First Grade Unit Three 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 3: Life Lessons - In this unit, students read literature and informational texts related to life lessons.

Overview: Building on the retelling of stories with details, students focus on the categorizing of those story details into the following groupings: characters, key events, and settings. Students read and listen to fables with morals. They also learn about rules for life in a book of manners. Reading the life story of “George Washington Carver” students learn about a man who had to overcome obstacles in life to make important contributions to science and agriculture. Students also learn about Thomas Edison’s work with electricity and the rules for its safe use. Descriptive words are the focus of a lesson centered on the artwork of Georgia O’Keeffe. Finally, the children write narratives focused on life lessons and create informative posters focused on electrical safety.

Big Ideas: Knowing spelling-sound correspondences improves reading and writing. Stories have events, characters, and settings. Some stories, such as fables, teach lessons about life. Information can be collected from pictures, illustrations, and words in a text. Categorizing requires the ability to find similarities amongst things.

Essential Questions: What skills must a good reader have to read fluently? What lessons can be learned from stories we read? How might using descriptive words provide more clarity in reading, writing, and speaking? Why is retelling a story in sequential order important?

Vocabulary: adjectives characters declarative describe exclamation mark fable interrogative lesson moral revision period

verbs affixes complete setting end punctuation exclamatory imperative key events message narrative question mark

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.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.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.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. II-R-2(D): HI-5: Reading multi-syllabic words, using syllabication rules.

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.4a Read on-level text with purpose and understanding. II-R-4: HI-9: Identifying the author’s purpose for writing a book. (LI-9)

1.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. II-R-3: HI-2: Using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.

To introduce the relationship between punctuation and reading expression, use the book “Yo! Yes?” Show the students the cover of the book with its very simple title: “Yo! Yes?” Ask how someone would say those words? YO! YES? As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the illustrations and the way the author ends each sentence, they will know how to read the words, and a story will be created in their minds. Follow this reading with other books so that the children learn how important it is to read with the end punctuation in mind. (1.RF.4b, 1.L.2b, 1.RL.6, 1.RL7)



1.RF.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. II-R-2(D): HI-9: Using knowledge of word order (syntax) and context to confirm decoding of text.

ELA Standards/ELP Standards: Reading Literature (RL)


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

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)

Tell the students that fables are stories that teach us a lesson. The characters in the story are usually animals and have one main characteristic. Read the familiar fable, “The Tortoise and the Hare.” Ask students what they can tell you about the tortoise. (He’s slow, but steady.) What can they tell about the hare? (He’s fast, but undependable.) Create a chart with cells for the title, characters (with one characteristic each), setting, key events (i.e., from the beginning, middle, and end), and the lesson learned (i.e., the moral of the story). As you read each fable in this unit, continue to fill in the chart. Give students more and more responsibility for filling in the characters, setting, and key events of a fable. (1.RL.2, 1.RL.3) *Collaborative Story Re-tell



1.RL.3 Describe characters, settings, and major events in a story, using key details. II-R-4: HI-10 Identifying cause and effect of specific events in a literary selection. II-R-4: HI-11: Describing characters from a literary selection. II-R-4: HI-12: Describing the setting from a literary selection. II-R-4: HI-13: Summarizing the key events from a literary selection. II-R-4: HI-14: Identifying and describing the plot in a literary selection.

1.RL.6 Identify who is telling the story at various points in a text. No Alignment

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events. II-R-4: HI-8: Extracting and interpreting specific information from external text features of text. II-R-4: HI-11: Describing characters from a literary selection.



II-R-4: HI-12: Describing the setting from a literary selection. II-R-4: HI-13: Summarizing the key events from a literary selection.

1.RL.9 Compare and contrast the adventures and experiences of characters in stories. No Alignment

Tell the students that the Indian fable, “The Blind Men and the Elephant” is the original telling of a fable more commonly known as “Seven Blind Mice.” Read the original story first and then read “Seven Blind Mice.” (Read aloud to students, or they may read on their own if they are able.) As the two fables are added to the fable story chart, ask the students to explain how these two stories are the same and how they are different. (1.RL.9, 1.RL.2) *This or That

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


1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. II-R-4: HI-8: Extracting and interpreting specific information from external text features of text.

Introduce the book “A Weed is a Flower: The Story of George Washington Carver.“ Explain that illustrations and words in a text are both very important in a book. Guide students as they read by asking them first to think about what you can learn from the illustrations. Create a two-column chart with “illustrations” on one side and “words in a text” on the other side. When students learn something from studying the illustration, they will write it on a Post-It note and put it in the book. Use the Post-Its to guide the discussion. Repeat the activity with learning from the text. (1.RI.6, 1.RI.7)



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

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

After reading several books about electricity, create a list of rules for safety (e.g., avoiding electrical outlets with wet hands). Divide the rules evenly among the students and assign the task of creating a safety poster for each one. Each student will write a rule neatly and show additional information (i.e., the application of the rule) in his or her illustration. Create sets of posters and allow students to present their rules to another classroom or grade level. (1.W.2, 1.RI.6, 1.SL.5, 1.SL.6)



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.

1.W.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. II-W-1: HI-1: Writing a narrative or short story that includes a main idea, character, setting, and a sequence of events. 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.

Assign this narrative prompt: “Think of a time when you learned a lesson.” Encourage the students to think about the lessons learned in the fables as they write their own story. Be sure the students focus on the beginning, middle and end (where they tell about the lesson learned). Be sure they include at least two sequenced events, use time cue words, provide some details, and include a sense of closure (1.W.3, 1.W.5, 1.RL.2)



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.

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.1b Use common, proper, and possessive nouns. II-L-1(N): HI-2: Explaining differences between common and proper nouns in context (singular and plural). II-L-1(N): HI-4: Using singular possessive nouns. II-L-1(N): HI-5: Using plural possessive nouns.

*Verb Tense Study (II-L-1(N): HI-2, HI-4, HI-5)



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.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.2b Use end punctuation for sentences. II-W-2: HI-7: Using periods, question marks, exclamation points, commas for items in a series (e.g., eggs, milk, bread, bananas, etc.), and apostrophes (possessives, contractions).

1.L.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. II-W-2: HI-5: Spelling high frequency words.



II-W-2: HI-3: Using common spelling patterns, simple prefixes (re-,un-), suffixes and regular inflectional endings (-ed) to spell words.

1.L.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. II-W-2: HI-3: Using common spelling patterns, simple prefixes, (re-,un-), suffixes and regular inflectional endings (-ed) to spell words. (LI-3)

1.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. II-L-2: The student will acquire English language vocabulary and use it in relevant contexts.

1.L.4b Use frequently occurring affixes as a clue to the meaning of a word. II-L-2: HI-8: Constructing meaning by applying knowledge of prefixes. II-L-2: HI-9: Constructing meaning by

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



applying knowledge of suffixes.

1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. II-L-2: The student will acquire English language vocabulary and use it in relevant contexts.

1.L.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. II-L-2: HI-1: Classifying words into conceptual categories and providing rationale. (B-1)

1.L.5b Define words by category and by one or more key attributes (e.g., A duck is a bird that swims; A tiger is a 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.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. II-L-2: HI-11: Clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.

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

1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). II-L-2: The student will acquire English language vocabulary and use it in relevant contexts.

ELA Standards/ELP Standards: Speaking and Listening (SL)


1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. II-LS-1: The student will listen actively to the ideas of others in order to acquire new knowledge.

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

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



II-LS-2: The student will express orally his or her own thinking and ideas. II-LS-1: HI-7: Responding to academic discussions by sharing one’s view on facts, ideas, and/or events using academic vocabulary. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences. (e.g., expressing probabilities, and hypothetical questions, etc.).

1.SL.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. ll-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.1c Ask questions to clear up any confusion about the topics and texts under discussion. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences. (e.g., expressing probabilities, and hypothetical questions, etc.).



1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. II-LS-2: The student will express orally his or her own thinking and ideas.

1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. No Alignment

1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3.) II-L-1: The student will identify and apply conventions of standard English in his or her communications. II-W-2: The student will identify and apply conventions of standard English in his or her communications.

One of the life lessons focused on in this unit is “manners.” With the students, create a list of “lunchroom manners” using a book such as “Manners.” Students should dictate the sentences while you write them on sentence strips. In this writing lesson, focus on writing complete sentences with subject-verb agreement. A follow-up to this lesson would be a humorous list of “lunchroom manners” inspired by Prelutsky and Silverstein and written in poetic form. (1.SL.6, 1.L.1j)



Teacher’s Notes UNIT 3:



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 3. Literary Texts Literary Texts Informational Texts

Stories

� Green Eggs and Ham (Dr. Seuss) (E)

� Yo! Yes? (Chris Raschka)

� The Blind Men and the Elephant (Karen Backstein and Annie Mitra)

� Seven Blind Mice (Ed Young) (EA)

Stories (Read Aloud)

� The Boy Who Cried Wolf (B.G. Hennessy and Boris Kulikov)

� Town Mouse, Country Mouse (Jan Brett)

� Lousy Rotten Stinkin' Grapes (Margie Palatini and Barry Moser)

� The Lion & the Mouse (Jerry Pinkney)

� The Tortoise and the Hare (Janet Stevens)

� The Hare and The Tortoise (Swahili) (Helen Ward)

� Fables (Arnold Lobel) (EA)

� The Little Red Hen (Paul Galdone)

� The Ugly Duckling (Hans Christian Andersen and Jerry Pinkney)

� Swimmy (Leo Leonni)

� Alexander and the Wind-up Mouse (Leo Lionni)

(Continued)

Stories (Read Aloud)

� Inch by Inch (Leo Lionni)

� Punctuation Takes a Vacation (Robin Pulver and Lynn Rowe Reed)

Poetry

� "By Myself" in Honey I Love and Other Poems (Eloise Greenfield)

� "Sharing" in Falling Up (Shel Silverstein)

� "Ridiculous Rose" in Where the Sidewalk Ends (Shel Silverstein)

Poetry (Read Aloud)

� Goops and How to Be Them: A Manual of Manners for Polite Children (Gelett Burgess)

� "I'm Making a List" in Where the Sidewalk Ends (Shel Silverstein)

� "My Mother Says I’m Sickening" in The New Kid on the Block (Jack Prelutsky)

Informational Text

� A Weed is a Flower: The Life of George Washington Carver (Aliki) (E)

� George Washington Carver (Rookie Biographies) (Lynea Bowdish)

� Thomas Alva Edison (Rookie Biographies) (Wil Mara)

� What is Electricity? (Rookie Read-About Science) (Lisa Trumbauer)

Informational Text (Read Aloud)

� Manners (Aliki) (EA)

� Hello! Good-bye! (Aliki) (EA)

� Georgia O’Keeffe (Getting to Know the World’s Greatest Artists) (Mike Venezia)

� My Light (Molly Bang) (EA)

� Flick a Switch: How Electricity Gets to Your Home (Barbara Seuling and Nancy Tobin)

� Watch Out! At Home (Claire Llewellyn and Mike Gordon)

Website References

Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coaches.shtml



Art, Music, and Media

Art

� Georgia O’Keeffe, Red Poppy (1927)

� Georgia O’Keeffe, Jack in the Pulpit No. IV (1930)

� Georgia O’Keeffe, Jimson Weed (1936)

� Georgia O’Keeffe, Oriental Poppies (1928)

� Georgia O’Keeffe, Two Calla Lilies on Pink (1928)



*ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 3. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Morph House

*Collaborative Story Re-tell

*This or That

*Verb Tense Study

*Syntax Surgery

*Function Junction

*Concept Chart

*Sentence Building

*Vertical Sentence

Education

First Grade Unit Three 2011 2012