aligned to the 2011 common core state standards for ... & instruction... · choral read echo...

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Aligned to the 2011 Common Core State Standards for Language Arts Literacy and New Jersey Technology and 21st Century Workplace and Technology Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: Language Arts Template

Course Title: Elementary Language Arts

Grade Level: 1

Introduction: 5 Weeks Establishing Rules and Routines Student Screening/Testing Introduce Centers

Unit 1: 3 Weeks Asking Questions Journal Writing

Unit 2: 3 Weeks Visualize & Analyze Character; Journal Writing

Unit 3: 3 Weeks Determine Text Importance Identify Sequence of Events Personal Narrative

Unit 4: 3 Weeks Summarize and Synthesize Analyze Story Elements Personal Narrative

Unit 5: 3 Weeks Make Connections Make Inferences Author’s Craft

Unit 6: 3 Weeks Fix-up Monitoring Summarize Information Informational Report

Unit 7: 3 Weeks Make Inferences Make Predictions Informational Report

Unit 8: 3 Unit 8: 3 Weeks Determine Text Importance Compare and Contrast Informational Report

Unit 9: 3 Weeks Make Connections Identify Cause and Effect Book Review

Unit 10: 3 Weeks Make Inferences & Draw Conclusions; Book Review

Date Created: May 15, 2012 Board Approved on: August 27, 2012

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Course Title: Elementary Language Arts Grade Level: 1

1. Essentials Questions:

What do good readers do every time they read?

What do good readers sound like?

How does reading fluently help me understand what I read?

How and why do good readers use different metacognitive strategies when they read?

How does an understanding of the different genres and their characteristics help the reader better comprehend the meaning of text?

How do good readers use context to generate meaning?

How can phonics help us understand words we don’t know?

How do I create sounds and spelling patterns and blend them into words?

Why is writing important?

How does a writer know when and how to revise?

2. Enduring Understandings:

Proficient readers use the relationship between letters and sounds of speech and spelling

patterns to problem solve, read fluently, and comprehend.

Proficient readers use print cues to solve unknown words while still focusing on meaning

and structure.

Proficient readers develop and use a variety of strategies to attend to information from

different sources.

Readers use both text features and the features of written English to comprehend.

Words are composed of parts that help us understand their meanings.

How a word or phrase is used determines its meaning.

A rich vocabulary enables us to understand and communicate more effectively.

Vocabulary is acquired through reading, writing, listening, and speaking,

Writing is a powerful tool for communicating.

Revising is an ongoing process that involves thinking about (rethinking) language,

organization, audience, and purpose.

3. Curriculum Overview:

Balanced literacy is the integration of reading, writing, research, speaking, listening, viewing, and

representing in a way that supports the learning needs of every individual student. The use of

explicit teaching (example: demonstration think-alouds, teacher modeling, individual or group

conferences, guided reading) is critical for effective balanced literacy instruction. By modeling

and identifying the strategies and skills used in reading and writing, teachers help students

develop a clear understanding of how to use those strategies and skills independently. Explicit

instruction plays an important role in modeled, shared, and guided literacy lessons. As teachers

observe student behaviors, they gather data to inform their explicit teaching during modeled,

shared, and guided literacy lessons. The writing curriculum will teach skills and strategies to

enhance student writing in the informational text, narrative text, persuasive, and expository text

genres. Students will learn correct grammar and writing conventions to effectively communicate

their thoughts and ideas.

Introduction:

Build community, establish rules/routines, administer assessments, build stamina, review short

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vowel words

Objectives

Students will be able to:

Collaborate to create anchor charts with classroom rules and procedures.

Observe modeled behaviors for literacy centers.

Identify the 3 ways to read a book.

Build stamina for independent working time.

Demonstrate left to right progression when reading and writing.

Recognize some letters and letter sounds.

Demonstrate appropriate book handling skills.

Respond to various signals indicating whole group or small group activities.

Participate in Pair-Share activities.

Learn Writer’s Workshop behaviors, tasks, and procedures.

Participate in the stages of the writing process including prewriting, drafting, editing,

revising, and publishing.

Identify the literary elements of character, setting, problem, and solution in a fictional

story.

Identify nonfiction text features of glossary, graphics, and table of contents.

Activities:

Teacher modeling

Practice, practice, practice…

Building stamina graphs

Create anchor charts

Morning Meetings

Letter sorts

Play dough letters

Letter hunts

Dr. Jean songs

Name word wall

Class books

Variety of paper and writing tools

Journal writing

Differentiation /Customizing learning (strategies):

Targeted intervention

Differentiation for ELLs and Special Needs :

Use of graphic organizers

Draw and label pictures

Use visuals

Use sentence frames

Pair with fluent English speakers

Use audio CDs

Listen to books on tape/e-Books

Act it out

Introduce key vocabulary before lesson, use pictures or assign movements to each word

Choral read

Echo read

Preferential seating

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Suggested Formative Assessments:

Teacher Observation

Anecdotal Notes

DIBELs progress monitoring

Informal Weekly Checks-Letter Discrimination (Letter Sorts), Letter Recognition (Match

letter pairs, recognize letter pairs introduced, write introduced letter pairs)

Journal entry/writing rubric

Suggested Summative Assessments:

Pretests-Letter Recognition, Phonological, Phonics, and Sight Word Assessments

Pretest-Comprehension Strategy Assessment

DIBELS Benchmarks

Stanford 10

Benchmark Writer’s Workshop-First Grade Assessment Checklist

Unit 1: Asking Questions

Essential Questions:

How do I use the main idea to help me better understand text?

How do supporting details help me identify the main idea?

How does questioning help me understand what I have read?

How do details help me summarize a text?

How and why do good readers ask questions about text while reading?

How and why do good readers learn ways to ask themselves good questions?

How is the main idea used to help readers summarize?

What types of questions do good readers ask?


How do I segment onset and rhyme in words?

How do I change sounds in a word to make new words?

Why is writing important?

What makes writing coherent, logical, and expressive?

Key Terms:

Main Idea

Supporting details

Summary

Connections

Table of Contents

Objectives


Ask questions

Identify main idea and support details

Answer text dependent comprehension questions

Apply metacognative strategies such as ask questions, make connections, make inferences

Analyze story elements

Summarize and synthesize information based on text structure and nonfiction graphic features

(table of contents)

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Build academic vocabulary and oral language skills through whole group and partner

discussion

Standards associated with objectives:

RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. RL.1.6. Identify who is telling the story at various points in a text. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 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.1.7. 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. 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.1.2. 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.

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 (two

letters that represent one sound).

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.

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

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.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a) Print all upper- and lowercase letters.

b) Use common, proper, and possessive nouns.

c) Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops;

We hop).

d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their,

anyone, everything).

e) 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).

f) Use frequently occurring adjectives.

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).

j) Produce and expand complete simple and compound declarative, interrogative,

imperative, and exclamatory sentences in response to prompts.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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.

L.1.4. 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.

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a) Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, 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 by one or more key attributes (e.g., a duck is a bird

that swims; a tiger is a large cat with stripes).

c) Identify real-life connections between words and their use (e.g., note places at home

that are cozy).

d) 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.

L.1.6. 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). 8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations. Suggested Lesson Activities:

Model appropriate thinking and reading comprehension strategies through whole group read

aloud lessons

Familiarize students with various reading strategies and usage of text features to gain

meaning by exposing students to a diverse range of genres

Scaffold student usage of reading skills and strategies by having students participated in

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shared learning experiences such as partner talks, group work, and shared reading and writing

Provide differentiated instruction geared towards students’ individual needs as readers

through guided reading group instruction working with leveled texts that focus on the theme

for each week

Build student fluency skills through reader’s theater readings and activities

Use visual aids as a reference of reading strategies by displaying posters focused on specific

reading strategies and working collaboratively with students to create anchor charts of

concepts covered

Build student phonemic awareness and sight word vocabulary through word work and

spelling activities

Utilize literacy work centers to allow students to practice reading skills


Guided reading and writing groups Targeted Intervention Reader’s Theater roles

Differentiation for ELLs and Special Needs: Use of graphic organizers Draw and label pictures Use pictures Use sentence frames Pair with fluent English speakers Use audio CDs Act out


Teacher Observation

Anecdotal Records

Phonics Quick-Checks

Spelling Peer-Checks

Comprehension Strategy Assessment (Main Idea/Supporting Details)

Comprehension Questions for Posters

Self Assessment for Fluency & Reader’s Theater

Oral Running Record


Comprehension Strategy Assessment (CSA) pre-test

Selected Cold Reads

Portfolio Review

Finished Writing Products

Unit 2: Visualize & Analyze Character


How and why do good readers use visualization as they read?

How do I use information from the text to create a picture in my mind?




Key Terms:

Visualize

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Analyze

Character

Traits

Action words (verbs)

Objectives


Visualize

Analyze character

Retell story events

Apply metacognative strategies such as ask questions and visualize



discussion


RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. RF.1.1. Demonstrate understanding of the organization and basic features of print.





consonant blends.




sounds (phonemes).





sounds.



10


syllables.













SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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.




We hop).













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c) Use commas in dates and to separate single words in a series.




conventions.





that are cozy).




L.1.6. 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). 8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.

Suggested Lesson Activities:


aloud lessons


12






for each week




concepts covered


spelling activities



Guided reading groups Targeted Intervention Reader’s Theater roles



Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Analyze Character)



Oral Running Record


Selected Cold Reads

Portfolio Review


Unit 3: Determine Text Importance & Identify Sequence of Events


How does an understanding of the character help us to better understand what was read?

How and why do good readers identify and use character traits to better understand what

they have read?




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Key Terms

Main Idea

Sequence

Character

Signal words

Nonfiction Text Features [Table of Contents, index, etc]

Objectives

Determine text importance

Identify sequence of events

Apply metacognitive strategies such as determine text importance, visualize, ask questions


Analyze character

Summarize, synthesize information based on sequence of events and captions


discussion


RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 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.1.5. 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. RF.1.1. Demonstrate understanding of the organization and basic features of print.





consonant blends.




sounds (phonemes).


14




sounds.




syllables.













SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.




We hop).












15





conventions.



c) Identify frequently occurring root words (e.g., look) and their inflectional forms

(e.g., looks, looked, looking).



that are cozy).




L.1.6. 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).

8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations. Suggested Lesson Activities:

16


aloud lessons







for each week




concepts covered


spelling activities






Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Identify Sequence of Events)



Oral Running Record


Selected Cold Reads

Portfolio Review


Unit 4: Summarize and Synthesize; Analyze Story Elements


How and why do good readers determine what is important when reading?

What does it mean to determine text importance and how does this help you as a reader?



17


Key Terms

Character

Setting

Problem

Solution

Summarize

Synthesize

Objectives


Apply metacognitive strategies such as summarize and synthesize, determine text

importance, and visualize


Analyze character

Retell story events

Learn/review features of fiction


discussion

Standards associated with objectives

RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. 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. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. RF.1.1. Demonstrate understanding of the organization and basic features of print.





consonant blends.




sounds (phonemes).




18


sounds.




syllables.











SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.




We hop).
















19

conventions.



that are cozy).




L.1.6. 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). 8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations. Suggested Lesson Activities


aloud lessons







for each week




20

concepts covered


spelling activities






Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Analyze Story Elements)



Oral Running Record


Selected Cold Reads

Portfolio Review


Unit 5: Make Connections; Make Inferences


How does knowing the sequence of events help you to understand what you are reading?

What are some signal words that can help you figure out the sequence of events?




Key Terms

Connections

Inference

Chapter heading

Table of Contents

Nonfiction Text Features

Boldfaced text

Objectives

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Apply metacognitive strategies such as make connections, summarize and synthesize, and

determine text importance


Analyze character

Make inferences

Utilize graphic features of nonfiction (description, chapter headings)


discussion



RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 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.1.3. 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. 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. RF.1.1. Demonstrate understanding of the organization and basic features of print.





consonant blends.




sounds (phonemes).

22





sounds.




syllables.













SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 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.




We hop).








23









conventions.





that are cozy).




L.1.6. 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). 8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.

24



aloud lessons







for each week




concepts covered


spelling activities






Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Make Inferences)



Oral Running Record


Comprehension Strategy Assessment (CSA) mid-year

Selected Cold Reads

Portfolio Review


Unit 6: Fix-up Monitoring; Summarize Information


How are the story elements used to help readers summarize?

25

How can understanding the story elements be used to create a story?

What does it mean to summarize and synthesize, and how does this help you as a reader?




Key Terms

Text to Text

Text to Self

Text to World

Glossary

Index

Summarize

Compare

Contrast

Objectives


Apply metacognitive strategies such as fix-up monitoring, make connections, summarize

and synthesize information


Utilize graphic features of nonfiction (captions, compare and contrast)


discussion


RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 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.1.3. Describe the connection between two individuals, events, ideas, or pieces of information 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.1.5. 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.1.7. 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. RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1. RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a) Distinguish long from short vowel sounds in spoken single-syllable words.


26

consonant blends.




sounds (phonemes).





sounds.




syllables.

















We hop).



27










a) Capitalize dates and names of people.


c) Use commas in dates and to separate single words in a series.




conventions.









that are cozy).

8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.

28

9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.

Suggested Lesson Activities


aloud lessons







for each week




concepts covered


spelling activities






Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Summarize Information)



Oral Running Record


29

Selected Cold Reads

Portfolio Review


Unit 7: Make Inferences; Make Predictions


How does identifying story elements give you a better understanding of what was read?




Key Terms

Inferences

Prediction

Evidence

Objectives

Apply metacognitive strategies such as making inferences, fix-up monitoring, make

connections

Make before and during reading prediction

Make predictions using evidence in the text and prior knowledge


discussion

Retell story events

Reflect on predictions



RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. RL.1.6. Identify who is telling the story at various points in a text. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases 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). RF.1.1. Demonstrate understanding of the organization and basic features of print.


30




consonant blends.




sounds (phonemes).





sounds.




syllables.
















31


We hop).
















conventions.





that are cozy).




L.1.6. 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). 8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.

32

9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.



aloud lessons







for each week




concepts covered


spelling activities






Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Make Predictions)


33


Oral Running Record


Selected Cold Reads

Portfolio Review


Unit 8: Determine Text Importance; Compare and Contrast


How and why do good readers use prior knowledge?

How does making connections help you to understand the story?

What does it mean to make connections and how does this help you as a reader?




Key Terms

Labels

Captions

Compare

Contrast

Signal Words (also, both, too, however, but, etc)

Objectives


Apply metacognitive strategies such as determine text importance, and make inferences, fix

up monitoring

Compare and contrast elements of nonfiction text


Utilize graphic features of nonfiction (labels and captions)

Analyze story elements and character


discussion

Determine important text, such as compare and contrast signal language


RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. RL.1.6. Identify who is telling the story at various points in a text. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for

34

grade 1. 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.1.3. Describe the connection between two individuals, events, ideas, or pieces of information 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.1.5. 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. RF.1.1. Demonstrate understanding of the organization and basic features of print.





consonant blends.




sounds (phonemes).





sounds.




syllables.










35




SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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.




We hop).
















conventions.









36

that are cozy).




L.1.6. 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). 8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations. Suggested Lesson Activities


aloud lessons







for each week




concepts covered


spelling activities


37





Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Compare & Contrast)



Oral Running Record


Selected Cold Reads

Portfolio Review


Unit 9: Make Connections; Identify Cause and Effect

Essential Questions

How do good readers use cause and effect to understand what they read?

How do good readers identify cause and effect relationships?

What is cause?

What is effect?




Key Terms

Compare

Contrast

Glossary

Cause

Effect

Objectives

Apply metacognitive strategies such as make connections, determine text importance, and

make inferences

38


discussion

Analyze story elements and character

Utilize signal language and identify cause and effect


Utilize nonfiction features to make sense of text ( table of contents, index, glossary)



RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. RL.1.6. Identify who is telling the story at various points in a text. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 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.1.3. Describe the connection between two individuals, events, ideas, or pieces of information 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.1.5. 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. RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1. RF.1.1. Demonstrate understanding of the organization and basic features of print.





consonant blends.




sounds (phonemes).

39





sounds.




syllables.

















We hop).








40









conventions.









that are cozy).




L.1.6. 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). 8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.

41

9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.



aloud lessons







for each week




concepts covered


spelling activities






Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Identify Cause & Effect)



Oral Running Record


Selected Cold Reads

Portfolio Review


42

Unit 10: Make Inferences; Draw Conclusions


How do clues help you make inferences?

How does prior knowledge and clues in the text help you to make inferences?




Key Terms

Description

Glossary

Table of Contents

Headings

Conclusion

Inference

Evidence

Objectives


Apply metacognitive strategies such as make inferences, make connections, determine

text importance


discussion

Draw conclusions

Summarize and synthesize information

Utilize nonfiction text structures to make sense of text (table of contents, headings,

glossary, description)


Use evidence in the text along with prior knowledge to draw conclusions


RL.1.1. Ask and answer questions about key details in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3. Describe characters, settings, and major events in a story, using key details. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. RL.1.6. Identify who is telling the story at various points in a text. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 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.

43

RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information 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.1.5. 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. RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1. RF.1.1. Demonstrate understanding of the organization and basic features of print.





consonant blends.




sounds (phonemes).





sounds.




syllables.











44







We hop).
















conventions.





that are cozy).




L.1.6. 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).

45

8.1.P.A.1 Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.1 Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.3 Determine when the use of technology is appropriate to solve problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.



aloud lessons







for each week




concepts covered


spelling activities




Differentiation for ELLs and Special Needs: Use of graphic organizers

46

Draw and label pictures Use pictures Use sentence frames Pair with fluent English speakers Use audio CDs Act out


Teacher Observation

Anecdotal Records



Comprehension Strategy Assessment (Draw Conclusions)



Oral Running Record


Comprehension Strategy Assessment (CSA) end of year

Selected Cold Reads

Portfolio Review


Writing Curriculum Unit 1 Writing: Journal


What are some key structures of a writing piece (ex- cover, title page)? How do writers mark the beginning and end of a sentence? How do writers separate words? What are the distinguishing features of the genre of journal writing? How can writers add detail to a journal entry? How can writers vary their sentence structure? How can writers revisit their writing to edit for uppercase letters and end

punctuation? How can writers revise for word choice?

Key Terms

Journal

Detail

Pronoun

Capitalization

Uppercase

Punctuation

Writer’s Voice

Objectives


Understand the genre of journal writing

Use a graphic organizer to organize journal prewriting

47

Edit their journal writing using a checklist

Vary sentence structure by changing the beginnings of their sentences

Use descriptive pronouns to add detail to writing

Revise their writing for word choice


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.

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.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.


Mini lessons on various topics

Guided writing groups

Individual student conferences

Editing checklist

Anchor charts

Author share


Guided writing groups Individual student writing conferences Targeted intervention

Differentiation for ELLs and Special Needs: Use of graphic organizers Pictorial checklists of steps of the writing process Pair with fluent English speakers

48

Writing in native language Dictate writing


Editing checklists

Student writing drafts from various stages of the writing process


Published Writing

Unit 2 Writing: Personal Narrative


How do writers mark the beginning and end of a sentence? How do writers separate words? What are the distinguishing features of the genre of personal narrative? What are some things that authors of personal narratives do to improve their

writing? How can a graphic organizer help a writer organize the beginning, middle, and end

to their story? How can writers stretch out the writing from their prewriting to create a draft of a

personal narrative? How can writers add detail to a personal narrative by including adjectives? How can writers vary their sentence structure? How can writers revisit their writing to edit for uppercase letters and end

punctuation? How can writers revise for word choice?

Key Terms

Personal Narrative

Detail

Adjective

Capitalization

Uppercase

Punctuation

Writer’s Voice

Objectives


Understand the genre of personal narrative

Organize their personal narrative writing into beginning, middle, and end with the aid of

a graphic organizer

Use appropriate uppercase letters and end punctuation

Analyze their personal narrative for characters, setting, problem, and resolution

Add details to their personal narratives by including adjectives in their writing

Revise their personal narratives to eliminate overused words


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.

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.1.8. With guidance and support from adults, recall information from experiences or

49

gather information from provided sources to answer a question. 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.





Editing checklist

Anchor charts

Author share



Differentiation for ELLs and Special Needs: Use of graphic organizers Pictorial checklists of steps of the writing process Pair with fluent English speakers Writing in native language Dictate writing


Editing checklists



Published Writing

Unit 3 Writing: Informational Report


What are the distinguishing features of the genre of informational text?

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How can readers identify the main idea and supporting details of a passage? How can writers cite sources in their writing? How can organization influence meaning and clarity in a piece of writing?

Key Terms

Informational Report

Main Idea

Detail

Topic sentence

Fact

Opinion

Objectives


Understand the genre of informational reports

Observe models of informational reports to observe text structure and components

Identify main idea and supporting details within a passage

Use nouns, verbs , adjectives, and personal pronouns in complete sentences


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.1.2. Write informative/explanatory 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.1.7. 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). 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations. Suggested Lesson Activities

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Editing checklist

Anchor charts

Author share



Differentiation for ELLs and Special Needs: Use of graphic organizers Pictorial checklists of steps of the writing process Pair with fluent English speakers Writing in native language Dictate writing


Editing checklists



Published Writing

Unit 4 Writing: Book Review


How can writers use nouns, verbs, adjectives, and personal pronouns in complete

sentences?

How do readers analyze story elements?

What are the distinguishing features of the genre of book review?

What are the characters, problem, and resolution of a story?

How can writers express an opinion?

How can writers use a graphic organizer to organize their ideas for writing a book

review?

Key Terms

Topic sentence

Facts

Character

Setting

Problem

Solution

Opinion

Objectives


Understand the genre of book review

Evaluate a book by analyzing the characters, setting, problem, and solution

Use a graphic organizer to structure their book review writing

Use appropriate uppercase letters and end punctuation

State an opinion about a book they have read, give reasoning for their opinion, and record

their recommendation of the book.

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Write a book summary


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.1.2. Write informative/explanatory 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.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 8.1.P.A.2 Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. 8.1.P.A.3 Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. 8.1.P.C.2 Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-Rom, DVD, or other storage device and press “play” and “stop.” 8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support. 8.1.P.F.1 Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 Evaluate available resources that can assist in solving problems. 9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. 9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations. Suggested Lesson Activities




Editing checklist

Anchor charts

Author share



Individual student writing conferences

Targeted intervention

Differentiation for ELLs and Special Needs:

Use of graphic organizers

Pictorial checklists of steps of the writing process

Pair with fluent English speakers

Writing in native language

Dictate writing


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Editing checklists



Published Writing

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