Language Writing

21 Use reading supplemental texts referenced on page 11.

Spelling Principler-Controlled Vowel ar

Spelling WordsBasic: far, arm, yard, art, jar, bar,barn, bark, card, yarnThese words can be inputted into Spelling City and given as a homework assignment or during center time.

Writing ModeOpinion Writing

Literacy Centers to Support Guided Reading: In centers, students should be reading, writing, writing about reading or completing word work activities. Center activities should be activities that students can do without the help of the classroom teacher. During Centers, teachers are expected to implement guided reading with a small group of children.

Writing Center: Computer Center:

(Mandatory) iRead

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Finish writing work in folder

Write an Opinion about a storybook character

Create/Write an Original Story (Authentic Assessment)

Starfall

Spelling City

Library Center:

Independent Reading (Books are to be self-selected on the child’s independent level or not.)

Buddy reading

Write a book review

Word Work Center:

Vowel team words

Site word games (Memory Match, Bingo, Zap It)

Sort long vowel and short vowel words

Independent Reading Center:

Students are reading independently with books on their level.

Message Time Plus Example

This Message addresses the following standards:

• W.1.1, RF.1.2, L.1.2, L.1.4, RF.1.4

I am here to tell you about my favorite season of the year which is spring. I feel that spring is the greatest time of year

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because the warm gets warmer and all of the snow melts away. Another reason spring is the best is because flowers and leaves start to grow back and it makes the world look like a beautiful rainbow with all of the bright colors. In spring children get to go outside run around a play no more bundling up in big jackets, hats, scarves and gloves. These are only some reason why spring is the absolute best season of the year!

Potential Scaffolding Opportunities:

• ee words

• punctuation we use a comma for a list of words

• conjunctions because

• opening sentence and closing sentence

Helpful Anchor Charts

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Make a sorting game for centers

Professional Development Resources

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Please click on the links below to receive additional support in your practice.

Classroom Library http://www.orange.k12.nj.us/Page/7045 click on the Classroom Library linkGuided Reading http://www.orange.k12.nj.us/Page/7045 click on the Guided Reading linkMessage Time Plus http://www.orange.k12.nj.us/Page/7045 click on the Message Time Plus linkWriter’s Workshop http://www.orange.k12.nj.us/Page/7045 click on the Writer’s Workshop link

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Resources Teacher Resourceswww.corestandards.orgwww.achievethecore.orgwww.cliontheweb.orghttp://exchange.smarttech.com/search.htmlhttp://www.learner.org/jnorth/tm/InstrucStrat9.html

Evaluation/Reflection

Guiding Questions:

1. What worked?

2. What do you think could have been implemented more effectively in your lessons and instruction?

3. What do you need to learn more about?

4. What resources were helpful?

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Appendix A: WritingExample of Student Writing

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Opinion Writing Student Checklist:

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Appendix B Lesson Plan Examples

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Writing Workshop LessonStandards:1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1.RF.4: Read with sufficient accuracy and fluency to support comprehension.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined.Interdisciplinary Connections: Social Studies, FamiliesEquipment Needed: Dry erase boards, markers, leveled readersGoals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative that has a beginning, middle and end.Learning Activities or Instructional Strategies:

Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus. Students will listen as the teacher does a think aloud to model how to think of a small moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children while the children read as she writes.Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch throughout 3 pages. Students will discuss what happens in the beginning, middle and end of their small moment.Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their partners. Students will quickly sketch out their ideas and then begin writing their narratives.Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students and prompt students to get started on their narrative and to make sure that they quickly sketched their story so that they can focus on the writing.Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and strategiesDifferentiation:Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences.Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative.Resources Provided: Lucy Calkins Units of StudyAssessments: Narrative Scoring Rubric and Student ChecklistHomework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work.

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