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A Correlation of

Scott Foresman Calle de la Lectura

Grade 1, ©2011

To

Grade 1, ©2014

A Correlation of Scott Foresman Calle de la Lectura, ©2011, Grade 1 to ReadyGEN ©2014, Grade 1

Calle de la Lectura Reference Key 1.6.2 Grade 1 Unit 6 Volume 2 2

Introduction

This document demonstrates how Calle de la Lectura, ©2011 content aligns to ReadyGEN, ©2014. Correlation page references are to the Calle de la Lectura Teacher’s Edition and are cited by grade, unit and volume. Scott Foresman Calle de la Lectura is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Student Material Libro del estudiante (Student Edition) The student edition features high-quality, authentic literature organized around units that develop grade-level science and history/social science concepts. Each unit focuses on concept development to connect learning. Students explore one aspect of the unit concept each week, building deep and transferable understanding. Each week paired selections strengthen understanding in science and social studies. They also focus on genre and on new literacies for 21st century skill development. Four reading selections per week at grades 2.2-6 emphasize comprehension, vocabulary, and writing skills and offer opportunities for cross-textual reading in content areas. Envision It! and Words! provide additional practice with target skills and strategies in a visual format. Teacher’s Materials Mi biblioteca para la enseñanza (My Teaching Library Package) The cohesive design of this teacher resource library helps teachers deliver instruction in five critical areas: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Lessons support modeling, guided practice, and a teacher’s own teaching routine. The 13-volume set is stored in a convenient case that includes, the First Stop on Reading Street Teacher’s Edition, which explains the Calle de la Lectura research base, outlines the program’s scope and sequence, presents instruction routines for many skill strands, and provides helpful classroom management routines. A time-management aid and a built–in professional development feature are designed for teachers of all experience levels. All Teacher’s Resources are on DVD-ROM and online. ReadyGEN is a comprehensive, K-5 literacy curriculum of topically-related text sets and routines-based instruction. ReadyGEN is being created with the goal of equipping all teachers and students with the tools and practices necessary to meet the new expectations of the Common Core Standards and the Publisher’s Criteria. Lessons are designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers. At the heart of ReadyGEN is a reciprocity between reading and writing to promote student thinking and understanding through citation of text-based evidence. Students are taught to carefully analyze and synthesize sources, write to sources, and defend claims.



Table of Contents

Unit 1 Connecting to Our World .............................................................................. 4 Unit 2 Becoming a Classroom Citizen ................................................................... 10 Unit 3 Making Choices .......................................................................................... 15 Unit 4 Planting for the Future ............................................................................... 20 Unit 5 Observing the Messages of the Natural World ........................................... 23 Unit 6 Welcoming Diversity .................................................................................. 28



ReadyGEN, ©2014 Grade 1

Scott Foresman Calle de la Lectura, ©2011

Grade 1 Unit 1 Connecting to Our World MODULE A PBA Description Task: Life Lessons Children will think about the lessons of friendship the characters learned in Stellaluna. They will then illustrate and write a short narrative about how the characters showed their friendship when they first met and then later in the story.

The following material will help students complete the Performance-Based Assessment: Writing: Story/fantasy, 1.1.1: 17d−17e, 29h−29e, 32−33, 33a, 35d−35e, 37h−37i, 43d–43e, 57c–57d, 60–61, 61a, 63d–63e, 65h–65i

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Stellaluna by Janell Cannon AD550L Supporting Text (Text Collection): Literary Text “Dragons and Giants” from Frog and Toad Together by Arnold Lobel 450L Poetry “Batty” by Shel Silverstein “The Little Birds” (anonymous)

The main characters in the following selections learn about friendship and working together. Max y Ruby: Un pescado para Max, (Animal fantasy about brother and sister that learn together) 1.2.1: 12a–43l Sapo y Sepo, inseparables (Animal fantasy about a frog and toad that are friends) 1.3.2: 118a–149l Alba tiene una amiga muy especial (Realistic fiction about a girl who wants a new friend) 1.5.1: 12a–51l Clara y Félix ante el caso de la bellota, (Informational fiction about two mouse detectives that find a missing kitten) 1.5.1: 90a–129l





Grade 1 Goals Readers will retell stories, including key details, and demonstrate understanding of the central message or lesson. RL.1.2 Writers will write a narrative story in which they recount one or more sequenced events, and in which setting plays a role. W.1.3 Learners will recognize important relationships between characters.

Readers Theme, 1.4.1: 57a, 60c, 66–67, 70–71, 76–77, 79a, 87b, 1.4.2: 159a, 162c, 166–167, 168–169, 172–173, 176–177, 178–179, 183a, 1.5.2: 207a, 210c, 226–227, 230–231, 233a, 241b Writers Writing: Realistic Fiction (organization, setting, and time order), 1.3.1: 17d−17e, 33d−33e, 36–37, 37a, 41c–41d, 43h–43i Learners Character, 1.P.1: 15d, 17a, 22–23, 29a, 50–51, DL8–DL9; Character and setting, 1.1.1: 17a, 20c, 22–23, 24–25, 29a, 31a, 37b, 48–49, 58h, 71a, 74c, 76–77, 78–79, 85a, 87c, 93b Sapo y Sepo, inseparables (animal fantasy about a frog and toad that are friends), 1.3.2: 118a–149l

Big Idea Connections Relationships

Pregunta de la semana: ¿Qué necesitan las mascotes? (What do pets need?) 1.1.1: 12a, 12j, 12–13, 18a–18b, 30a–30b, 34a–34b, 36a–36b Pregunta de la semana: ¿Por que las personas y los animales son importantes unos para otros? (How do animals help people?), 1.1.1: 66a, 66j, 66–67, 72a–72b, 84a–84b, 88a–88b, 92a–92b ¡Salvemos ese huevo! (Children take care of eggs in a nest), 1.1.2: 120a-145l





Grade 1 Enduring Understandings Readers understand that they improve their comprehension by identifying and understanding the story elements of a text. RL.1.3 Writers understand that details play a role in explaining characters, central message and setting of the story. W.1.3 Learners understand that characters relate to one another.

Readers Character, 1.P.1: 15d, 17a, 22–23, 29a, 50–51, DL8–DL9; Character and setting, 1.1.1: 17a, 20c, 22–23, 24–25, 29a, 31a, 37b, 48–49, 58h, 71a, 74c, 76–77, 78–79, 85a, 87c, 93b Writers Writing: Story/fantasy, 1.1.1: 17d−17e, 29h−29e, 32−33, 33a, 35d−35e, 37h−37i, 43d–43e, 57c–57d, 60–61, 61a, 63d–63e, 65h–65i; Writing: Realistic Fiction (organization, setting, and time order), 1.3.1: 17d−17e, 33d−33e, 36–37, 37a, 41c–41d, 43h–43i Learners Pregunta de la semana: ¿Por que las personas y los animales son importantes unos para otros? (How do animals help people?), 1.1.1: 66a, 66j, 66–67, 72a–72b, 84a–84b, 88a–88b, 92a–92b Character, 1.P.1: 15d, 17a, 22–23, 29a, 50–51, DL8–DL9 Sapo y Sepo, inseparables (animal fantasy about a frog and toad that are friends), 1.3.2: 118a–149l Clara y Félix ante el caso de la bellota, (Informational fiction about two mouse detectives that find a missing kitten) 1.5.1: 90a–129l





Grade 1 MODULE B PBA Description Task: Animal Q & A Children will write a question-and-answer piece of writing, with guidance and support, about an animal and its environment. Children will use facts from either Elephants and Their Calves or What Do You Do with a Tail Like This? The writing will state two questions and answers to those questions.

The following material will help students complete the Performance-Based Assessment: Pregunta de la semana: ¿Cómo cooperan las comunidades doe animales para sobrevivir? (How do animal communities work together to survive?) 1.2.2: 104a, 104j, 104–105, 110a–110b, 128a–128b, 132a–132b, 136a–136b Study Skills: Asking Questions, 1.1.1: 17f; 1.3.1: 17f; 1.4.2: 125f

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Elephants and Their Calves by Margaret Hall 370L Supporting Text (Text Collection): Informational Text What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page 620L Poetry “The Elephant” by Arnold Sundgaard “The Caterpillar” by Christina Rossetti

The following texts involve nature and animals: Una zorra y un cachorro (A fox takes care of the baby fox) 1.1.2: 94a–119l “Ayuda a las aves" (How-to-article about caring for birds) 1.1.2: 142–143 "Un médico para cada animal" (Doctors taking care of animals) 1.1.1: 62–63 Parque de animales (Literary nonfiction about an animal park) 1.1.2: 146a–171n La mascota de la classe (Expository text about the class mascot) 1.3.1: 84a–117l





Grade 1 Goals Readers will read informational texts in search of answers to questions. RI.1.1 Writers will create one informational piece on a topic they are interested in learning more about. W.1.2 Learners will explore a variety of informational texts while asking and answering questions.

Readers Answering questions, 1.1.2: 99a, 102c, 106−107, 108−109, 111a, 113a, 117a, 119b, 162−163, 164h; 1.3.1: 105a; 1.5.2: 135a, 138c, 142−143, 144−145, 146−147, 150−151, 152−153, 157a, 162−163, 165b Writers Explanation, 1.2.1: 83d−83e, 95d−95e, 98−99, 99a, 101d−101e, 103h−103i; Directions, 1.4.2: 195d−195e, 217c−217d, 220−221, 221a, 225c−225d, 27h−227i Learners La vida en el bosque (Expository Text) 1.2.1: 138a–169l La mascota de la classe (Expository text about the class mascot), 1.3.1: 84a–117l De viaje por Washington D.C. (Expository Text) 1.4.1: 88a–119l “Mi 4 de Julio” (Autobiography), 1.4.1: 114–115

Big Idea Connections Relationships

Pregunta de la semana: ¿Quiénes forman nuestra famalia? (Who is in our Family?), 1.P.1: 38a, 38j, 38–39, 42aa–42b, 44a–44b, 44m–44l, 60a–60b Pregunta de la semana: ¿Por qué una esquela se considera un acomunidad? (How is a school a community?), 1.2.1: 44a, 44j, 44–45, 70a–70b, 76a–76b Pregunta de la semana: ¿Quién ayuda a que nuestro vecindario sea un buen lugar para vivir? (Who Works to make our community a nice place?), 1.2.2: 78a, 78j, 78–79, 84a, 96a, 100a, 102a





Grade 1 Enduring Understandings Readers understand informational text is written differently than literary text and makes different demands on the reader. RL.1.5 Writers understand that different genres have different structures and conventions. W.1.7 Learners will explore content to understand that living things have certain behaviors that shape them and allow them to survive.

Readers Fiction and Nonfiction, 1.P.1: 71c; 1.P.2: 123c; Elements of Fiction, 1.2.2: 127a Writers Research and Inquiry, 1.1.1: 33c, 37j, 61c, 65j, 87c, 93j; 1.1.2: 115c, 119j, 141c, 145j, 167c, 171j; Explanation, 1.2.1: 83d−83e, 95d−95e, 98−99, 99a, 101d−101e, 103h−103i; Directions, 1.4.2: 195d−195e, 217c−217d, 220−221, 221a, 225c−225d, 27h−227i Learners Pregunta de la semana: ¿Cómo cuidan los animales silvestres a sus crías? (How do wild animals take care of their babies?), 1.1.2: 94a, 94j, 94–95, 100a–100b, 112a–112b, 116a–116b, 118a–118b Una zorra y un cachorro (a fox takes care of the baby fox), 1.1.2: 94a–119l ¡Salvemos ese huevo! (children work to save eggs in a nest), 1.1.2: 120a–145l





Grade 1 Unit 2 Becoming a Classroom Citizen MODULE A PBA Description Task: Classroom Citizens Children discuss how Katie Sue in The Recess Queen and Tillie in A Fine, Fine School acted as responsible students at their schools. Children will then write their opinion about what it means to be a responsible classroom citizen and supply a reason for the opinion.

The following material will help students complete the Performance-Based Assessment: Fact and Opinion, 1.3.1: 89a, 92c, 94–95, 100–101, 107a, 117b, DL12–Dl13; Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text A Fine, Fine School by Sharon Creech AD300L Supporting Text (Text Collection): Literary Text The Recess Queen by Alexis O’Neill AD450L Poetry “School Bus” by Lee Bennett Hopkins “Countdown to Recess” by Kalli Dakos

The following texts all explore school life in a variety of ways: En la escuela (realistic fiction about going to school), 1.P.2: 116a–141f Cómo vas a la escuela? (photo essay about getting to school), 1.P.2: 138i, 138–139 La mascota de la clase (expository text about taking care of a class pet) 1.3.1: 84a–117l





Grade 1 Goals Readers will retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.2 Writers will formulate an opinion and supply reasons for the opinion. W.1.1 Learners will explore content to understand how children contribute to a classroom community as “classroom citizens.”

Readers Retelling, 1.1.1: 30−31, 58−59, 84−85, 1.1.2: 112−113, 138−139, 164−165 1.5.1: 40−41, 78−79, 120−121, 1.5.2: 156−157, 194−195, 232−233 Writers Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i Learners Pregunta de la semana: ¿Qué hay a nuestro alrededor en la escuela? (What is around us at school?), 1.P.2: 116a, 116c, 116e, 116g, 116j, 116–117 La mascota de la clase (expository text about taking care of a class pet), 1.3.1: 84a–117l

Big Idea Experiences Citizenship

Pregunta de la semana: ¿Quién ayuda a que nuestro vecindario sea un buen lugar para vivir? (Who Works to make our community a nice place?), 1.2.2: 78a, 78j, 78–79, 84a, 96a, 100a, 102a De viaje por Washington D.C. (Expository Text) 1.4.1: 88a–119l “Mi 4 de Julio” (Autobiography), 1.4.1: 114–115





Grade 1 Enduring Understandings Readers understand that details in the text help them identify the central message in the text. RL.1.2 Writers understand that opinions are supported by reasons. W.1.1 Learners will explore content to understand that citizenship begins with becoming a contributing member of the classroom community.

Readers Theme, 1:4:1: 57a, 60c, 66–67, 70–71, 79a, 87b; 1.5.2: 207a, 210c, 226–227, 230–231, 233a, 241b; Retelling, 1.5.1: 40−41, 78−79, 120−121 Writers Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i; also see: Fact and Opinion, 1.3.1: 89a, 92c, 94–95, 100–101, 107a, 117b, DL12–Dl13 Learners En la escuela (realistic fiction about going to school), 1.P.2: 116a–141f El campesino (realistic fiction about putting on a play together), 1.2.1: 44a–77l Manos amigas en 4–H (expository text working together in a 4-H club), 2.2.1: 70i, 70–71, 72–73, 74–75, 75a

MODULE B PBA Description Task: Global Student Citizens Using what they have learned and read about children from around the world, children will choose one student from It’s Back to School We Go! or Going to School. Children will compare and contrast their own school experiences with this student’s school experiences. Their report will explain how children all around the world are connected to one another through their school experiences.

The following assignments will help students complete the Performance-Based Assessment: List, 1.3.1: 123d-123e, 141c-141d, 144-145, 145a, 147d-147e, 149h-149i





Grade 1 Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text It’s Back to School We Go! (First Day Stories from Around the World) by Ellen Jackson 760L Supporting Text (Trade Book): Informational Text Going to School by Margaret Clyne, Rachel Griffiths, and Cynthia Benjamin 590L Poetry “Crayons” by Jane Yolen “Numbers” by Elizabeth Madox Roberts

The following texts all explore working together in learning environments:

El campesino (realistic fiction about putting on a play together) 1.2.1: 44a–77l La mascota de la clase (expository text about taking care of a class pet) 1.3.1: 84a–117l Manos amigas en 4–H (expository text working together in a 4-H club) 2.2.1: 70i, 70–71, 72–73, 74–75, 75a

Goals Readers will identify a main topic and retell key details using the text and illustrations. RI.1.2 Writers will create an explanatory text including facts about a topic and some closure. W.1.2 Learners will explore content to understand that as global citizens, we are connected to people beyond our own communities and we have a shared responsibility to protect and respect our world.

Readers Main Idea and Details, 1.1.2: 99a, 102c, 106−107, 108−109, 111a, 113a, 117a, 119b, 162−163, 164h Writers Explanation, 1.2.1: 83d−83e, 95d−95e, 98−99, 99a, 101d−101e, 103h−103i; Short Report, 1.5.2: DE11−DE20 Learners Un lugar para todos (realistic fiction about opening a community center), 1.3.1: 12a–43l

Big Idea Experiences Citizenship

Pregunta de la semana: ¿Qué tesoros encontramos en nuestro país? (What treasures can we find in our country?), 1.4.1: 88a, 88j, 88–89, 94a, 110a, 114a, 118a “Mi 4 de Julio” (Autobiography), 1.4.1: 114–115





Grade 1 Enduring Understandings Readers understand that illustrations and details in the text help identify main ideas. RI.1.7 Writers understand that facts help explain a topic. W.1.2 Learners will explore content to understand that as global citizens, we are connected to people beyond our own communities and we have a shared responsibility to protect and respect our world.

Readers Main Idea and Details, 1.5.2: 135a, 138c, 142−143, 144−145, 146−147, 150−151, 152−153, 157a, 162−163, 165b Writers Expository Paragraph, 1.2.2: 175d–175e, 193c–193d, 196–197, 197a, 199d–199e, 201h–201i; Expository Article, 1.3.2: DE11−DE20; Short Report, 1.5.2: DE11−DE20 Learners Un lugar para todos (realistic fiction about opening a community center), 1.3.1: 12a–43l





Grade 1 Unit 3 Making Choices MODULE A PBA Description Task: A Story of Choices The stories in this unit teach readers about choices and making decisions. Children will write narratives about a time in their life when they had to make a choice, just as Saruni did in My Rows and Piles of Coins.

The following material will help students complete the Performance-Based Assessment: Personal Narrative, 1.1.2: 99d−99e, 111d−111e, 114−115, 115a, 117d−117e, 119h−119i, DE11−DE20

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text My Rows and Piles of Coins by Tololwa M. Mollel AD700L Supporting Text (Text Collection): Literary Text Lemonade in Winter by Emily Jenkins AD410L Poetry “My Lemonade Stand” by Rebecca Kai Dotlich “Mud Pies a Penny” by Alan Benjamin

The following texts all explore making choices in a variety of situations: En busca del tesoro (realistic fiction about making choices to find a treasure), 1.1.1: 12a–37l ¡Salvemos ese huevo! (realistic fiction about deciding to save a bird’s egg), 1.1.2: 120a–145l El jardín de piedras (realistic fiction about deciding to fix up someone’s yard) 1.5.2: 202a–241n

Goals Readers will retell stories, including character, setting and major events, and demonstrate understanding of their central message or lesson. RL.1.2 Writers will create a narrative of an event in sequence using powerful words to show emotion. W.1.3 Learners will explore content to identify how characters make choices about how to spend money.

Readers Retelling, 1.2.2: 128−129, 160−161, 194−195; 1.3.2: 142−143, 174−175, 208−209; 1.4.1: 44−45, 78−79, 110−111, 1.4.2: 144−145, 182−183, 218−219 Writers Personal Narrative, 1.1.2: 99d−99e, 111d−111e, 114−115, 115a, 117d−117e, 119h−119i, DE11−DE20 Learners De compras (realistic fiction about making choices at the market), 1.P.2: 142a–167h





Grade 1 Big Idea Choices Decisions

Pregunta de la semana: ¿En qué casos se necesita una solución ingeniosa para resolver un problema? (When does a person need a clever solution?), 1.5.1: 12a, 12j, 12–13, 18a, 40a, 44a, 50a El jardín de piedras (realistic fiction about deciding to fix up someone’s yard) 1.5.2: 202a–241n

Enduring Understandings Readers understand we can learn lessons through characters in stories. RL.1.6 Writers understand that word choice enables a reader to understand a story. W.1.3 Learners will explore content to understand that how people choose to use their resources can help them get what they want and need.

Readers Theme, 1.4.2, 159a, 162c, 166–167, 168–169, 172–173, 176–177, 178–179, 183a, 189b Writers Interesting Details, 1.1.2: 111d−111e; Personal Narrative, 1.1.2: 99d−99e, 114−115, 115a, 117d−117e, 119h−119i, DE11−DE20 Learners Nuestra comida (expository text about where our food comes from), 1.P.2: 164i, 164–165 Manos amigas en 4–H (expository text working together in a 4-H club), 2.2.1: 70i, 70–71, 72–73, 74–75, 75a





Grade 1 MODULE B PBA Description Task: Making Decisions The informational texts in this module teach readers about goods and services and how people make choices about which goods and services they purchase. As a class, children will compose a list of goods (i.e., paper products) and services (i.e., butcher, baker) they find at their local grocery store. Then each child will choose a good or service from the list and write an opinion piece to tell about a good or service that they feel is important to their family. They will support their opinion with a reason.

The following assignments will help students complete the Performance-Based Assessment: List, 1.3.1: 123d–123e, 141c–141d, 144–145, 145a, 147d–147e, 149h–149i; Expository paragraph, 1.2.2: 175d–175e, 193c–193d, 196–197, 197a, 199d–199e, 201h–201i

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Goods and Services by Janeen R. Adil 560L Supporting Text (Text Collection): Informational Text Supermarket by Kathleen Krull AD630L Poetry “Food” by Meish Goldish “To Market, To Market” by Anne Miranda

The following texts all related to the goods and services we purchase: De compras (realistic fiction about making choices at the market) 1.P.2: 142a–167h Nuestra comida (expository text about where our food comes from) 1.P.2: 164i, 164–165 Manos amigas en 4–H (expository text working together in a 4-H club) 2.2.1: 70i, 70–71, 72–73, 74–75, 75a





Grade 1 Goals Readers will state and explain the reasons an author gives to support points in a text. RI.1.3 Writers will compose an opinion and support the opinion by supplying a reason. W.1.5 Learners will explore content to understand that people make decisions by considering choices.

Readers Author’s Purpose, 1.2.1: 101a, 103b, DL12–DL13; Main Idea and Details, 1.5.2: 135a, 138c, 142−143, 144−145, 146−147, 150−151, 152−153, 157a, 162−163, 165b Writers Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i Learners ¡Salvemos ese huevo! (realistic fiction about deciding to save a bird’s egg), 1.1.2: 120a–145l El jardín de piedras (realistic fiction about deciding to fix up someone’s yard), 1.5.2: 202a–241n

Big Idea Choices Decisions

¡Salvemos ese huevo! (realistic fiction about deciding to save a bird’s egg), 1.1.2: 120a–145l Pregunta de la semana: ¿Hay distintas maneros de ver las cosas? (How can we look at things in a different way?), 1.5.1: 52a, 52j, 52–53, 58a, 78a, 821a, 88a





Grade 1 Enduring Understandings Readers understand that the details in the text support the author’s main points. RI.1.2 Writers understand that an opinion has to be supported with a reason. W.1.5 Learners will explore content to understand that people make decisions about how to spend what they earn.

Readers Main Idea and Details, 1.1.2: 99a, 102c, 106−107, 108−109, 111a, 113a, 117a, 119b, 162−163, 164h Writers Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i; also see: Fact and Opinion, 1.3.1: 89a, 92c, 94–95, 100–101, 107a, 117b, DL12–Dl1 Learners De compras (realistic fiction about making choices at the market), 1.P.2: 142a–167h





Grade 1 Unit 4 Planting for the Future MODULE A PBA Description Task: Continue the Story Families have beliefs, customs, and traditions that they pass on to other generations. Children will recall and retell what Miss Rumphius’s grandfather teaches her: to go to faraway places, to live by the sea, and to do something to make the world more beautiful. Children will craft their own narrative that tells what Miss Rumphius’s niece, Alice, does after she learns these life lessons from her great-aunt.

The following material will help students complete the Performance-Based Assessment: Realistic Fiction, 1.1.2: 125d–125e, 137d–137e, 140–141, 141a, 143d–143e, 145h–145i

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Miss Rumphius by Barbara Cooney 680L Supporting Text (Text Collection): Literary Text The Family Tree by David McPhail AD480L Poetry “Garden Tip” by George Shannon

The following selections explore celebrations and community: Un lugar para todos (realistic fiction about opening a community center) 1.3.1: 12a–43l Un regalo de cumpleaños para mamá (realistic fiction about a boy who wants to make his mother’s birthday special) 1.4.1: 12a–51l Mi 4 de Julio (autobiographical text about celebrating a holiday) 1.4.1: 114i, 114–115, 116–117





Grade 1 Goals Readers will identify who is telling a story. RL.1.6 Writers will compose a narrative with details and a sequence of events. W.1.3 Learners will explore content to understand how traditions and lessons are passed on from generation to generation.

Readers Narrator, 1.4.1: 109b Writers Realistic Story, 1.1.2: 125d–125e, 137d–137e, 140–141, 141a, 143d–143e, 145h–145i Learners Un regalo de cumpleaños para mamá (realistic fiction about a boy who wants to make his mother’s birthday special), 1.4.1: 12a–51l Mi 4 de Julio (autobiographical text about celebrating a holiday), 1.4.1: 114i, 114–115, 116–117

Big Idea Generations Un regalo de cumpleaños para mamá

(Realistic Fiction: Birthday gift for mom), 1.3.1: 12a–51l

Enduring Understandings Readers understand who is telling a story and how that shapes the story. RL.1.6 Writers understand that narratives contain characters and sequenced events. W.1.3 Learners will explore content to understand that life is a process of growth, change, and learning in which important lessons are taught from generation to generation.

Readers Narrator, 1.4.1: 109b Writers Personal Narrative, 1.1.2: 99d−99e, 111d−111e, 114−115, 115a, 117d−117e, 119h−119i, DE11−DE20 Learners Estudios Sociales en Lectura: La Familia, 1.P.1: 60i, 60–61





Grade 1 MODULE B PBA Description Task: Steps in a Sequence Children will use the information and features found in How a Seed Grows and The Life Cycle of an Apple Tree to create their own book that includes at least three steps that show how a seed grows.

The following material will help students complete the Performance-Based Assessment: Directions, 1.4.2: 195d−195e, 217c−217d, 220−221, 221a, 225c−225d, 27h−227i

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text The Life Cycle of an Apple Tree by Linda Tagliaferro 340L Supporting Text (Trade Book): Informational Text How a Seed Grows by Helene J. Jordan Poetry “Dancing in the Breeze” by George Shannon “Zucchini” by George Shannon

The following selections all explore how to take care of animals and plants. Nuestra comida (expository text about where our food comes from) 1.P.2: 164i, 164–165 Manos amigas en 4–H (expository text working together in a 4-H club), 2.2.1: 70i, 70–71, 72–73, 74–75, 75a Cómo cultivar plantas (how-to article about cultivating plants) 1.3.2: 146i, 146–147, 147a

Goals Readers will describe the connection between two facts in an informational text. RI.1.3 Writers will use facts and details to compose an explanatory text. W.1.2 Learners will explore content to identify what is necessary for growth.

Readers Compare and Contrast, 1.2.2: 175a, 178c, 180−181, 184−185, 186−187, 194h, 195a, 197c, 201b Writers Explanation, 1.2.1: 83d−83e, 95d−95e, 98−99, 99a, 101d−101e, 103h−103i Learners Nuestra comida (expository text about where our food comes from), 1.P.2: 164i, 164–165 Manos amigas en 4–H (expository text working together in a 4-H club), 2.2.1: 70i, 70–71, 72–73, 74–75, 75a Cómo cultivar plantas (how-to article about cultivating plants), 1.3.2: 146i, 146–147, 147a





Grade 1 Big Idea Generations Pregunta de la semana: ¿Quiénas forman

nuestra familia? (Who is in our family), 1.P.1: 38a, 38–39, 42a, 44a, 44m, 60a La familia (Photo Essay), 1.P.1: 60i, 60–61

Enduring Understandings Readers understand the connection between multiple pieces of information in a text. RI.1.3 Writers understand that facts and details help explain information to others. W.1.2 Learners will explore content to understand growth happens over time and that each part of an organism contributes to this process.

Readers Compare and Contrast, 1.5.1: 95a, 98c, 100−101114−115, 116−117, 121a, 126−127, 129b; Research: Classify and Categorize, 1.3.1: 105g Writers Expository Paragraph, 1.2.2: 175d–175e, 193c–193d, 196–197, 197a, 199d–199e, 201h–201i; Short Report, 1.5.2: DE11−DE20 Learners Cómo cultivar plantas (how-to article about cultivating plants), 1.3.2: 146i, 146–147, 147a

Unit 5 Observing the Messages of the Natural World





Grade 1 MODULE A PBA Description Task: Moon Stories The moon has inspired a wide variety of narrative writing. Children will write another story that includes the moon as a central feature. It can be a fantasy about creatures that live on the moon or a realistic story about a character who learns something about the moon. Children are free to choose the genre and plot of their narrative.

The following material will help students complete the Performance-Based Assessment: Fantasy Story, 1.1.1: 43–43e, 57c–57d, 60–61, 63d–63e, 65h–65i

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Many Moons by James Thurber 790L Supporting Text (Text Collection): Informational Text Let’s Visit the Moon by Patricia Newman 470L Poetry “Running Moon” by Elizabeth Coatsworth “Sleeping Outdoors” by Marchette Chute

The following selections all involve observing messages of the natural world. Una zorra y un cachorro (literary nonfiction about foxes and their offspring), 1.1.2: 94a–119l “Ayuda a las aves" (How-to-article about caring for birds) 1.1.2: 142–143 La vida en el bosque (expository text about the varieties of plants and animals in a forest) 1.2.2: 138a–169l

Goals Readers will identify describing words and phrases and key details in various texts. RL.1.4 Writers will use what they learn in literary and informational texts to create a narrative. Writers will use time order to sequence events. W.1.3 Learners will explore content to understand how to compare messages about the natural world in literary text with information about the natural world in nonfiction text.

Readers Sensory Details, 1.1.2: 137b; 1.4.1: 43a; Sensory Language, 1.4.2: 217a Writers Fantasy Story, 1.1.1: 43–43e, 57c–57d, 60–61, 63d–63e, 65h–65i Learners Una zorra y un cachorro (literary nonfiction about foxes and their offspring), 1.1.2: 94a–119l La zorra y las uvas (fable), 1.1.2: 116i, 116–117





Grade 1 Big Idea Observations “Ayuda a las aves" (How-to-article about

caring for birds) 1.1.2: 142–143 La vida en el bosque (expository text about the varieties of plants and animals in a forest) 1.2.2: 138a–169l

Enduring Understandings Readers understand that sensory details in a text can describe and that facts and details in a text can convey information. RL.1.4; RI.1.2 Writers understand that narrative texts are sequenced events that include a conclusion with some sense of closure. W.1.3 Learners will explore content to understand that observations of the natural world can tell us something about the human world.

Readers Sensory Details, 1.1.2: 137b; 1.4.1: 43a; Sensory Language, 1.4.2: 217a; Main Idea and Details, 1.1.2: 99a, 102c, 106−107, 108−109, 111a, 113a, 117a, 119b, 162−163, 164h Writers Personal Narrative, 1.1.2: 99d−99e, 111d−111e, 114−115, 115a, 117d−117e, 119h−119i, DE11−DE20 Learners Una zorra y un cachorro (literary nonfiction about foxes and their offspring), 1.1.2: 94a–119l “Ayuda a las aves" (How-to-article about caring for birds) 1.1.2: 142–143 La vida en el bosque (expository text about the varieties of plants and animals in a forest) 1.2.2: 138a–169l





Grade 1 MODULE B PBA Description Task: Question-and-Answer Book Children will create a question-and-answer book that asks and answers questions about the planets or other elements of the solar system. Children will participate in shared research on their questions and use the anchor and supporting texts as well as other texts as research tools for their books.

The following material will help students complete the Performance-Based Assessment: Explanation, 1.2.1: 83d–83e, 95d–95e, 98–99, 101d–101e, 103h–103i

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Our World in Space: Planets by Erin Dealy 480L Supporting Text (Trade Book): Informational Text The Sun by Martha E. H. Rustad 370L Poetry “Sun” by Nancy Elizabeth Wallace “A Circle of Sun” by Rebecca Kai Dotlich

The following selections are all nonfiction selections that explore the natural world around us: La vida en el bosque (expository text about the varieties of plants and animals in a forest) 1.2.2: 138a–169l Un bosque en el agua (magazine article about mangrove forests), 1.2.2: 164i, 164–165, 166–167 Las abejas (expository text about bees), 1.2.2: 170a–201n

Goals Readers will use facts and details found in text features and multiple parts of an informational text to find answers to questions. RI.1.5 Writers will use research and experiences to write informational text. W.1.2 Learners will explore content to understand how to use observations and new learning to make predictions about the universe and its stars.

Readers Research and Inquiry: Parts of a Book, 1.2.1: 33g; Research and Inquiry: 1.2.1: 37c, 1.2.2: 159g, 163c; Science in Reading, 1.2.2: 164i, 164–165 Writers Expository Paragraph, 1.2.2: 175d–175e, 193c–193d, 196–197, 197a, 199d–199e, 201h–201i; E-Newsletter, 1.5.1: DE1−DE10; Short Report, 1.5.2: DE11−DE20 Learners Ciencias en Lectura: Agua, 1.5.1: 124i, 124–125, 126–127





Grade 1 Big Idea Observations Mi vecindario antes y ahora (My

neighborhood then and now), 1.3.1: 38i–41e Pregunta de la semana ¿Qué aprendemos a medida que crecemos y cambianos? (What do we learn as we grow and change?), 1.3.1: 44a, 44j, 44–45, 50a, 74a, 78a, 82a

Enduring Understandings Readers understand that facts, details, and features enable them to find answers to their questions. RI.1.5 Writers understand that research and experiences will enable them to provide answers and information to readers. W.1.2 Learners will explore content to understand that observation and prediction help us to discover the world.

Readers Research and Inquiry: 1.3.1: 73g, 81e, 83j; Dictionary, 1.3.2: 126a, 134–135, 149a, 158a, 162–163, 168–169, 181a Writers Research and Inquiry, 1.1.1: 33c, 37j, 61c, 65j, 87c, 93j; 1.3.1: 37c, 37j, 77c, 83j, 109c, 117j; 1.4.2: 147c, 153j, 185c, 189j, 221c, 227j Learners La vida en el bosque (expository text about the varieties of plants and animals in a forest) 1.2.2: 138a–169l





Grade 1 Unit 6 Welcoming Diversity MODULE A PBA Description Task: Book Review In this unit, children read about real people and fictional characters who come to understand the challenges of immigration either by being immigrants, knowing immigrants, or witnessing the arrival of immigrants. Children will write a review of one of the texts they have read. They will select two lines from the text and, using illustrations and words, express the feelings the lines suggest and how those lines impact children’s opinion of the text.

The following material will help students complete the Performance-Based Assessment: Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Emma’s Poem by Linda Glaser AD790L Supporting Text (Text Collection): Literary Text A Picnic in October by Eve Bunting 310L Poetry “Statue of Liberty” by J. Patrick Lewis “Lady Liberty” by Laura Purdie Salas

The following selections explore the theme of community: El vecindario de Quinito (realistic fiction about the life of a neighborhood), 1.2.1: 78a–103l Mapa del vecindario (procedural text about mapping a neighborhood), 1.2.1: 100i, 100–101, 101a Un lugar para todos (realistic fiction about opening a community center), 1.3.1: 12a–43l





Grade 1 Goals Readers will retell stories, including key information about characters, setting, and major events. Readers will demonstrate understanding of a story’s central message or lesson. R.L.1.2 Writers will formulate an opinion and support it with good reasons and text evidence. W.1.1 Learners will explore content to understand American’s rich diversity.

Readers Retelling, 1.3.1: 34−35, 74−75, 106−107, 1.3.2: 142−143, 174−175, 208−209 1.4.1: 44−45, 78−79, 110−111, 1.4.2: 144−145, 182−183, 218−219 Writers Fact and Opinion, 1.3.1: 89a, 92c, 94–95, 100–101, 107a, 117b, DL12–Dl1 Learners Estudios Sociales en Lectura: Rip Van Winkle, 1.P.1: 34i, 34–35 Mi 4 de Julio (autobiographical text about celebrating a holiday), 1.4.1: 114i, 114–115, 116–117

Big Idea Diversity En la esquela (realistic fiction about school

– illustrations show diversity), 1.P.2: 124a–135a El campesino (Realistic fiction where illustrations show diversity), 1.2.1: 44a–77l

Enduring Understandings Readers understand that characters in stories can convey important life lessons. RL.1.3 Writers understand that valid opinions are supported by reasons. W.1.1 Learners explore content to understand that America is a strong country because of the diversity of its people.

Readers Character and Plot, 1.5.1: 17a, 20c, 22−23, 26−27, 30−31, 32−33, 36−37, 38−39, 39a, 51b, 1.5.2: 232h Writers Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i; also see: Fact and Opinion, 1.3.1: 89a, 92c, 94–95, 100–101, 107a, 117b, DL12–Dl1 Learners De viaje por Washington, D.C. (expository text about a visit to the nation’s capital), 1.4.1: 88a–119l Mi 4 de Julio (autobiographical text about celebrating a holiday), 1.4.1: 114i, 114–115, 116–117





Grade 1 MODULE B PBA Description Task: Opinion Piece Children will think about the people they read about in this unit who moved to a new place. Using the T-chart created in Lesson 10, they will consider the rewards and challenges that people face when they move. Then children will imagine that their own family is considering moving to a new place and they have been asked to give their opinion. Would they like to move to a new place, or would they rather stay where they live now? Children will write their opinion about moving.

The following material will help students complete the Performance-Based Assessment: Explanation, 1.2.1: 83d–83e, 95d–95e, 98–99, 101d–101e, 103h–103i; Personal Narrative, 1.1.2: 99d−99e, 111d−111e, 114−115, 115a, 117d−117e, 119h−119i, DE11−DE20

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Coming to America: The Story of Immigration by Betsy Maestro 890L Supporting Text (Text Collection): Informational Text L is for Liberty by Wendy Cheyette Lewison 560L Poetry “Happy Birthday to Us!” by Laura Purdie Salas “Flag Music” by Laura Purdie Salas

The following selections are about life, traditions, and culture in the United States. De viaje por Washington, D.C. (expository text about a visit to the nation’s capital) 1.4.1: 88a–119l Mi 4 de Julio (autobiographical text about celebrating a holiday) 1.4.1: 114i, 114–115, 116–117 Alexander Graham Bell: Un gran inventor (biography of an American inventor) 1.5.2: 166a–201l





Grade 1 Goals Readers will identify a main topic and retell key details using the text and illustrations. RI.1.2 Writers will formulate an opinion and support it with a reason and text evidence. W.1.1 Learners will explore content to appreciate the rich diversity of America and celebrate how it fosters understanding between cultures.

Readers Main Idea, 1.5.2: 135a, 138c, 142−143, 144−145, 146−147, 150−151, 152−153, 157a, 162−163, 165b Writers Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i; also see: Fact and Opinion, 1.3.1: 89a, 92c, 94–95, 100–101, 107a, 117b, DL12–Dl1 Learners Mi 4 de Julio (autobiographical text about celebrating a holiday), 1.4.1: 114i, 114–115, 116–117

Big Idea Diversity En la esquela (realistic fiction about school

– illustrations show diversity), 1.P.2: 124a–135a El campesino (Realistic fiction where illustrations show diversity), 1.2.1: 44a–77l Un lugar para todos (realistic fiction with Asian characters), 1.3.1: 12a–43l

Enduring Understandings Readers understand that illustrations and details in the text help them identify main ideas about a topic. RI.1.7 Writers understand that valid opinions are supported by reasons. W.1.1 Learners explore content to understand challenges immigrants faced in America.

Readers Main Idea, 1.1.2: 99a, 102c, 106−107, 108−109, 111a, 113a, 117a, 119b, 162−163, 164h Writers Fact and Opinion, 1.3.1: 89a, 92c, 94–95, 100–101, 107a, 117b, DL12–Dl1; Writing Comments About a Story, 1.3.1: 49d−49e, 73d−73e, 76−77, 77a, 81c−81e, 83h−83i Learners Alexander Graham Bell: Un gran inventor (biography of an American inventor), 1.5.2: 166a–201l

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