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 4. Title: Animals Everywhere 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:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Interactive Group Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology 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)
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 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. |
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
| |
| 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. | ||
| 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. | ||
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D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 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. | ||
| 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. | ||
| ||
Modifications/Accommodations (IEPs, ELLs, 504s, GT & Basic Skills ) | |||
|
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:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Interactive Group Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology 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)
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 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 |
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
| |
| 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. | ||
| 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. | ||
| ||
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 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. | ||
| 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. | ||
| 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. | |
Modifications/Accommodations (IEPs, ELLs, 504s, GT & Basic Skills ) | |||
|
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Interactive Group Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology 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)
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 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
|
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
| |
| 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. | ||
| 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. | ||
| ||
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 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. | ||
| 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. | ||
| ||
Modifications/Accommodations (IEPs, ELLs, 504s, GT & Basic Skills ) | |||
|
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Interactive Group Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology 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)
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 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:
|
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
| |
| 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. | ||
| 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. | ||
| ||
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 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. | ||
| 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. | ||
| ||
Modifications/Accommodations (IEPs, ELLs, 504s, GT & Basic Skills ) | |||
|
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 |
| ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Interactive Group Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
| |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
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 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:
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
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| By the end of 4th grade,
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Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
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| 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. | ||
| 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. | ||
| 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. | ||
| 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. | ||
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
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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. | ||
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Modifications/Accommodations (IEPs, ELLs, 504s, GT & Basic Skills ) | |||
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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:
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Do | By the end of this unit, students will be able to:
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Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Interactive Group Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
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Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
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 Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading
Writing & Language
Speaking & Listening Critical Thinking
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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
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| By the end of 4th grade,
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Technology Standards - 8.1 | ||
K-2 Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
| |
| 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. | ||
| 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. | ||
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D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 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. | ||
| 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
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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. | ||
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Modifications/Accommodations (IEPs, ELLs, 504s, GT & Basic Skills ) | |||
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