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Unit 12Unit Name: Art in Motion
Big Idea: How can you show your creativity?		Unit pacing: 3 Weeks
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Unit Overview and Enduring UnderstandingsIn Unit 12, students explore how movement, music, and performance connect people and cultures around the world. Through texts about music, dance, and theater, students reflect on the sounds instruments make, the importance of balance in dance, and the many roles involved in performing a play. Essential questions guide their thinking, such as: What instrument would you like to play? Why do people dance differently around the world? What songs do you like to sing?

Students will practice decoding and spelling words with vowel sounds like /o͞o/ (moon), /oo/ (book), /ow/ (cow), /aw/ (saw), and /oi/ (boil), and build fluency using decodable texts. They'll also study word parts such as base words, prefixes (un-, re-), and suffixes (-ing, -ed) to strengthen vocabulary and word recognition.

In reading, students will work with a variety of genres including historical fiction, poetry, adventure stories, explanatory texts, and plays. They will apply comprehension strategies like predicting, visualizing, comparing and contrasting, and identifying cause and effect, while analyzing story elements such as plot, setting, character, and point of view.

In writing, students will plan, revise, and publish both news stories and creative narratives, focusing on grammar skills like capitalization, punctuation, prepositions, conjunctions, and word choice (synonyms and antonyms). Handwriting practice will include correct formation of uppercase letters (K, M, V, W, X, Y, J, Z), with attention to spacing and size for clarity.

This unit celebrates creativity in motion, encouraging students to express themselves and appreciate how art brings people together across different forms and cultures.
LESSON 1: May 17- 21, 2027
LESSON 2: May 24- 27, 2027
LESSON 3: May 24- 27, 2027

LAST DAY OF CLASS: May 27, 2027
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Essential QuestionsFoundational Skills:
1. How do different vowel patterns change the way a word sounds and is spelled?
2. Why is blending sounds important when we read new words?
3. How does reading words with patterns help us become more fluent readers?
4. How can adding prefixes or endings to a base word change its meaning?
5. Why is it helpful to know the parts of a word, like prefixes, base words, and suffixes?


Reading Elements & Comprehension Strategies:
1. How do performing arts help people express ideas, feelings, and stories?
2. How do reading strategies like predicting, visualizing, and summarizing help us understand a text?
3. What can we learn by exploring different story elements like characters, setting, and plot?
4. How does learning new vocabulary help us better understand what we read and communicate clearly?
5. How are different types of texts—like poems, plays, and adventure stories—organized, and why does it matter?		Writing:
1. How do the steps in the writing process help improve my work?
2. Why is it important to revise and edit what I write?
3. How can spelling patterns help me become a better reader and writer?
4. Why does neat handwriting matter when I share my ideas?
5. How do grammar and punctuation help others understand my writing?
6. What makes a sentence complete and clear?
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Content DomainEssential StandardsSupporting StandardsConceptsSkillsStrategies/ ModelsVocabularyEvidence of MasteryAssessmentsDistrict Aligned Resources
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Foundational Skils1.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words.


1.RF.3.f Recognize and read grade‐appropriate irregularly spelled words.

1.RF.4 Read with sufficient accuracy and fluency to support comprehension

1.RF.4.a Read on-level text with purpose and understanding.

1.RF.4.b Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.

1.RF.4.c Use context to confirm or self‐correct word recognition and understanding, rereading as necessary
Vowel sounds can be spelled in different ways, and recognizing these patterns helps us read and spell words correctly.

Blending sounds helps us read new words more smoothly and understand how letters work together.

Reading words with vowel patterns and practicing them in decodable texts helps us become more fluent readers.

Base words can change meaning when we add prefixes or endings, and knowing these parts helps us understand and build new words.

The base word is the main part of the word that carries the core meaning.

A prefix is added to the beginning of a word to change its meaning.

A suffix is added to the end of a word to change how it's used or what it means.

Knowing how to break a word into its parts helps us figure out what it means and how to spell or read it.

Review and practice vowel sounds including /o͞o/ (as in moon), /oo/ (as in book), /ow/ (as in cow), /aw/ (as in saw), and /oi/ (as in boil).

Blend, read, spell, and write words that contain these vowel patterns to support decoding and word recognition.

Build fluency by reading decodable texts that reinforce these target sounds.

Review and apply knowledge of base words, prefixes, and suffixes to build and read new words.

Blend and read words with common word parts and spell and write words using base words, common prefixes (e.g., un-, re-), and common endings (e.g., -ing, -ed).
Sound Sorting Activities: Students categorize words by vowel sounds (e.g., /oo/ vs. /o͞o/, /ow/ vs. /oi/).

Word Family Charts: Build word lists around vowel sounds and diphthongs (e.g., "cow," "how," "now").

Elkonin Boxes & Sound Mapping: Segment and map vowel sounds within words.

Tactile Spelling: Use sand trays or magnetic letters to spell words with vowel teams.

Interactive Word Walls: Organize by vowel sounds and include visuals.

Mini-Lessons on Word Structure: Break down words into base words, prefixes (un-, re-) and suffixes (-ing, -ed).

Affix Word-Building Games: Create new words using base words and affixes.

Repeated Reading of Decodable Texts: Focused fluency practice with target vowel patterns and affixes.





HIGH FREQUENCY WORDS

Lesson 1 (Week 1):
N/A

Lesson 2 (Week 2):
N/A

Lesson 3 (Week 3):
N/A 		TSWBAT blend, read, and spell words containing /o͞o/, /oo/, /ow/, /aw/, and /oi/ with 90% accuracy in word work and independent tasks.

TSWBAT read decodable texts fluently using vowel team and diphthong patterns, demonstrating accuracy and expression.

TSWBAT identify, define, and build new words using base words and common prefixes and suffixes in at least 4 out of 5 attempts.

TSWBAT spell and write words with targeted affixes (-ing, -ed, un-, re-) accurately in dictation and writing tasks with 80% success.		Phonics Quizzes: Identify and spell words with /oo/, /o͞o/, /ow/, /aw/, and /oi/ vowel sounds.

Word Part Application Checks: Students decode and define words with prefixes and suffixes.

Dictation Sentences: Include target vowel patterns and affixed words.

Reading Fluency Checks: Oral reading of decodable texts with attention to accuracy and rate.

Spelling Tests: Weekly assessment of words with target vowel sounds and affixes.

Word Sorting Exit Tickets: Quick checks for sound and spelling pattern identification.

DIBELS

GALILEO Tests		Week 1:
Decodable 112:
Brave Tony

Week 2:
Decodable 113:
Camping Out

Week 3:
Decodable 114:
Andy Lee
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Reading Elements and Comprehension Strategies1.RI.10 With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1.

1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)
1.RI.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.

1.SL.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

1.L.1.b Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.).

1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Using reading strategies such as predicting, questioning, visualizing, and summarizing helps us understand what we read.

Understanding the characters, plot, setting, and author’s purpose helps us think deeply about stories and texts.

Identifying cause and effect, comparing and contrasting, and recognizing the sequence of events help us organize and explain ideas in a text.

We can figure out the meaning of new words by using clues from the story and from what we already know.

Reading with accuracy, expression, and the right pace helps others understand and enjoy what we’re reading.

Different types of texts—like fiction, poetry, informational writing, and plays—have unique features that help us understand how they work.

Knowing how a text is organized helps us find important information and understand the author’s message.		Read and discuss multiple genres, including historical fiction, poetry, adventure tales, explanatory texts, and plays.

Apply comprehension strategies such as predicting, asking and answering questions, visualizing, summarizing, making inferences, clarifying, making connections, comparing and contrasting, and identifying cause and effect, sequence of events, and main idea and details.

Analyze story and text elements, including character, plot, setting, point of view, language use, author’s purpose, and structure.

Develop and apply vocabulary through repeated exposure in reading, discussion, and writing.

Use context clues and vocabulary strategies to understand and apply new words across selections.

Build fluency by practicing reading with accuracy, expression, automaticity, appropriate rate, and prosody.

Reread selections to strengthen fluency and comprehension.

Genre Anchor Charts: Display characteristics of genres (historical fiction, plays, explanatory texts, etc.).

Graphic Organizers:
1.) Story Map (character, setting, plot)
2.) Sequence Chain (events)
3.) Cause & Effect Chart
4.) Main Idea & Details Web
5.) Venn Diagram (compare/contrast)

Think-Alouds: Model predicting, visualizing, clarifying, and making inferences.

Text Marking/Annotation: Highlight clues for author’s purpose, point of view, or important vocabulary.

Vocabulary Word Banks: Collect and use new words across reading and writing.

Context Clue Practice: Use surrounding words to define unfamiliar vocabulary.

Choral Reading & Echo Reading

Reader’s Theater: Practice plays and dialogues to build expression and prosody.

Timed Repeated Readings: Track growth in rate and accuracy.
VOCABULARY WORDS

Lesson 1 (Week 1):
hesitate, orchestra, jazz, suburb, miles, plunk, funny, performed, ballad, flew, audience, strummed

Lesson 2 (Week 2):
quest, scenic, link, innovation, difficult, flip, balance, distribute, center of gravity, exercise

Lesson 3 (Week 3):
stage, script, crew, theaters, roles, production, film, rehearse, stomp, deep		TSWBAT identify and compare characteristics of historical fiction, poetry, plays, and explanatory texts using genre anchor charts and text evidence.

TSWBAT apply comprehension strategies (predicting, summarizing, inferring, etc.) during guided reading and independent tasks with at least 80% accuracy.

TSWBAT analyze story elements (character, plot, setting, author’s purpose) by completing structured graphic organizers and discussion prompts.

TSWBAT define and apply 5–7 new vocabulary words in discussion and writing per week using context clues and word-learning strategies.

TSWBAT read aloud with 95% accuracy, appropriate pacing, and expressive prosody as measured by a fluency rubric and repeated readings.		Comprehension Quizzes: Literal and inferential questions across genres.

Fluency Rubrics: Rate, accuracy, prosody, expression checks during oral readings.

Genre Sort Activities: Classify texts by structure and purpose.

Vocabulary Application Tasks: Use new words in writing or match with context definitions.

Graphic Organizer Completion: Sequence events, identify main idea, etc.

Exit Tickets: Quick checks on strategy application (e.g., “What is the main idea?”).

GALILEO Tests		Lesson 1 (Week 1)
Title: "Start Up the band!"
Poetry: "Singing-Time and Rock and Roll the Week Away".

Lesson 2 (Week 2)
Title: "The Quest for Steps"
Title: "A Balanced Art"

Lesson 3 (Week 3):
Title: "Let's Set the Stage!"
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Writing1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).
1.W.7 With guidance and support from adults, 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).Writing is a multi-step process that includes planning, drafting, revising, editing, and publishing.

Revising helps improve the ideas and organization of a written piece.

Editing focuses on correcting grammar, capitalization, and punctuation for clear communication.

Spelling patterns can be practiced through pretests, corrections, and repeated application.

Using accurate spelling supports both reading and writing development.

Proper formation of uppercase letters and consistent letter size and spacing improve writing legibility.

Handwriting practice reinforces fine motor skills and written communication clarity.

Understanding grammar elements such as conjunctions, prepositions, contractions, and capitalization supports sentence construction.

Recognizing and using synonyms and antonyms builds vocabulary and improves expression.

Sentences can be simple or compound and should include correct punctuation and connecting words.

Revise and edit news stories and make-believe narratives to improve clarity and organization.

Plan, draft, and publish written pieces using the steps of the writing process.

Take spelling pretests, identify errors, and practice correcting misspelled words.

Form uppercase letters (K, M, V, W, X, Y, J, Z) correctly and control size and spacing for neat handwriting.

Review and apply grammar skills such as capitalization, commas, conjunctions, prepositions, contractions, synonyms, and antonyms.

Produce simple and compound sentences with correct punctuation.		Graphic Organizers:
1.) Story Map for make-believe narratives
2.) Inverted Pyramid or 5Ws chart for news stories

Model Texts & Sentence Frames: Show structure and language of strong narrative and news writing.

Peer & Self-Editing Checklists: Focus on clarity, punctuation, and grammar during revision.

Mini-Lessons: Target specific grammar skills (e.g., conjunctions, contractions).

Color-Coding Revision: Highlight changes in sentence types, added details, or punctuation corrections.

Spelling Pretest/Posttest Routine: Identify patterns and common errors weekly.

Word Sorts & Word Hunts: Group misspelled words by pattern (e.g., long vowels, contractions).

Skywriting & Letter Formation Practice: Model and trace uppercase letters with guided strokes.

Handwriting Journals: Daily short writing for spacing, alignment, and legibility practice.		Lesson 1 (Week 1)
Spelling Words:
book, good, droop, noon, spoon, goose, room, shook, wood, stood

Lesson 2 (Week 2)
Spelling Words:
sound, round, couch, join, coin, boil, soil, spoil, shout, spout

Lesson 3 (Week 3)
Spelling Words:
likes, liked, opens, opened, parts, parted, chases, chased, plays, played
TSWBAT revise and edit narrative and news stories to improve clarity, grammar, and sentence variety using peer or teacher feedback.

TSWBAT plan, draft, revise, and publish a complete narrative or news story that follows a logical structure with proper conventions.

TSWBAT identify and correct spelling errors with at least 80% accuracy in posttests.

TSWBAT form uppercase letters (K, M, V, W, X, Y, J, Z) legibly with correct size and spacing in daily handwriting practice.

TSWBAT apply grammar rules (capitalization, commas, contractions, conjunctions, synonyms, antonyms, prepositions) in writing with 80–90% accuracy.

TSWBAT write complete simple and compound sentences with proper punctuation as measured by writing samples and grammar checks.

Writing Rubrics: Score clarity, organization, conventions, and sentence variety.

Spelling Tests: Weekly posttests targeting individualized spelling goals.

Grammar Quizzes: Multiple choice or sentence correction tasks (capitalization, conjunctions, etc.).

Handwriting Checks: Evaluate legibility, spacing, and letter formation using a rubric.

Published Final Drafts: Review of writing with all writing process steps complete.

Handwriting without tears ( Students edition)
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