ELA GRADE 1                                                                                        Page  of

The Grade 1 ELA curriculum is designed to provide students with the instruction they need to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in Kindergarten, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence.

Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time and Literacy Centers.  While students are reading independently,Guided Reading,  strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.

Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.

ELA instruction for the year is organized into 6 units of study, which are described below:

Units:

Unit 1. Title: Getting to Know Us

Unit 2. Title: Our Community

Unit 3. Title: All About Time

Unit 4. Title: Animals Everywhere

Unit 5. Title: Figure It Out

Unit 6. Title: Together We Can!




Unit Title

Unit 1. Title: Getting to Know Us

Timeframe 

6 weeks 

Unit Summary

Throughout Unit 1, students will be utilizing an array of different comprehension skills, strategies, genres, grammar skills, high-frequency words, phonics skills and writing traits. These skills are to be taught via whole group, small group, and/or one-on-one settings.

Learning Targets

Essential Questions

Week 1: What do you do at your school?

Week 2: What is it like where you live?

Week 3: What makes a pet special?

Week 4: What do friends do together?

Week 5: How does your body move?

Enduring Understandings

Students will understand:

Week 1: We do many things at school. It is important to follow rules at school.

Week 2: People live in different kinds of places. The city and the country can be different and alike.

Week 3: Many animals can be pets. Different kinds of pets have different needs. It is important to take care of pets.

Week 4: Friends can do many things together. It is important to get along with friends.

Week 5: Our bodies can move in different ways.We can use our bodies to do all sorts of things.

Know

By the end of this unit, students will know:

  • Oral Vocabulary: common, learn, object, recognize, subjects, bored, city, country, feast, scurried, care, companion, groom, popular, train, chore, collect, cooperate, deliver, relationship, agree, difficult, exercise, exhausted, physical
  • Phonological/Phonemic Awareness: identify rhyme, phoneme isolation, phoneme blending, phoneme segmentation, alliteration, phoneme categorization, phoneme deletion, contrast vowel sounds
  • Phonics/Spelling: short a, short i, l-blends, short o, r-blends, s-blends
  • Structural Analysis: inflectional endings -s, double final consonants, plural nouns (-s), alphabetical order, possessives
  • High-Frequency Words: does, not, school, what, down, out, up, very, be, come, good, pull, fun, make, they, too, jump, move, run, too
  • Comprehension Strategies/Skills: visualize, identify key details, ask and answer questions
  • Genres: realistic fiction, fantasy, informational text/nonfiction
  • Fluency: phrasing, intonation
  • Writing Traits: ideas, organization
  • Grammar/Mechanics: sentences, sentence capitalization, word order, sentence punctuation (periods), questions and exclamations, question marks, exclamation marks

Do

By the end of this unit, students will be able to:

  • Follow agreed-upon rules for discussion
  • Build on others’ talk in conversations by responding to the comments of others
  • Build background knowledge
  • Discuss essential questions
  • Develop oral language
  • Demonstrate understanding of the organization and basic features of print
  • Decode regularly spelled one-syllable words
  • Identify and generate rhyme
  • Apply phonics when decoding words with short a, short i, double final consonants, l-blends, short o, r-blends, s-blends
  • Recognize and read grade-appropriate irregularly spelled words
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
  • Describe characteristics of realistic fiction, fantasy, and informational text genres
  • 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
  • Produce and expand complete simple and compound declarative, interrogative, and exclamatory sentences in response to prompts
  • Ask and answer questions about key details in texts
  • Visualize story elements
  • Make connections between texts and themselves, other texts, and the world
  • Isolate and pronounce phonemes in spoken single-syllable words
  • Read words with inflectional endings
  • Find key details in text
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson
  • Use punctuation marks as cues for phrasing and fluency
  • Orally produce single-syllable words by blending sounds (phonemes)
  • Capitalize the first word in sentences
  • Write sentences about personal experiences
  • Identify photographs as text features that provide information about the text
  • Make a page for a class book
  • Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
  • Recognize and generate initial sound alliteration
  • Use end punctuation when writing sentences
  • Identify and use correct word order in sentences
  • Categorize words by phoneme
  • Spell words with short a, short i, double final consonant, l-blends, short o, r-blends, s-blends
  • Recognize and read high-frequency words
  • Use describing words in sentences
  • Identify bold print words as text features that show important ideas in text
  • Write sentences that describe places in our community
  • Compare and contrast the adventures and experiences of characters in stories
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
  • Make plural nouns by adding -s
  • Identify labels as text features that name important things in illustrations or photographs
  • Use a basic process to develop writing (brainstorm, draft, revise, edit, publish)
  • Create an informational poster
  • Describe characters, settings, and major events in a story
  • Use textual context as a clue to the meaning of a word or a phrase
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1
  • Write narratives in which they recount two or more appropriately sequenced events
  • Organize writing to compare and contrast ways we play with friends
  • Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)
  • Alphabetize words
  • Delete initial phonemes in words
  • Describe how words and phrases supply rhythm and meaning in a story, poem, or song
  • Identify complete sentences
  • Identify and understand the meaning of possessives
  • Identify diagrams as text features that are pictures with labels that name parts of something
  • Read on-level text with purpose and understanding
  • Read on-level text orally with accuracy, appropriate rate, and expression
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary
  • With guidance and support, use a variety of digital tools to produce and publish writing
  • Add drawings to descriptions to clarify ideas, thoughts, and feelings

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games and centers, and graphic organizers.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

Writing & Language

Speaking & Listening

Critical Thinking

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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

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 norms 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.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

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

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

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.

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.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.

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

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

RL.1.6. Identify who is telling the story at various points in a text.

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).

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

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

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

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

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.

RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize dates and names of people. B. Use end punctuation for sentences. C. Use commas in dates and to separate single words in a series. 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.

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

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. A. Use sentence-level context as a clue to the meaning of a word or phrase. B. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word. C. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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).

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.1.9. 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 at grade level text complexity or above.

RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. A. Recognize the distinguishing features of a sentence (e.g., first word capitalization, ending punctuation).

RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 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.  D. Distinguish long and short vowels when reading regularly spelled one-syllable 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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums.

 

  • CRP1. Act as a responsible and contributing citizen.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,  

  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 2. Title: Our Community

Timeframe 

6 weeks 

Unit Summary

Throughout Unit 2, students will be utilizing an array of different comprehension skills, strategies, genres, grammar skills, high-frequency words, phonics skills and writing traits. These skills are to be taught via whole group, small group, and/or one-on-one settings.

Learning Targets

Essential Questions

Week 1: What jobs need to be done in a community?

Week 2: What buildings do you know? What are they made of?

Week 3: Where do animals live together?

Week 4: How do people help out in the community?

Week 5: How can you find your way around?

Enduring Understandings

Students will understand:

Week 1: There are many kinds of jobs in your community. These jobs help the community in various ways.

Week 2: There are many kinds of buildings in a community. We can describe what they look like and what they are made of.

Week 3: Animals live in different places, called habitats.

Week 4: People can help out and make their communities better

Week 5: Maps help us locate places and plan routes for traveling from place to place.

Know

By the end of this unit, students will know:

  • Oral Vocabulary: astonishing, community, equipment, fortunately, occupation, collapsed, furious, materials, refused, shelter, admire, connections, enjoy, leadership, rely, height, locate, model, route, separate
  • Phonemic Awareness: phoneme blending, phoneme isolation, phoneme segmentation, phoneme categorization, phoneme substitution, phoneme addition
  • Phonological Awareness: rhyme, phoneme identity, phoneme blending, phoneme segmentation
  • Phonics/Spelling: short e, short u, end blends, consonant digraphs th, sh, -ng
  • Structural Analysis: inflectional endings -ed, contractions with -‘s, inflectional endings -ing, closed syllables
  • High-Frequency Words: again, help, new, there, use, could, live, one, then, three, eat, no, of, under, who, all, call, day, her, want, around, by, many, place, walk
  • Comprehension Strategies/Skills: make and confirm predictions, reread for better understanding, main topic and key details, identify characters, settings, events
  • Genres: realistic fiction, fantasy, informational text/nonfiction
  • Fluency: intonation, expression, phrasing
  • Writing: organization, ideas
  • Grammar/Mechanics: singular and plural nouns, commas in a series, apostrophes with contractions, apostrophes with possessive nouns, common and proper nouns, capitalization of proper nouns, irregular plural nouns, capital letters and periods in sentences

Do

By the end of this unit, students will be able to:

  • Build on others’ talk in conversations by responding to the comments of others
  • Build background knowledge
  • Discuss essential questions
  • Demonstrate understanding of the organization and basic features of print
  • Orally produce single-syllable words by blending sounds (phonemes), including consonant blends
  • Decode regularly spelled one-syllable words
  • Recognize and read grade-appropriate irregularly-spelled words
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
  • Describe characteristics of realistic fiction, fantasy, and informational text genres
  • With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing
  • Use common, proper, and possessive nouns
  • Use commas to separate three or more items listed in a sentence
  • Ask and answer questions about key details in a read-aloud
  • Develop oral language
  • Make and confirm predictions about a story
  • Isolate and pronounce phonemes in spoken single-syllable words
  • Read words with inflectional endings
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
  • Describe characters, settings, and major events in a story, using key details
  • Use commas in dates
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson
  • Read grade-level text orally with accuracy, appropriate rate, and expression
  • Use a basic process to develop writing (brainstorm, draft, revise, edit, publish)
  • Use the illustrations and photographs in a text to describe its key ideas
  • Identify labels as text features that name important things in illustrations or photographs
  • Make connections between texts and themselves, other texts, and the world
  • Decode and spell words with short e, short u, end blends, consonant digraphs th, sh, -ng
  • Participate in shared research and writing projects
  • Research information using technology
  • Write a script about a job/worker and perform it in front of the class
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1
  • Know and apply grade-level phonics and word analysis skills in decoding words
  • Produce complete sentences when appropriate to task and situation
  • Explain major differences between books that tell stories and books that give information
  • Follow agreed-upon rules for discussion
  • Recognize the distinguishing features of a sentence
  • Develop concept understanding
  • Identify and generate rhyming words
  • Read and write contractions with -’s
  • 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
  • Use context clues to determine word meaning
  • Identify captions as text features that are short descriptions giving information about a photograph
  • Draw and label a building in our community
  • With guidance and support, use digital tools to produce and publish writing
  • Write informational/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
  • Reread to help understanding of text
  • Make a collage
  • Segment spoken single-syllable words into their complete sequence of individual phonemes
  • Substitute sounds in words to form new words
  • With prompting and support, read informational texts appropriately complex for grade 1
  • Ask questions to clear up any confusion about the topics and texts in a discussion
  • Know the spelling-sound correspondences for common consonant digraphs
  • Decode two-syllable words following basic patterns by breaking the words into syllables
  • Identify closed and open syllables in words
  • Enhance fluency by using intonation to emphasize words while reading
  • Recognize and read high-frequency words
  • Identify lists as text features that provide a written set of connected items
  • Write list of ways to improve our classroom
  • Determine the meaning of antonyms and use them in sentences
  • Use irregular plural nouns
  • Use capitals and end punctuation in sentences correctly
  • Identify maps as text features that show where places are found
  • Add phonemes to words
  • Make a map of Wenonah

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games and centers, and graphic organizers.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

Writing & Language

Speaking & Listening

Critical Thinking

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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

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 norms 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.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

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

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

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.

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.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.

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

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

RL.1.6. Identify who is telling the story at various points in a text.

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).

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

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

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

L.1.1. 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.

RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize dates and names of people. B. Use end punctuation for sentences. C. Use commas in dates and to separate single words in a series. 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.

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

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. A. Use sentence-level context as a clue to the meaning of a word or phrase. B. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word. C. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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.

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).

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.1.9. 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 at grade level text complexity or above.

RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 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. D. Distinguish long and short vowels when reading regularly spelled one-syllable words. E. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

Structure, Function, and Information Processing:

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Unit 2 Week 3: Where do animals live together?

        Texts: Babies in the Bayou, Animals in the         Desert

1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.

Unit 2 Week 3: Where do animals live together?

Texts: Babies in the Bayou, Animals in the Desert, The Best Spot

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

Unit Title

Unit 3. Title: All About Time

Timeframe 

6 Weeks

Unit Summary

Throughout Unit 3, students will be utilizing an array of different comprehension skills, strategies, genres, grammar skills, high-frequency words, phonics skills and writing traits. These skills are to be taught via whole group, small group, and/or one-on-one settings.

Learning Targets

Essential Questions

  • Week 1: What Time Is It?

  • Week 2: How Do Plants Change As They Grow?
  • Week 3: What Is A Folktale?
  • Week 4: How Is Life Different Than It Was Long Ago?
  • Week 5: How Do We Get Our Food?

Enduring Understandings

Students will understand:

  • Week 1: There are many ways to measure time.
  • Week 2: Plants change as they grow.
  • Week 3: Some stories we tell are new, and some (called folktales) have been told for hundreds of years.
  • Week 4: In many ways life today is different than it was in the past.
  • Week 5: Most of the food we eat is grown somewhere before it is shipped to stores where we can buy it.

Know

By the end of this unit, students will know:

  • Oral Vocabulary: calendar, immediately, occasion, schedule, weekend, assist, bloom, grasped, spied, sprout, eventually, foolish, hero, tale, timid, century, entertainment, future, past, present, delicious, delighted, enormous, nutritious, responsibility
  • Phonemic Awareness: phoneme identity, phoneme addition, phoneme substitution, phoneme blending, phoneme segmentation, phoneme isolation, phoneme deletion
  • Phonological Awareness: alliteration, phoneme deletion, phoneme segmentation, phoneme blending, rhyme
  • Phonics/Spelling: long a (a_e), long i (i_e), soft c, soft g, dge, long o (o_e), long u (u_e), long e (e_e), oo, u
  • Structural Analysis: contractions with not, plurals, inflectional endings -ed and -ing, CVCe syllables
  • High-Frequency Words: away, now, some, today, way, why, green, grow, pretty, should, together, water, any, from, happy, once, so, upon, ago, boy, girl, how, old, people, after, buy, done, every, soon, work
  • Comprehension Strategies/Skills: make and confirm predictions, cause and effect, compare and contrast, sequence, reread for understanding, characters/setting/plot
  • Genres: fantasy, play, folktale, informational text/nonfiction
  • Fluency: intonation, phrasing
  • Writing: word choice (onomatopeoia), ideas
  • Grammar/Mechanics: verbs(past, present,future tenses), commas in a series, capitalize and underline titles of plays, is and are, commas in dates, apostrophes in contractions

Do

By the end of this unit, students will be able to:

  • Follow agreed-upon rules for discussion
  • Build background knowledge
  • Discuss the essential question
  • Recognize the distinguishing features of a sentence
  • Develop concept understanding
  • Distinguish long from short vowel sounds in spoken single-syllable words
  • Know final -e and common vowel team conventions for representing long vowel sounds
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
  • With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed
  • Use commas in dates and to separate single words in a series
  • Recognize that verbs show action
  • Ask and answer questions about key details in a text
  • Develop oral language
  • Decode regularly spelled one-syllable words
  • Read and form contractions with not
  • Identify who is telling the story at various points in a text
  • Identify characteristics of fantasy, play, folktale, and informational text genres
  • Identify characters, setting and plot (beginning, middle, end) in a story
  • Write a poem that includes sensory details
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson
  • Read grade-level text orally with accuracy, appropriate rate, and expression
  • Make and confirm predictions
  • Orally produce single-syllable words by blending sounds (phonemes) including consonant blends
  • Identify author’s word choice (onomatopoeia)
  • Use a basic process for writing (brainstorm, draft, revise, edit, publish)
  • Identify bold print as a text feature used in nonfiction to point out important information
  • Isolate and pronounce phonemes in spoken single-syllable words
  • Participate in shared research and writing projects
  • Build background knowledge
  • Research information using technology
  • Work with a partner to make a sundial and write about how it works
  • Make text connections (T-S, T-T, T-W)
  • Segment spoken single-syllable words into their complete sequence of individual phonemes
  • Describe characters, settings, and major events in a story, using key details
  • Identify the same sound in groups of words
  • Add phonemes to make new words
  • Substitute phonemes to make new words
  • Know and apply grade-level phonics and word analysis skills in decoding words
  • Recognize and read grade-appropriate irregularly spelled words
  • Read with sufficient accuracy and fluency to support comprehension
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1
  • Use context clues to determine word meanings
  • Write opinion pieces in which they introduce the topic, state an opinion, supply a reason for their opinion, and provide some sense of closure
  • Read words with inflectional endings
  • Delete phonemes to form new words
  • Identify the sequence of events in a story or play (first, then, next, last)
  • Underline and capitalize words in titles of plays
  • Identify diagrams as text features that are pictures which show the parts of something in nonfiction
  • Make a flip book to show the sequence of steps for how plants grow
  • Read plural words
  • Generate words that begin with the same initial sound (alliteration)
  • Build and decode words with long a (a_e), long i (i_e), soft c, soft g, dge, long o (o_e), long u (u_e), long e (e_e), oo, u
  • Determine the meaning of antonyms and use them in sentences
  • Identify and generate rhyming words
  • Use verbs in writing to convey a sense of past, present, and future)
  • Identify examples of cause and effects using key details from the events in a story
  • Describe how words and phrases supply rhythm and meaning in a story, poem, or song
  • Research and create a character puppet using descriptive details from a folktale and share
  • Use singular and plural nouns with matching verbs in basic sentences
  • Decode two-syllable words following basic patterns by breaking the words into syllables
  • Compare and contrast facts in nonfiction text
  • Use the illustrations and details in a text to describe its key ideas
  • Identify captions as text features used to give information about a photo in nonfiction text
  • Write a report about an everyday object used long ago and how it has changed over the years
  • Describe the connection between two individuals, events, ideas, or pieces of information in a text
  • Recognize CVCe patterns and syllables
  • Reread to build text comprehension
  • Identify the main topic and retell key details of a text
  • Identify charts and nonfiction text features that show information in a sorted format
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
  • Make a flowchart that explains the steps in the process of making a food item
  • With guidance and support, use a variety of digital tools to produce and publish writing

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games and centers, and graphic organizers.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

Writing & Language

Speaking & Listening

Critical Thinking

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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

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.

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 norms 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.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

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

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

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.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.

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

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

RL.1.6. Identify who is telling the story at various points in a text.

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).

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

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

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

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

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.

RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize dates and names of people. B. Use end punctuation for sentences. C. Use commas in dates and to separate single words in a series. 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.

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

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. A. Use sentence-level context as a clue to the meaning of a word or phrase. B. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word. C. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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

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).

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

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).

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.1.9. 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 at grade level text complexity or above.

RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 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. Distinguish long and short vowels when reading regularly spelled one-syllable words. E. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

Science Alignment with Wonders texts - Space Systems

  • *Sundial Project (Week 1)
  • Nate the Snake is Late (Week 1)
  • Teaching Poster: Morning, Noon, and Night (Week 1)
  • It’s About Time! (Week 1)

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

Unit Title

Unit 4. Title: Animals Everywhere

Timeframe 

6 weeks 

Unit Summary

Throughout Unit 4, students will be utilizing an array of different comprehension skills, strategies, genres, grammar skills, high-frequency words, phonics skills and writing traits. These skills are to be taught via whole group, small group, and/or one-on-one settings.

Learning Targets

Essential Questions

  • Week 1: How do animals’ bodies help them?

  • Week 2: How do animals help each other?
  • Week 3: How do animals survive in nature?
  • Week 4: What insects do you know about? How are they alike and different?
  • Week 5: How do people work with animals?

Enduring Understandings

Students will understand:

  • Week 1: There are many ways animals use their bodies to help themselves.
  • Week 2: Some animals cooperate and help each other.
  • Week 3: Animals have different ways they survive in nature.
  • Week 4: Insects are also called bugs. There are many kinds of insects.
  • Week 5: People work with animals in different ways.

Know

By the end of this unit, students will know:

  • Oral Vocabulary: appearance, determined, feature, predicament, relief, behavior, beneficial, dominant, endangered, instinct, communicate, provide, superior, survive, wilderness, different, flutter, imitate, resemble, protect, advice, career, remarkable, soothe, trust
  • Phonological Awareness: rhyme, phoneme categorization/blending/segmentation; phoneme identity
  • Phonemic Awareness: phoneme categorization, phoneme blending, contrast sounds, phoneme segmentation, phoneme substitution, phoneme deletion, phoneme addition
  • Phonics/Spelling: long a, long e, long o, long i, long e
  • Structural Analysis: alphabetical order, prefixes (un-, re-, pre-), open syllables, inflectional endings, compound words
  • High-Frequency Words: about, animal, carry, eight, give, our, because, blue, into, or, other, small, find, food, more, over, start, warm, caught, flew, know, laugh, listen, were, found, hard, near, woman, would, write
  • Vocabulary Words: special, splendid, danger, partner, search, seek, beautiful, fancy, clever, signal
  • Vocabulary Skills: use a dictionary, context clues: sentence clues; word categories, root words
  • Comprehension Strategies/Skills: ask and answer questions, plot sequence, main idea and key details, visualize, point of view, connections within text
  • Genres: folktale, informational text, fantasy
  • Fluency: intonation, phrasing, expression
  • Writing: word choice, organization
  • Grammar/Mechanics: was and were, apostrophes with contractions, capitalization and end punctuation, capitalize proper nouns, has and have, go and do, see and saw, underline book titles, commas in a series, adverbs that tell when

Do

By the end of this unit, students will be able to:

  • Ask questions to clear up any confusion about topics or texts in a discussion
  • Build background knowledge
  • Discuss the essential question
  • Participate in collaborative conversations with diverse partners about grade 1 topics and texts
  • Develop concept understanding
  • Ask and answer questions about key details in a text
  • Know final -e and common vowel team conventions for representing long vowel sounds
  • Identify and generate rhyming words
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
  • Recognize and read grade-appropriate irregularly spelled words
  • Decode regularly spelled one-syllable words
  • Identify the characteristics of folktale, fantasy and informational text genres
  • 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
  • Use singular and plural nouns with matching verbs in basic sentences
  • Use verbs to convey a sense of past, present, and future
  • Demonstrate correct use of was and were
  • Isolate and pronounce phonemes in spoken single-syllable words
  • Put words in alphabetical order
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
  • Describe characters, settings, and major events in a story, using key details
  • Retell a story plot with correct sequence of events (first, then, next, last)
  • Appropriately place apostrophes in contractions
  • Read on-level text orally with accuracy, appropriate rate, and expression
  • Identify examples of cause and effects using key details from the events in a story
  • Use intonation (rise of voice) when reading questions aloud.
  • Orally produce single-syllable words by blending phonemes, including consonant blends
  • Use glossaries and beginning dictionaries, both print and digital, to determine or clarify meaning or words and phrases
  • Identify author’s word choice (onomatopoeia)
  • Know and use charts to aid in understanding informational text
  • Use the illustrations and details in a text to describe its key ideas
  • With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed
  • Compare and contrast the adventures and experiences of characters in stories
  • Make text connections (T-S, T-T, T-W)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research
  • With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers
  • Use a basic process for writing (brainstorm, draft, revise, edit, publish)
  • Segment spoken single-syllable words into their complete sequence of individual phonemes
  • Know and apply grade-level phonics and word analysis skills in decoding words
  • Identify real-life connections between words and their use
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1
  • Use sentence-level context as a clue to the meaning of a word or phrase
  • Produce complete sentences when appropriate to task and situation
  • Follow agreed-upon rules for discussions
  • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
  • Use end punctuation for sentences
  • Demonstrate correct use of has and have
  • Know and use various text features to locate key facts or information efficiently
  • Identify the main topic and retell key details of a text
  • Read words with prefixes re-, un-, pre-
  • Write a report about how animals help each other (animal teams)
  • Identify frequently occurring root words and their inflectional forms
  • Identify and read words with open syllables and explain why they are open
  • Read and spell words with long a, long e, long o, long i, long e
  • Distinguish between information provided by pictures or other illustrations and information provided by the words in a text
  • Capitalize dates and names of people
  • Define words by category and by one or more key attributes
  • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
  • Research an animal habitat and make a diorama
  • Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word
  • Write opinion pieces in which they introduce the topic, state an opinion, supply a reason for the opinion, and provide some sense of closure
  • Underline titles of books
  • Use see and saw correctly
  • Read words with inflectional endings
  • Identify who is telling the story at various points in a text
  • Use clues from a story to determine a character’s point of view
  • Visualize characters, settings, and events in a story to aid comprehension
  • Use a dictionary to find word meanings
  • Identify headings as text features of nonfiction that name the topic of a part of the text
  • Research an insect and make a diagram
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading aloud
  • Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings
  • Use oral vocabulary words in sentences that show shades of meaning
  • Identify adverbs that tell when
  • Delete phonemes in words
  • Use order words in how-to sentences
  • Read captions to gain information from nonfiction texts
  • Research and make a poster showing a way animals and people work together
  • Read and write compound words
  • Identify sequence in informational text

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games and centers, and graphic organizers.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

Writing & Language

Speaking & Listening

Critical Thinking

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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

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.

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 norms 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.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

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

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

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.

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.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.

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

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

RL.1.6. Identify who is telling the story at various points in a text.

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).

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

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

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

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

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.

RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize dates and names of people. B. Use end punctuation for sentences. C. Use commas in dates and to separate single words in a series. 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.

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

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. A. Use sentence-level context as a clue to the meaning of a word or phrase. B. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word. C. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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

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.

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

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).

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.1.9. 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 at grade level text complexity or above.

RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 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. Distinguish long and short vowels when reading regularly spelled one-syllable words. E. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

Wonders-Science related texts/resources for Waves, Light & Sound:

  • Unit 4 Week 4 Decodable passages p. 48 The Bright Light

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

Unit Title

Unit 5. Title: Figure It Out

Timeframe 

6 weeks

Unit Summary

Throughout Unit 5, students will be utilizing an array of different comprehension skills, strategies, genres, grammar skills, high-frequency words, phonics skills and writing traits. These skills are to be taught via whole group, small group, and/or one-on-one settings.

Learning Targets

Essential Questions

  • Week 1: How can we classify and categorize things?

  • Week 2: What can you see in the sky?
  • Week 3: What inventions do you know about?
  • Week 4: What sounds can you hear? How are they made?
  • Week 5: How do things get built?

Enduring Understandings

Students will understand:

  • Week 1: There are many ways to sort objects.
  • Week 2: The sky above us is not empty. We see many things in the sky.
  • Week 3: There are many inventions we use every day.
  • Week 4: We are surrounded by sounds. Different sounds are made in different ways.
  • Week 5: There are many ways to build different kinds of structures.

Know

By the end of this unit, students will know:

  • Oral Vocabulary: classify, distinguish, entire, organize, startled, certain, observe, remained, thoughtful, vast, complicated, curious, device, imagine, improve, distract, nervous, senses, squeaky, volume, contented, intend, marvelous, project, structure
  • Phonemic Awareness: contrast sounds, rhyme, phoneme isolation/categorization/blending/segmentation/substitution/deletion/addition
  • Phonics/Spelling: words with ar/ur/or, dipthongs ou, ow, oi, oy
  • Structural Analysis: irregular plurals, inflectional endings -er/-est, abbreviations, final stable syllables
  • High-Frequency Words: four, none, only, large, put, round, another, climb, full, great, poor, through, began, better, guess, learn, right, sure, color, early, instead, nothing, oh, thought, above, build, fall, knew, money, toward
  • Vocabulary Words: trouble, whole, leaped, stretched, idea, unusual, scrambled, suddenly, balance, section
  • Vocabulary Skills: context clues/multiple meanings, shades of meaning/intensity, prefixes, suffixes, inflectional endings
  • Comprehension Strategies/Skills: make and confirm predictions, point of view, cause and effect, ask and answer questions, problem and solution
  • Genres: fantasy, nonfiction/biography, realistic fiction, informational text
  • Fluency: phrasing, intonation, expression
  • Writing: sentence fluency, word choice, organization
  • Grammar/Mechanics: conjunctions, capitalize proper nouns, adjectives, sentence capitalization and end punctuation, capitalize and underline book titles, prepositions/prepositional phrases, abbreviations

Do

By the end of this unit, students will be able to:

  • Follow agreed-upon rules for discussion
  • Ask questions to clear up any confusion about the topics and texts under discussion
  • Build background knowledge
  • Discuss the essential question
  • Participate in collaborative conversations with diverse partners about grade 1 topics and texts
  • Develop concept understanding
  • Make and confirm predictions
  • Isolate and pronounce phonemes in spoken single-syllable words
  • Decode regularly spelled one-syllable words
  • Recognize and read grade-appropriate irregularly spelled words
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
  • Identify characteristics of fantasy, biography, realistic fiction, and informational text genres
  • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
  • Use frequently occurring conjunctions
  • Combine sentences with and, but, or
  • Capitalize names of places
  • Ask and answer questions about key details in a text
  • Isolate and pronounce sounds in spoken single-syllable words
  • Recognize and use irregular plurals
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
  • Identify who is telling the story at various points in a text
  • Use clues in a story to determine a character’s point of view
  • Read grade-level text orally with accuracy, appropriate rate, and expression
  • Identify the sequence of events in a story
  • Orally produce single-syllable words by blending phonemes, including consonant blends
  • Use sentence-level context as a clue to the meaning of a word or phrase
  • Use a basic process to develop writing (brainstorm, draft, revise, edit, publish)
  • Use illustrations and details in a text to describe its key ideas
  • Use synonyms to expand vocabulary
  • With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed
  • Research classroom objects and categorize by function; make a graph to share information
  • Compare and contrast the adventures and experiences of characters in stories
  • Make text connections (T-S, T-T, T-W)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research
  • With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud
  • Contrast vowel sounds in words
  • Categorize words by phoneme
  • Know and apply grade level phonics and word analysis skills in decoding words
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
  • Identify real-life connections between words and their use
  • Describe characters, settings, and events in a story, using key details
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1
  • With guidance and support, demonstrate understanding of figurative language, word relationships and nuances in word meanings
  • Produce complete sentences when appropriate to the situation
  • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts
  • Recognize and generate rhyming words
  • Use frequently occurring adjectives
  • Use capitalization and punctuation in sentences
  • Read words with inflectional endings
  • Identify examples of cause and effect in the events of a story
  • Identify sequence of events in a text
  • Know and use captions to locate key facts or information in a text
  • Write sentences that provide a description of a place
  • Research things that can be seen in the sky and create an informative poster about one
  • Substitute phonemes in words
  • Delete initial phonemes to form new words
  • 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
  • Use frequently occurring affixes as a clue to the meaning of a word
  • Use oral vocabulary words
  • 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
  • Capitalize days of the week, months, and holidays
  • Use adjectives that compare
  • Recognize common abbreviations
  • Identify the problem and solution in a story
  • Recognize and read high-frequency and vocabulary words
  • Visualize what is in the text and illustrations to better understand the text
  • Identify words or phrases in stories or poems that suggest feelings or appeal to the senses
  • Identify alliteration in poetry
  • Write personal narratives about something they invented
  • Research and create a collage about an invention
  • Identify basic similarities and differences between two texts about the same topic
  • Segment spoken single-syllable words into their complete sequence of individual phonemes
  • Isolate and pronounce phonemes in spoken single-syllable words
  • Build and decode words with ar/ur/or, dipthongs ou, ow, oi, oy
  • 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
  • Use determiners (articles, demonstratives)
  • Underline book titles
  • Research sounds and how sound effects are created; create a chart with 3 examples
  • Use frequently occurring prepositions
  • Decode two-syllable words following basic patterns by breaking the words into syllables
  • Identify the main topic and retell key details of a text
  • Identify frequently occurring root words and their inflectional forms
  • Use capitalization and periods in abbreviations
  • Write an article explaining how to make something
  • Research and make a model of a bridge
  • Participate in readers’ theater

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games and centers, and graphic organizers.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

Writing & Language

Speaking & Listening

Critical Thinking

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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

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.

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 norms 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.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

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

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

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.

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.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.

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

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

RL.1.6. Identify who is telling the story at various points in a text.

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).

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

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

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

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

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.

RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize dates and names of people. B. Use end punctuation for sentences. C. Use commas in dates and to separate single words in a series. 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.

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

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. A. Use sentence-level context as a clue to the meaning of a word or phrase. B. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word. C. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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

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.

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

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).

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 and explain the application of this information with prompting as needed.

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 at grade level text complexity or above.

RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 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. Distinguish long and short vowels when reading regularly spelled one-syllable words. E. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

Wonders-Science related texts/resources for Waves, Light & Sound:

  • Unit 5 Week 2 Up in the Sky
  • Unit 5 Week 6 Reading Writing workshop  “Now, What’s That Sound” audio selection & text
  • Unit 5 Week 4 Sounds All Around
  • Now, What’s That Sound
  • The Squeaky Bed
  • Whistle for Willie
  • Shake!Strike! Strum
  • Going on A Bird Walk
  • Down on the Farm
  • Thump! Jangle! Crash!
  • Leveled Work Station Cards:  Science: Card 24 What Does It Sound Like
  • Plays/Choral Readings:
  • Shadow Dance (play and motions)
  • I Speak, I Say, I Talk               

Structure, Function, and Information Processing:

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

Unit 4 Week 1: How do animals’ bodies help them?

        Texts: Tale of a Tail, The Elephant’s Child, Bats, Bats, Bats and leveled readers

        Resources: Animal features poster T44

Unit 4 Week 3: How do animals survive in nature?

        Texts: Go Wild!, Animals in Winter, leveled readers

Unit 4 Week 4: What insects do you know about? How are they alike and different?

        Texts: Insect Hide and Seek, Meet the Insects

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Unit 4 Week 2: How do animals help each other?

        Texts: Animal Teams, A Team of Fish, and leveled readers

Unit 4 Week 3: How do animals survive in nature?

        Texts: Go Wild!, Animals in Winter, Vulture View, leveled readers

Unit 4 Week 4: What insects do you know about? How are they alike and different?

        Texts: Creep Low, Fly High

Science Alignment with Wonders texts - Space Systems

  • Interactive Read Aloud: Why the Sun and Moon Are in the Sky (Week 2)
  • Kitten’s First Full Moon (Week 2)
  • Hello, Little Dipper! (Paired read in Leveled Reader Little Blue’s Dream) (Week 2)
  • Our Sun Is a Star (Paired read in Leveled Reader Hide and Seek) (Week 2)
  • What Can You See in the Sky? (Week 4)

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

Unit Title

Unit 6. Title: Together We Can!

Timeframe 

6 weeks

Unit Summary

Throughout Unit 6, students will be utilizing an array of different comprehension skills, strategies, genres, grammar skills, high-frequency words, phonics skills and writing traits. These skills are to be taught via whole group, small group, and/or one-on-one settings.

Learning Targets

Essential Questions

Week 1: How can we work together to make our lives better?

Week 2: Who helps you?

Week 3: How can weather affect us?

Week 4: What traditions do you know about?

Week 5: Why do we celebrate holidays?

Enduring Understandings

Students will understand:

Week 1: People can work together to make things better.

Week 2: There are many people in our lives who help us.

Week 3: Weather affects us in many different ways.

Week 4: People enjoy following traditions with their families.

Week 5: People celebrate many kinds of holidays

Know

By the end of this unit, students will know:

  • Oral Vocabulary: argument, conflict, fair, risk, shift, decision, distance, inspire, respect, swiftly, creative, cycle, frigid, predict, scorching, ancient, drama, effort, movement, tradition, design, display, pride, purpose, represent
  • Phonemic Awareness: phoneme identity/segmentation/substitution, rhyme, syllable deletion, phoneme categorization/reversal/blending, syllable addition, phoneme deletion/addition
  • Phonics/Spelling: Variant vowel u, variant vowel o, three-letter blends, r-controlled vowel syllables
  • High-Frequency Words: answer, brought, busy, door, enough, eyes, brother, father, friend, love, mother, picture, been, children, month, question, their, year, before, front, heard, push, tomorrow, your, favorite, few, gone, surprise, wonder, young
  • Vocabulary Words: demand, emergency, accept, often, country, gathers, difficult, nobody, nation, unite
  • Word Study: synonyms, antonyms, similes, compound words, metaphors
  • Comprehension Strategies/Skills: reread, theme, author’s purpose, visualize, cause and effect
  • Genres: fantasy, informational nonfiction, realistic fiction
  • Fluency: dialogue, intonation, phrasing
  • Writing: sentence fluency, voice, ideas
  • Grammar/Mechanics: pronouns, capitalize I, possessive pronouns, days/months/holidays, commas in dates and letters, using I and me, adverbs that tell how, abbreviations

Do

By the end of this unit, students will be able to:

  • Ask questions to clear up any confusion about the topics and texts in a discussion
  • Build background knowledge related to a concept
  • Discuss the essential question
  • Participate in collaborative conversations with diverse partners about grade 1 topics and texts
  • Develop concept understanding
  • Reread text to help comprehension
  • Isolate and pronounce phonemes in spoken single-syllable words
  • Decode regularly spelled one-syllable words
  • Recognize and read grade-appropriate irregularly spelled words
  • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
  • Recognize the characteristics of fantasy, informational nonfiction, and realistic fiction genres
  • With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details, to strengthen writing as needed
  • Use personal, possessive, and indefinite pronouns
  • Ask and answer questions about key details in a text
  • Segment spoken single-syllable words into their complete sequence of individual phonemes
  • Read words with suffixes -ful, and -less
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson
  • Understand and identify the theme of a story
  • Read grade-level test orally with accuracy, appropriate rate, and expression
  • Recognize the point of view of a character in a story
  • Identify and generate rhyming words
  • Identify and generate synonyms and antonyms for given words
  • Identify cause and effect in a text
  • Capitalize the pronoun “I”
  • Use the illustrations and details in a text to describe its key ideas
  • Read words with inflectional endings
  • Delete syllables in words to form new words
  • Participate in shared research and writing projects
  • Research and write about ways to make our school better
  • Compare and contrast the adventures and experiences of characters in stories
  • Make connections to text (T-S, T-T, T-W)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research
  • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
  • Identify frequently occurring root words and their inflectional forms
  • Know and apply grade-level phonics and word analysis skills in decoding words
  • Use frequently occurring affixes as a clue to the meaning of a word
  • Identify real-life connections between words and their use
  • Read on-level text orally with accuracy, appropriate rate, and expression
  • Describe characters, settings, and events in a story, using key details
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1
  • Produce complete sentences when appropriate to task and situation
  • Use high-frequency and vocabulary words
  • Read and spell words with variant u, variant o, three-letter blends, and r-controlled vowels
  • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts
  • Write sentences of varying lengths
  • Follow agreed-upon rules for discussion
  • Capitalize dates and names of people
  • Write thank-you notes
  • Reverse sounds to form new words
  • Identify the main purpose of a text, including what the author wants to answer, explain, or describe
  • Identify days, months and holidays in sentences
  • Describe the connection between two individuals, events, ideas, or pieces of informational text
  • Identify the problem and solution in a story
  • Orally produce single-syllable words by blending phonemes, including consonant blends
  • Decode two-syllable words following basic patterns by breaking the words into syllables
  • Use context clues to determine meanings of unknown words
  • Research and conduct interviews to create a newspaper about people who help us
  • Identify basic similarities in and differences between two texts on the same topic
  • Blend words with silent letters wr, kn, gn
  • Write a friendly letter
  • Visualize the events in a text to help comprehension
  • Recognize and generate compound words
  • Use commas in dates and to separate single words in a series
  • Substitute sounds in words
  • Explain the meanings of simple similes and metaphors in context
  • Know and use various text features to locate key facts or information in a text
  • Research tornadoes and make a model of one
  • With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers
  • Know the spelling-sound correspondences for common consonant digraphs
  • Recognize smaller words in compound words
  • Read with sufficient accuracy and fluency to support comprehension
  • With guidance and support, demonstrate understanding of figurative language, word relationships, and nuances in word meaning
  • Understand multiple-meaning words
  • Add syllables to words
  • Read and build words with three-letter blends
  • Use knowledge of the meaning of individual words to predict the meaning of compound words
  • Distinguish information provided by pictures or other illustrations and information provided by the words in a text
  • Use a basic process for writing (brainstorm, draft, revise, edit, publish)
  • Research a tradition and make an informative poster
  • Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings
  • Use various types of sentences
  • Reverse phonemes to form new words
  • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
  • Identify adverbs that tell how
  • Use capitalization and periods in title abbreviations
  • Research and write a report about a holiday
  • 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
  • Participate in reader’s theater

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met through a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, close reading, reader’s theater, literacy/grammar games and centers, and graphic organizers.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

Writing & Language

Speaking & Listening

Critical Thinking

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

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

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.

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 norms 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.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

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

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

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.

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.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

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.

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

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

RL.1.6. Identify who is telling the story at various points in a text.

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).

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

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

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

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

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.

RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize dates and names of people. B. Use end punctuation for sentences. C. Use commas in dates and to separate single words in a series. 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.

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

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. A. Use sentence-level context as a clue to the meaning of a word or phrase. B. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, - less) as a clue to the meaning of a word. C. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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

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.

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

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).

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 and explain the application of this information with prompting as needed.

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 at grade level text complexity or above.

RF.1.1. Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills. A. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 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. Distinguish long and short vowels when reading regularly spelled one-syllable words. E. Decode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

Science Alignment with Wonders texts - Space Systems

  • Snow Day (Week 3)
  • Heat Wave (Week 3)

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)