First Grade - Unit 2
Amazing Living Things
Essential Questions | “I Can” Statements & Assessments | Instructional Activities | Lesson Resources |
1. What concepts of language are needed to read first grade texts? | This means I can identify and use conventions of standard English grammar and usage in writing and speaking. | -write using common, proper, and possessive nouns correctly -understand and use plural nouns and matching verbs -identify and use frequently occurring adjectives and determiners -use verbs to convey a sense of past, present, and future -demonstrate understanding that words have different degrees of intensity -identify words or phrases that suggest feeling or appeal to the senses -capitalize dates, names of people, pronoun “I”, and first word in sentences -use commas in a series of nouns and in dates -use context clues in text to help understand the meanings of new words -define words by category and by one or more key attributes | Possessive Nouns ppt
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2. What phonics and phonemic awareness skills are needed to read first grade texts? | This means I can demonstrate understanding of phonics and phonological skills when decoding first grade text. | -demonstrate understanding of spoken words, syllables, and sounds (phonemes)
-distinguish long from short vowel sounds in spoken single-syllable words -know final –e and common vowel teams for long vowel sounds -know and use common consonant digraphs (sh, ch, th, wh, ph, kn, wr) | First Grade Phonics/Word Study Scope & Sequence Sounds, Vowels (short & long), Syllables, Digraphs, word |
3. What is meant by a central message and a main idea in texts? | This means I can demonstrate an understanding of the central message or main idea and determine key details in a text. | -read a variety of literature about living things, identifying main ideas and details in each -understand and explain story structure -recognize and identify event sequencing in literature (narrative) texts about living things -retell stories focusing on characters, settings, and events in proper sequence -compare and contrast characters, settings, and events in familiar stories
-explore and explain informational text structures/text features -identify the main idea and key details in informational texts -locate text informational text features to find information about parents and their offspring -explain how illustrations, photographs, and other graphics provide additional information -explore and write about how Matisse created the mural The Snail.
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First/Next/Then/Finally Graphic Organizer Compare/Contrast Familiar Stories Information about Text Structures
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Utah State Science Core Curriculum Standards
Enduring Understanding: Students will communicate their observations about the similarities and differences between offspring and between populations. |
Essential Questions | “I Can Statements” & Assessments | Instructional Activities | Lesson Resources |
4. What are the similarities between parents and their young? | This means I can observe and explain how living things (plants and animals) resemble their parents. | -read informational texts about plants and animals and identify parents and their young -identify the key details the author gives to support the main idea in a text -with guidance and support revise and add details to writing -participate in shared research | Shared Research Report Organization Reader’s Theaters about animals |
5. What are additional things I can learn about animals? | This means I can analyze the individual similarities and differences within and across larger groups of animals. | -explore and explain the five animal classifications -classify animals based on characteristics -compare and contrast different animal classification groups | Compare/Contrast Animals in Classifications |