Web view... Sample Lesson Plan . Page . 34. ... Know and apply grade-level phonics and word analysis skills in decoding words. a. ... My Five Senses

First Grade ELA Curriculum

Unit 2

Table of Contents

Orange Board of Education

Purpose of the Unit Page 3

Essential Questions Page 4

Common Core Standards Page 5-6

Sample Literacy Block Schedule Page 7

Assessments Page 8

Lucy Calkins Units of Study Page 9-10

Recommended Supplemental Texts Page 11

Journeys Alignment Pages 12-18

Suggested Literacy Centers Page 19

Message Time Plus Sample Page 20

Professional Development Resources Page 21-22

Potential Anchor Charts Page 23

Appendix A: Writing Samples, Checklists and Rubrics Page 24-31

Appendix B: Comprehension - Informational Text Page 32-33

Appendix C: Sample Lesson Plan Page 34

Appendix D: Lesson Plan Examples Page 29

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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 Common Core State 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.

Essential Questions Enduring Understanding

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1. What are informative and explanatory texts? How does a writer compose an informative/explanatory piece?

2. Why are details important in my response? How can I use the questions and suggestions from others to strengthen my writing?

3. How does a writer determine the digital tools necessary to communicate their message? Why is it important to collaborate with peers when writing?

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

5. How does phonemic awareness support students in their ability to read and write? How does the ability to segment words support students in writing?

6. What are key details? How do readers use them to ask and answer questions from a text?

7. How do key details provide further information about characters, settings, and major events to aid in comprehension?

8. How does word choice enhance a story or poem and help the reader connect to the writing?

1. Informational/explanatory text allows a writer to select appropriate facts about a topic in order to convey ideas and content.

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. A writer uses peers and digital tools to enhance their work. A writer determines the digital tools according to the task, audience, or purpose (e.g., slide show, blog, text, audio track, etc.).

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

5. The ability to orally blend sounds together leads to blending sounds into words when reading. The ability to orally isolate sounds in words leads to writing sounds in sequence to make words.

6. Proficient readers use evidence from literary text, including key details, to support their understanding of the text and increase their ability to answer questions.

7. Key details in a story, about character, setting, and major events, help readers to better comprehend the text.

8. An author's word choice can create a piece of writing that appeals to the senses. The writing may evoke feelings and help the reader connect to the writing.

Unit 2:Topic: CCSS: Goals:

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Informative Text Writing

Journeys TE Unit 2

W 1.2 Write informative texts in which they name a topic, supply some facts about the topic, 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 1.8 With guidance and support, recall experiences or gather information from provided sources to answer questions.

SL 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

L 1.2 a. Capitalize dates and names of people.b. Use end punctuation for sentences.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

SL 1.1 a. 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).

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

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.

RF 1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).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.

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g. Recognize and read grade-appropriate irregularly spelled words.

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

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

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

RI.1.5 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.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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

RF.1.1 Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

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.

K-2 Grade Literacy BlockSample Schedule Notes for Sample Schedule

Independent 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

20 minOne option for MTP is to teach a writing behavior or

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Concepts about print Phonics Vocabulary High frequency words Fluency Comprehension

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.

Assessments:Formative:

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

Summative: Model Curriculum Unit 2 Assessment, assessment on CVC /CVCC words, running records to see reading progress/ comprehension skills

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Authentic Assessment:Published writing piece for narrative writing, letter writing, poetry writing and story writing)

http://readingandwritingproject.org/resources/student-work/student-writing scroll down for first grade writing examples

See Appendix A for student checklist and scoring rubric.

Authentic Assessment:Informational Text Flap Book

See appendix B

Authentic Assessment:Create your own digital informational book

http://www.orange.k12.nj.us/Page/7045www.storyjumper.comwww.storybird.com

Technology Integration:iRead (Mandatory)www.spellingcity.comspelling and word recognition gameswww.starfall.comfor independent reading and phonics gameshttp://www.kidsclick.org/a safe search engine for kids created by librarians to conduct research

Speaking and Listening Vocabulary: details, peers, support, answer, determine, gather, first, middle, last, revision, edit, suggestions, topics, question, comprehension, events, text, recall, strategy, closure, fact

Useful Sites:www.achievethecore.org This website is full of free content designed to help educators understand and implement the Common Core and other college and career ready standards. It includes practical tools designed to help students and teachers see their hard work deliver results. Please steal these tools and share them with others.www.cliontheweb.org Teachers can register for free to access information on guided reading, intentional read alouds and MTPwww.worldbookonline.com The World Book web site offers an encyclopedia, dictionary, atlas, homework help, study aids, and curriculum guides.

Lucy Calkins Units of Study

Lessons From the Masters: Nonfiction Chapter Books Unit 2

Lesson Number Lesson Title CCSS Related to Lesson from Unit 2

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http://www.kidsclick.org/

http://www.starfall.com/

http://www.spellingcity.com/

http://www.worldbookonline.com/

http://www.cliontheweb.org/

http://www.achievethecore.org/

http://www.storybird.com/

http://www.storyjumper.com/

http://www.orange.k12.nj.us/Page/7045

http://readingandwritingproject.org/resources/student-work/student-writing

http://readingandwritingproject.org/resources/student-work/student-writing


Lesson 1 Writer's Get Ready to Write By Teaching All About a Topic W.1.2, W.1.5, RF.1.1, SL.1.1, SL.1.5, L.1.2Lesson 2 Writer's Tell Information across Their Fingers, Sketch, then

WritW.1.2, W.1.5, RI.1.7, RF1.1, SL. 1.1, SL.1.5, L1.2

Lesson 3 Writer's Keep Readers in Mind, Writing to Answer Their Questions

W.1.2, W.1.5, SL. 1.1, SL.1.1, SL.1.3, L1.2.

Lesson 4 Nonfiction Writers Teach with Pictures as Well as Words W.1.2, W.1.5, RI.1.7., SL. 1.1,SL.1.5,L.1.2, L.1.5Lesson 5 Being Brave Enough to Spell Domain-Specific Words

(Spelling Fancy Words)W.1.2, W.1.5, RF.1.1,RF.1.2, SL. 1.1,L.1.2, L.1.6

Lesson 6 Nonfiction Writers Use Readers to Help Them Add and Subtract

W.1.2, W.1.5, RF.1.2, RF.1.3, SL. 1.1, L.1.2, L.1.6

Lesson 7 Taking Stock: Self-Assessing and Setting Goals W.1.2, W.1.5, SL. 1.1, L.1.2Lesson 8 Letter to Teachers: Editing: Spelling, Capitals, and

PunctuationW.1.2, W.1.5, RF.1.2, RF.1.3, SL.1.1,L.1.2

Lesson 9 Writing Tables of Contents W.1.2, W.1.5, SL. 1.1, L.1.2, L.1.5,

Lesson 10 Planning and Writing Chapters While Resolving to Get Better W.1.2, W.1.5, SL. 1.1, SL.1.5, L.1.2Lesson 11 Writers Write with Details and Help Readers Picture the

Details by Using ComparisonsW.1.2, SL. 1.1, L.1.2, L.1.5

Lesson 12 Different Kinds of Writing in Teaching Books: Chapters Can Contain How -To Writing, Persuasive Writing, and Stories

W.1.2, W.1.5, SL. 1.1, SL.1.5, L.1.2

Lesson 13 Letter to Teachers: Introductions and Conclusions W.1.2, SL. 1.1, L.1.2Lesson 14 Fix up Writing by Pretending to Be a Reader W.1.2, W.1.5., RF.1.4, SL. 1.1, L.1.2Lesson 15 Writers Use All They Know to Plan for New Chapter Books W.1.2, W.1.5, RI.1.7, SL. 1.1, SL.1.5, L.1.2Lesson 16 Writers Do Research, Like Finding Images or Photos, to Help

Them Say MoreW.1.2, W.1.6, W.1.8, RI.1.7, SL. 1.1, SL.1.5,L.1.2

Lesson 17 Editing "On the Go": Varying End Punctuation to Bring Out a Teaching Book's Meaning

W.1.2,W.1.5, RF.1.4. SL. 1.1, L.1.2

Lesson 18 Using Craft Moves Learned in Small Moments: Pop-Out Words and Speech Bubbles

W.1.2,W.1.5, RF1.1, RF.1.4., SL. 1.1, SL.1.5, L.1.2, L.1.5

Lesson 19 Editing Step by Step W.1.2, W.1.5, RF1.2, RF.1.3, RF.1.4, SL. 1.1, L.1.2Lesson 20 Letter to Teachers: A Final Celebration W.1.2, W.1.5, RF1. SL. 1.1,L.1.2

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Texts Recommended to Supplement Journeys Unit 1

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Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 5. Below are some recommended narrative 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 PictureSharks by National Geographics Kids Apples by Gail Gibbons

The Sun Is My Favorite Star by Frank Asch A Tree Is a Plant by Bulla, Clyde Robert.

My Five Senses by Aliki. www.worldbookonline.com This site will allow teachers and students to find online videos and articles of informational text.

Grade 1: Unit 2Reading Lit and Informational Text Foundational Skills

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

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http://www.worldbookonline.com/

http://www.amazon.com/Apples-CD-Gail-Gibbons/dp/143010998X

http://www.barnesandnoble.com/w/sun-is-my-favorite-star-frank-asch/1100692141

http://www.barnesandnoble.com/w/tree-is-a-plant-clyde-robert-bulla/1101106513?ean=9780064451963

http://www.bing.com/images/search?q=aliki+my+five+senses&id=D146436F8468BED6CC3FB93447DA26ADE512A620&FORM=IQFRBA


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DrumsInformational Text

Decodable Readers: Can be used for guided reading and independent reading

Target StrategyAnalyze/Evaluate

iRead-Differentiated for Students

FluencyPhrasing: Natural Pauses

High-Frequency Wordsher, now, our, she, today,would

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

8NA

Spelling PrincipleWords with Short o

Spelling WordsBasic: on, got, fox, pop, not, hop

These spelling principals can be introduced during MTP and students can work on the spelling patterns in a word work center.

Writing ModeInformational Text- Follow the Lucy Calkins Units of Study

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Reading Lit and Informational Text Foundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW

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Anchor TextDr. SeussGenre:Biography

Decodable Readers can be used for guided reading and for independent reading.

Target SkillText and Graphic Features

iRead-Students are working on the differentiated level for phonics.

High-Frequency Wordsafter, draw, pictures, read,was, write


9NA

Vocabulary may vary depending which informational text is used for the week.

Spelling PrincipleWords with Short e

Spelling WordsBasic: yes, let, red, ten, bed, get


Writing ModeInformational Text Writing



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NA

Please refer to supplemental materials found on page 11. The texts for this lesson are not informational.

Target SkillText and Graphic Features

iRead-Students are working on their independent level.

High-Frequency Wordseat, give, one, put, small,take


10 NA Vocabulary will vary depending on informational text used.

Spelling PrincipleWords with Short u

Spelling WordsBasic: us, sun, but, fun, bus, runChallenge: jump, must


Writing ModeFollow Lucy Calkins for Informational writing

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Grade 1: Unit 3Reading Lit and Informational Text Foundational Skills

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

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Paired SelectionWaterInformational Text

Decodable texts can be used for guided reading and independent reading

iRead-Students are working on their differentiated level for phonics.

High-Frequency Wordsblue, cold, far, little, live,their, water, where

Speaking and Listening Language and WritingLesson Academic Vocabulary Language Writing

11 Vocabulary will vary depending on texts used. Spelling PrincipleWords with “th”

Spelling WordsBasic: that, then, this, them,with, bath


Writing ModeInformative Writing: Follow the Lucy Calkins Units of Study

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Paired SelectionThe Rain ForestInformational Text

Decodable Reader s can be used for guided reading and independent reading

Target SkillSequence of Events

iRead- Students are working on their independent phonics level.

High-Frequency Wordsbeen, brown, know, never,off, out, own, very


12 Vocabulary will vary depending on the mentor text used. Spelling PrincipleWords with ch, tch

Spelling WordsBasic: chin, chop, much, chip,rich, chick


Writing ModeInformative Writing-Use the Lucy Calkins Units of Study

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Paired SelectionFour Seasons for AnimalsInformational Text

Decodable Reader s can be used for guided reading and independent reading.

Read- Students are working on their independent phonics level. FluencyAccuracy: WordRecognition

High-Frequency Wordsdown, fall, goes, green,grow, new, open,yellow

Speaking and Listening Language and WritingLesson Academic Vocabulary Language Writing

13 Selection Vocabularyblow, day, leaves, school, seeds, snow, snowman, spring, summer, fall, winter

Spelling PrincipleWords with sh, wh, ph

Spelling WordsBasic: ship, shop, which, when,whip, fish

Read- Students are working on their independent phonics level.

Writing ModeInformative Writing--Use the Lucy Calkins Units of Study

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Paired SelectionRules and LawsInformational Text

Decodable Reader s can be used for guided reading and independent reading.

iRead- Students are working on their independent phonics level. FluencyExpression

High-Frequency Wordsfour, five, into, over, starts,three, two, watch


14 Read AloudThe Tortoise and the Hare

Listening/Speaking: ListeningComprehension

Vocabulary will vary depending on mentor text used.

Spelling PrincipleWords with Long a

Spelling WordsBasic: came, make, brave, late, gave, shape

Writing ModeInformative Writing- Follow the Lucy Calkins Units of Study.

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Literacy Centers to Support Guided Reading:

Writing Center:

Finish work in folder

Write a note to a friend

Read and write the room

Computer Center:

(Mandatory) iRead

Starfall

Library Center:

Independent reading

Buddy reading

Write a response

Word Work Center:

Word family games

Site word games

Independent Reading Center:

Students can practice reading text on their instructional level

Literacy Game Center:

ABC Memory Match/Bingo

Sight Word Memory Match/Bingo

CVC word Memory Match/Bingo

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Message Time Plus Example

This Message addresses the following standards:

• RF.1.3, RF.1.2, L.1.2, RF.1.4

The lion is one of the most powerful animals to walk the planet earth. The male lion has a mane around its head whereas the female lion does not. The female lion is the one who hunts for the food and bring it back to her family but it is the male lion that eats the food first. It is also the female lion's job to raise the cubs and teach them how to be independent. These are only some of the facts about lions.

Potential Scaffolding Opportunities:

• opening sentence and closing sentence

• vocabulary words like powerful and independent

• high frequency words

• ub and ow family

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

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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http://www.eduplace.com/graphicorganizer/

http://www.learner.org/jnorth/tm/InstrucStrat9.html

http://exchange.smarttech.com/search.html

http://www.achievethecore.org/

http://www.corestandards.org/


Professional Development Resources:

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 linkRunning Records

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Potential Anchor Charts:

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Appendix A:Sample of Student Writing This sample can be found in the Unit 2 book on page 140

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27


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Writer’s Checklist for Students

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Appendix B: Comprehension

Informational Text Flap Book

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Iden

tify

the

mai

n to

pic

and

deta

ilsMain Idea

Detail

Detail

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Appendix C Lesson Plan ExamplesWriting Workshop Lesson

Standards: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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Documents

Web view... Sample Lesson Plan . Page . 34. ... Know and apply grade-level phonics and word analysis skills in decoding words. a. ... My Five Senses