First Grade - Unit 2

Amazing Living Things  

Unit 2 LA Standards

Science Standards

   

Managing Student Work in Labs

Informational Questioning Stems

Literature (Narrative) Questioning Stems

                                               

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

Person, place, thing 

Possessive Nouns ppt


Caps For Sale Plural Lesson

Making Singulars Into Plurals

Plurals Online Game

Nouns and Adjectives

Nouns, Verbs, and Determiners

Shades of meaning in Words

Write Complete Sentences

Commas in Series of Nouns

Using Context Clues

 

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

Late for School

Long and Short Vowels

Teaching Long Vowel Sounds

Long Vowel Lesson

Consonant Digraphs

Digraphs Online

Within Word 

CVCe Lesson Resources

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.

 

Suggested Narrative Texts

        

Suggested Informational Texts

Narrative Text Structure

Central Message in Literature

First/Next/Then/Finally Graphic Organizer

Animal Resources   

How To Make A Story Map

Compare/Contrast Familiar Stories  

Information about Text Structures 

 

Main Idea Lesson & Graphic

Organizer     

Infrostructures   

The Snail Lesson Plan  

 

Matisse Presentation  

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

Suggested Texts (Plants)

Suggested Narrative Texts

Suggested Informational Texts

The Important Thing

How Do I Resemble My Parents?

Animals/Offspring

Babies with the Mothers

Shared Research Report Organization

Narrative Writing

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

Five Animal Classifications

Butterfly Unit

3-Column Chart

Compare/Contrast Animals in Classifications

Very Hungry Caterpillar