ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS …fspsliteracy.pbworks.com/w/file/fetch/57995538/1st Grade Unpacking... · time the book ends, ... english language arts common

CCSS STANDARD UNPACKING

Reading Literature

Key Ideas and Details

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

Students will: • Determine what words mean from how they are used in a sentence, heard or read. • Predict what might happen next in a reading selection. • Relate information and events in a reading selection to life experiences and life

experiences to the text. • Participate in a group response to a given piece of literature that connects:

a) text to self (personal connection). b) text to world (social connection). c) text to text (compare within multiple texts).

• Compare a prediction about an action or event to what actually occurred within a text.

• Ask relevant questions in order to comprehend text. • Share ideas, information, opinions and questions. • Listen and respond to stories, poems and nonfiction. • Participate in group discussions. How? • Use questions and prompts such as:

• Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story?

• Can you tell me where the story took place? • Teachers provide a graphic organizer (e.g., hand print: each finger represents an

element who, what, where, when, why and how is the palm). • Teachers provide samples for students to rehearse with a partner (e.g., “Who was in

the story?” “Where did the story take place? “How did the story end?). • Teachers post question words (who, what, where, when, why, and how) in the room

ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS GRADE 1

as a reminder before, during and after reading. • Teachers include partner sharing, “Let’s discuss what we just read. Turn to your

elbow buddy and take turns asking your buddy questions beginning with the words on the board.”

• Students select and generate questions from the graphic organizer pertaining to a story.

• As you read the book Tomas and the Library Lady by Pat Mora and Raul Colon, pause periodically and encourage students to ask questions. By using, “I wonder” as the beginning of the question, have students predict what is coming next in the story and clarify understanding. Use sticky notes or white boards to keep each child engaged in the questioning.

CCSS STANDARD UNPACKING Reading Literature

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

Students will: • Retell or re-enact a story, placing the events in the correct sequence. • Sequence a series of events in a literary selection, heard or read. • Identify words that the author selects in a literary selection to create a graphic visual experience. How? • Use questions and prompts such as:

• Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story?

• Can you tell me where the story took place? • Can you tell me the important things that happened in the story? • Choose a fantasy read-aloud, such as Finn Family Moomintroll by Tove Jansson.

Continuing to focus on the retelling of fiction, give the children the opportunity to retell the previous chapters by allowing them to choose an object to prompt the retelling. For example, when the black hat appears, find a small black hat (or cut it out of black paper) and put it into the retelling basket. Before each reading time, have the students retell the story using the gathered objects as prompts for remembering characters and events. By the time the book ends, you will have an object for each chapter or key event in the book—and the students will be efficient storytellers.

• 5Ws Use a light-colored glove that has the five Ws (who, what, when, where, why) written on the fingers. Use this as a visual cue for students to ask and answer the five Ws of the selected text. As they share the story, they indicate by wiggling the finger of the question they are answering. Once they become confident doing this, a large graphic organizer of a glove can be used in student-led small groups.



Reading Literature


CC.RL.1.3. Describe characters, settings, and major events in a story, using key details.

Students will: • Identify the plot of a literary selection, heard or read. • Describe characters (e.g., traits, roles, similarities) within a literary selection,

heard or read. • Sequence a series of events in a literary selection, heard or read. • Compare events, characters and conflicts in literary selections from a variety of

cultures to their experiences. How? • Use questions and prompts such as:

• Can you tell me the important things that happened in the story? • Who are the characters in the story? What do you know about them? • Teachers provide a graphic organizer to help students identify character,

setting, and major events supported with details. • Tell the students that fables are stories that teach us a lesson. The characters in

the story are usually animals and have one main characteristic. Read the familiar fable, “The Tortoise and the Hare.” Ask students what they can tell you about the tortoise. (He’s slow, but steady.) What can they tell about the hare? (He’s fast, but undependable.) Create a chart with cells for the title, characters (with one characteristic each), setting, key events (i.e., from the beginning, middle, and end), and the lesson learned (i.e., the moral of the story). As you read each fable in this unit, continue to fill in the chart. Give students more and more responsibility for filling in the characters, setting, and key events of a fable. Assess understanding at the end of the unit by reading a fable and then have each child write or dictate the entries on his or her own chart.

• It Reminds Me Of Create a chart with two empty boxes, one on the far right and another on the


far left side of the page. Place an arrow between them. Label one box The Book and the other My Life. Label the arrow It reminds me of. After reading a book, have students illustrate a favorite part in the first box and illustrate the connection they made to that part in the second box.

The Book It reminds me of My Life


Reading Literature

Craft and Structure

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

Students will: • Identify words that the author selects in a literary selection to create a graphic

visual experience. • Begin to look at how words are used in a text by naming words and phrases that

contribute to the feeling of the poem or story. How? • Use questions and prompts such as:

• Can you find the feeling words in this poem/story? • Author’s Impact

Read poetry aloud. Write text of a poem on large chart paper. Highlight sensory words and phrases that listeners identify. Discuss how the use of these words makes the reader feel.

• Read Aloud Find books with exaggerated language such as My Dad by Anthony Browne and A Million Fish More or Less by Patricia McKissack. Encourage students to ask and answer questions about the ways the authors use words to get the reader’s attention and help the reader understand ideas presented in text.

Word How it sounds, feels, looks, smells... Rain Pitter-patter, splash, driving sleet-like rain, Hot Scorched, blistering, Africa-hot,

These can be single words, phrases, or the rhythm of the text that create a sensory experience (e.g., “the hot sidewalk scorched the bottoms of his feet”, “pitter-patter”). • Read The Wizard of Oz by L. Frank Baum aloud to the class. As students meet

each character in the text, guide them to think about the character’s feelings and how the author shows us how the character feels. Discuss how the author helps us


use our senses to see, smell, feel, hear, and even taste while we are reading a book. As you read aloud, model the way you are drawn to use your senses. For example, in the second paragraph of chapter one, the author describes Kansas so that you can “see” the countryside clearly. Then he goes on to describe Aunt Em, Uncle Henry, Toto, and Dorothy, with a focus on their feelings.


Reading Literature

Craft and Structure

CC.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.

Students will: • Determine whether a literary selection, heard or read, is realistic or fantasy. • Identify differences between fiction and nonfiction. How? • Use questions and prompts such as:

• Is this book an informational book or a story book? How do you know? • Teachers read a fiction story and an expository book (The Mixed-Up Chameleon

by Eric Carle, and Chameleons in the Garden by Mary Lovein. One tells a story and the other gives information. Students identify the clues that support the differences between fiction and nonfiction (e.g., bears wearing clothes, people don’t fly like birds).

• Throughout this unit, students are reading from a variety of texts: stories, poems, and informational texts. When you have a ten-minute block, play “I Spy” with the children (e.g., “I spy an informational book,” “I spy a non-fiction book”). The students then have to guess which book you are looking at in the display of unit books.

• Compare and Contrast Texts The teacher locates and reads aloud a fiction and nonfiction book on the same topic. Use a T-Chart to list elements specific to each genre. Identify examples of the elements from each book that illustrate each element listed.



Reading Literature

Craft and Structure

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

Students will: • Identify the speaker or narrator in a literary selection. How? • Use questions and prompts such as:

• Who is telling the story in this part of the book? • Teachers model changing a passage from narrative to dialogue: Narrative:

She went to town. Dialogue: “I’m going to town.” • When reading aloud to students, model using different voices to help

students identify who is speaking throughout the story. • As students read independently, remind them that different characters often

tell the story at different times in a book. Using a book such as Mouse Tales by Arnold Lobel, allow the students to re-read parts of the text where the weasel speaks, where the mouse speaks, and where the narrator tells the story. Provide a bowl of raw elbow macaroni at each table. Ask students to use the macaroni to cover the quotation marks in the book, reminding them that it means someone is speaking. Assigning the parts to three readers will show others how dialogue works in literature.



Reading Literature

Integration of Knowledge and Ideas

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

Students will: • Use pictures and details in a story to tell about characters, setting, and events. • Identify elements of a story, including characters, setting, and key events. • Describe characters (e.g., traits, roles, similarities) within a literary selection,

heard or read. • Sequence a series of events in a literary selection, heard or read. How? • Use questions and prompts such as:

• Can you find an illustration or part that shows the main character? • Can you find an illustration or part that shows the setting? • Can you find an illustration or part that shows the problem in the story?

• Teachers post pictures and ask for descriptions of characters, setting or events presented. Students make connections between the details and the illustrations and the text. Illustrations add to, enhance, and/or clarify the meaning of the text.

• Create pairings of books that are literary and informational such as George Washington and the General’s Dog by Frank Murphy and Richard Walz and the Rookie Biography of George Washington by Will Mara. Discuss how you read a story and a biography about the same character/historic person. Talk about how these two books connect to each other. How were the books the same? How were they different? In this unit, there are numerous potential book pairings among the biographies, fictional stories, and even a fictional story written by the historical person himself (Benjamin Franklin). This is an opportunity to show the different characteristics of genre. This is also important to do within one book, explaining how events in the life of a person connect to each other.

• Picture Walk Teach and model how to take a picture walk to preview a text before reading.


This includes using the pictures to make predictions about what might happen and then checking those predictions as they read. After reading, students use the pictures to prompt their retelling of characters, setting and events.


Reading Literature


CC.RL.1.8. (Not applicable to literature) Students will: How?



Reading Literature


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

Students will: • Compare (and contrast) literary elements across stories, including plots,

settings, and characters. • Continue to build on character development by looking at similarities and

differences in characters‟ experiences in stories. How? • Use questions and prompts such as:

• What is the same about the characters in the two stories? What is different? • What happened to the characters that is the same? What is different? • Did the characters solve the problem in different ways? If so, how?

• Comparison and contrast of adventures and experiences may be done within a single story such as Amelia Bedelia by Peggy Parish), across stories in the same series If You Give a Moose a Muffin and If You Give a Mouse a Cookie by Laura Numeroff, or across separate stories such as Frog and Toad by Arnold Lobel and George and Martha by George Marshall.

• Tell the students that the Indian fable, “The Blind Men and the Elephant” is the original telling of a fable more commonly known as “Seven Blind Mice.” Read the original story by Karen Backstein first and then read Ed Young’s “Seven Blind Mice.” (Read aloud to students, or they may read on their own if they are able.) As the two fables are added to the fable story chart, ask the students to explain how these two stories are the same and how they are different.

• Character Comparison Read aloud and compare two books about similar characters. After reading, create a word/picture bank to describe each character. Use this bank to compare/contrast the lives/experiences of the characters (i.e., Venn


Diagram, T-Chart, etc.). After revisiting the books, students and the teacher create timelines to compare/contrast the life experiences of these characters.


Reading Literature

Range of Reading and Level of Text Complexity CC.RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Students will: • Consistently read grade-level text with at least 90 percent accuracy. • Read aloud with fluency in a manner that sounds like natural speech. • Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by

responding to the rhyme and rhythm. • Read aloud from familiar prose and poetry with fluency and appropriate

rhythm, pacing, intonation, and vocal patterns. • Participate in writing simple poetry, rhymes, songs or chants. How? • Prose is a type of literature without a formal pattern of verse or meter (not

poetry). Poetry may include structure, meter and rhyme. • Teachers include a poem or prose for the week that is pertinent to the themes

being studied. • Students read poems associated with national holidays highlighted in Social

Studies. • Tell the students that the Indian fable, “The Blind Men and the Elephant” is the

original telling of a fable more commonly known as “Seven Blind Mice.” Read the original story by Karen Backstein first and then read Ed Young’s “Seven Blind Mice.” (Read aloud to students, or they may read on their own if they are able.) As the two fables are added to the fable story chart, ask the students to explain how these two stories are the same and how they are different.

• Poem A Day • Share a poem a day with students. Focus on using short poetry so that the

texts can be placed on chart paper for all students to see. Compare poems over multiple days by experimenting with rhyme and rhythm. Ask readers to classify poems as make believe or real as a precursor to genre study.



Reading Informational Text


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

Students will: • Determine what words mean from how they are used in a sentence, heard or

read. • Respond appropriately to questions based on facts in expository text, heard or

read. • Predict what might happen next in a reading selection. • Compare a prediction about an action or event to what actually occurred

within a text. • Ask relevant questions in order to comprehend text. • Share ideas, information, opinions and questions. • Listen and respond to stories, poems and nonfiction. • Participate in group discussions. How? • Use questions and prompts such as:

• Think about what you read and create your own question about an important idea in this text.

• Teachers model asking questions (who, what, where, when, why, and how) to elicit student responses to informational text. Who? What? Where? Why? When? How?

• Tell the students that just because books are called “ABC books” it does not mean they are always easy to understand. Therefore, to understand them, we have to be willing to ask questions and to think deeply. Tell the students that they are going to look at The Graphic Alphabet by David Pelletier On each


page, there is a letter, but there is something more going on than just that letter. Look at “A.” Have the students ask questions about the page and try to answer them (e.g., “Why is the letter “A” crumbling? Could the letter be a mountain? Is that an ‘avalanche’?”). There will be new vocabulary introduced, but as you go through the book and throughout the unit, students will have an opportunity to learn those words.




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

Students will: • Identify the topic of expository text, heard or read. • Answer questions (e.g., who, what, where, when, why, how) about expository

text, heard or read. • Identify the main idea and supporting details in expository text. • Be able to retell the key details in their own words. How? • Use questions and prompts such as:

• What is the main idea of this text? • Can you find one of the important ideas in this text? Can you find another

important idea? • Read, Remember, Represent, Retell

Students read as much as a student’s hand will cover. (Modification for students who are not reading independently – The teacher reads aloud a short segment of informational text containing key detail.) Students first say to themselves what they remember about what was read. Then they draw a quick non-linguistic representation of that information. Finally, each student works with a partner to retell what he or she learned.

• Teachers provide graphic organizers (e.g., flowchart, timeline for events, webs-forming relationships from main ideas to others, main idea and supporting details).

• Students highlight key details written on the graphic organizer. • Students restate the topic and support key details using the information from their

graphic organizer. • Students read a section from a social studies or science informational text and


identify the main topic and retell key details of the text.

Main Topic Detail Detail Detail Conclusion

• While reading a book such as What Do You Do With A Tail Like This? by

Steve Jenkins, make a chart to record the name of each animal mentioned. Write where the animal lives (i.e., its habitat), what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore) and an interesting fact (e.g., its method of adaptation) on the chart. Ask students to supply at least one piece of information on a sticky note when you are finished reading. Create and add to similar charts about animal facts as you read to the children and as they read independently. Use these charts to create oral and written sentences about the animals.




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

Students will: • Compare events, characters and conflicts in literary selections from a variety of

cultures to their experiences. • Be able to tell how two individuals, events, ideas or pieces of information are

linked together. How? • Use questions and prompts such as:

• Can you tell me how these two events are linked together? (cause/effect, time order).

• Connecting it to Me Encourage readers to notice text that reminds them of things they have seen, heard or experienced as they read an informational selection. These questions can be posted, made into a bookmark or otherwise available for readers to use to spark connections: • That reminds me of… • That makes me think of… • I read another book that… • This is different from… • I remember when…

• Structures for making connections in informational text include: cause and effect, compare and contrast, description, problem-solution, and chronological order.

• Students place two historical events in chronological order on a timeline. • Choose two books about the same continent such as Australia by Madeleine

Donaldson (Pull Ahead Books Continents) and Look What Came From Australia by Kevin Davis. Discuss how the books are similar because they are about the same continent. Show how they are also different because they are written by


different authors and have different purposes. Then, read the books as a class. Make a chart with two columns, one for each book (e.g., Australia and Look What Came From Australia). Work together to make a list of what is learned in each book and then look for similar information in both books. Challenge the students to do this activity with two books, reading with a partner or reading one independently and having the teacher read the other aloud.



Craft and Structure

CC.RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


read. • Recognize base words and their inflections (e.g., look, looks, looked, looking). • Use the skill of asking and answering questions to help them understand what

words and phrases mean in the text. How? • Word Sort

Have students create their own word sorts based on informational text being used in the classroom. For example, after reading a book about space, students could place the following words on cards:

Earth craters Mars dust Jupiter moons A peer would then be asked to sort the words by category.

• Teachers model (think-aloud) how to identify and determine meanings of unknown words during shared reading of informational text:

o Look at the illustration or graph. o Use background knowledge regarding the subject. o Look at the sentence before and after to help build meaning. o Use morphology, affixes, Greek & Latin roots to help arrive at meaning.

• Students use knowledge of word structure, context clues, and picture clues to determine the meaning of an unknown word.

• Students keep word journals or records for easy reference. • Students create vocabulary graphic organizers (e.g., Frayer-model, 4-square)

that include non-linguistic representations. • Have students choose one of the biographies they enjoyed reading. Have them


practice reading the book until they can read it well (i.e., with phrasing and expression). As students read their biographies independently, look for opportunities to use context to confirm or self-correct word recognition and understanding, encouraging the children to reread as necessary. Take the books to a kindergarten class and have students read the books aloud to students there.



Craft and Structure CC.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.

Students will: • Identify the title, author, and table of contents of a book. • Identify organizational features (e.g., title, table of contents, headings, bold print, glossary,

indices) of expository text. • Locate specific information by using organizational features (e.g., title, table of contents,

headings, captions, bold print, key words, glossary, indices, italics) in expository text. • Identify a variety of sources (e.g., trade books, encyclopedias, magazines, electronic

sources, textbooks) that may be used to answer specific questions and/or gather information.

How? • Use questions and prompts such as:

• What features in the text help you find important information? • How do the headings help you understand the text? • What does the table of contents help you to know?

• Feature in Focus Focus student attention on text features by having students do quick searches for a specific type (i.e., headings, illustrations/photos, diagrams). As they discover the feature in focus, they can continue to search for more. Students share their findings as the teacher facilitates a discussion that leads to the understanding of the function of that text feature. Use a variety of informational texts (Web pages, books, magazines, recipes, how-to guides, etc.) each time the strategy is used.

• Teachers and students use focus or word walls to emphasize key terms.




Craft and Structure

CC.RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Students will: • Interpret information from graphic features (e.g., charts, maps, diagrams,

illustrations, tables, and timelines) of expository text. • Recognize different types of visual media. • Access, view and respond to visual forms such as computer programs, videos,

artifacts, drawing, pictures and collages. • Interpret visual clues in cartoons, graphs, tables and charts that enhance the

comprehension of text. How? • Use questions and prompts such as:

• Can you tell me what is different about what the picture shows and what the words say about…?

• Students specify whether information was located in the text or in an illustration or graphic.

• Introduce the book A Weed is a Flower: The Story of George Washington Carver by Aliki. Explain that illustrations and text are both very important in a book. Guide students as they read by asking them first to think about what you can learn from the illustrations. Create a two-column chart with “illustrations” on one side and “text” on the other side. When students learn something from studying the illustration, they will write it on a sticky note and put it in the book. Use the sticky notes to guide the discussion when they are finished reading. Repeat the activity with learning from the text.





CC.RI.1.7. Use the illustrations and details in a text to describe its key ideas.

Students will: • Understand how illustrations help explain the text. • Follow a set of written multi-step directions with picture cues to assist. How? • Use questions and prompts such as:

• Can you tell how the author uses this chart to help you understand? • What does this chart add to your thinking about what you read?

• Paired Reading In a paired reading situation, one student reads aloud and the other listens. The listener summarizes what he or she heard as the main ideas and points out the details that support them. The reader confirms the summary. Students can then switch roles.

• Tell the students that just because books are called “ABC books” it does not mean they are always easy to understand. Therefore, to understand them, we have to be willing to ask questions and to think deeply. Tell the students that they are going to look at The Graphic Alphabet by David PelletierOn each page, there is a letter, but there is something more going on than just that letter. Look at “A.” Have the students ask questions about the page and try to answer them (e.g., “Why is the letter “A” crumbling? Could the letter be a mountain? Is that an ‘avalanche’?”). There will be new vocabulary introduced, but as you go through the book and throughout the unit, students will have an opportunity to learn those words.





CC.RI.1.8. Identify the reasons an author gives to support points in a text.

Students will: • Develop the ability to recognize the author’s reasoning by finding support

within the text. • Distinguish fact from opinion in persuasive text (e.g., advertisements,

product labels, and written communications). How? • Use questions and prompts such as:

• Can you find the reason why the author thinks that…? Can you find the reason why the author believes…?

• The emphasis in this standard is how text is created with specific points or main ideas and it is supported by details or reasons. “Points in text” refers to main ideas and supporting details.

• Teachers state main idea and ask students for supporting details • For example, use A Tree is a Plant by C. Bulla. After reading the book to the

class, the teacher asks, “How do we know a tree is a plant?” Students list supporting details: grows from a seed, needs water, sunshine.

• For example, use A Picture Book of Martin Luther King, Jr. by David A. Adler. After reading the book to the class, the teacher asks, “Why do we remember Martin Luther King, Jr. as a great leader?” Students list supporting details: he won the Nobel Peace Prize; he worked for the rights and freedom of others.

• Introduce an informative article such as “Wind Power” (National Geographic Young Explorer!). First, ask students to think about what wind causes and brainstorm with the children. Then, have the students read the article independently, with partners, or with the teacher to find out what the wind causes.


Cause Effect Wind “Whips up fun” (study illustration for specifics) Wind Kites fly Wind Pushes sailboat Wind Windmills spin, turning wind energy into electric.




CC.RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Students will: • Look for similarities and differences in two texts that share the same main idea. • Compare events, characters and conflicts in literary selections from a variety of

cultures to their experiences. How? • Use questions and prompts such as:

• Look at these two texts about the same topic. How are they the same? • How are they different?

• Author Study During an author study, encourage students to make connections that illustrate the similarities and differences in the work, e.g., authors Gail Gibbons (the similarity of the text features she uses) or Ann Morris (the connections between text and illustrations).

• Teachers use Social Studies Standards (e.g., Strand 1 American History, Strand 2, World History) or Science to select appropriate topics.

• Students select various forms of text, brochures, web sites, newspapers, magazines or books to compare.

• Students complete graphic organizers (T-chart, 2-column chart, Venn diagram) to illustrate similarities and differences.

• Students use notes from their graphic organizers to write a summary or their comparison.

• Teachers create a rubric to inform students of type of sources required.




Range of Reading and Level of Text Complexity

CC.RI.1.10. With prompting and support read informational texts appropriately complex for grade 1.

Students will: • Consistently read grade level text with 90 percent accuracy. • Read aloud with fluency in a manner that sounds like natural

speech. • Identify, analyze, and apply knowledge of the purpose, structures,

and elements of expository text. How? • The range of reading may include: biographies and autobiographies;

books about history, social studies, science and the arts; technical text, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics. A wide range of reading will build background knowledge, vocabulary and concepts.

• To help students make visual connections between events and people during the “early America” part of history, create a simple timeline and record events as you read books on this topic together or as students report back on what they read independently. Students should understand that although the informational texts are focused around different people or topics, it all happened at the same time in history. By extending the timeline to include historical figures, students begin to understand chronology.



Reading Foundational Skills

Print Concepts

CC.RF.1.1. Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Students will: • Alphabetize a series of words to the first letter. • Distinguish between uppercase and lowercase letters. • Recognize the distinguishing features of a sentence (e.g., capitalization, ending

punctuation). How? • Use questions and prompts such as:

• Show me the first word of the sentence. • Where does the period (question mark, etc) go? • Show me the capital letter. • How does a sentence begin? • What goes at the end of a sentence?

• Shared Reading During shared reading, the teacher can point out concepts of books (e.g., front cover, author and illustrator, top and bottom of page). Finger pointing at text during shared reading reinforces the concept of words and word boundaries as well as directionality. Encouraging students to use a pointer (a ruler will do) to point to words as they read is another way to focus attention on the concepts of print.

• Name Games Playing with students’ names provides ample opportunities for students to begin understanding print. The difficulty of and involvement with the activity depends on the sophistication of the learner.

• Post the numbers 1 through 5 and have students place their name cards under the number that corresponds to the syllables in their name. • Using names that have been cut apart, have learners arrange names


correctly (words are made up of letters). • If your name ends with… (noting similarities in words). • She said/he said – chart the answers to a question by writing the student’s/respondent’s name with the answer (right to left). For example: • What did Rosie do?

• Joe said, “She went for a walk.” • Mary said, “Rosie went around the pond.” • John said, “She stepped on a rock first.”

• Alphabet Books Use alphabet books to support learning letter sounds. Texts can range from simplistic (one picture/one letter per page)like Ehlert’s Eating the Alphabet to interactive (rhymes, repetition) like Martin’s Chicka Chicka Boom to conceptually more difficult (letters taking the shape of the objects named) like Pelletier’s The Graphic Alphabet. As children advance in confidence, they can create alphabet books in which each letter is represented by a sentence that has words beginning with that letter. For example: Aaron ate an apple; Bob burst Billy’s balloon; Carla carried cotton candy, etc.

• Students highlight basic feature of print in a passage (e.g., first word, capitalization, ending punctuation).

• Using the ABC books as a model, generate some ideas for writing a class ABC book. Work together as a class to come up with a big class question. Begin by asking questions such as, “Is it possible to create an ABC book with ‘Games to Play’ as our title?” Allow the class to give some ideas (e.g., names, authors, books, plants, insects). After ideas have been shaped into a research question, allow the children to vote on a theme for the class ABC book. Once the theme is chosen, collect (and research using a variety of texts and digital resources) ideas for each letter of the alphabet. Decide on a design for the book. Assign each student a letter in the book. Each page should include an upper and lower case letter, the key word, an illustration, and a sentence using the key word. Be sure to have them follow rules for spelling and punctuating correctly.



Phonological Awareness

CC.RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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).

Students will: • Distinguish between initial, medial, and final sounds in single-

syllable words. • Distinguish between long and short vowel sounds in orally stated

single-syllable words (bit/bite). • Blend spoken phonemes with more than three sounds into one-

syllable words, including consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat).

• Segment spoken phonemes contained in one-syllable words of two to five phoneme sounds into individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to mark each phoneme).

How? • Use questions and prompts such as:

• Does this word have a long or short vowel sound? • Say each sound you hear in this word slowly. • What do you hear at the beginning of this word? What do you

hear next? At the end? • Word Play

Play with words by substituting beginning, medial and ending sounds, creating real and made-up words and working with word patterns.




Phonics and Word Recognition

CC.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. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

Students will: • Generate sounds from letters and letter patterns, including

consonant blends and long- and short-vowel patterns (phonograms), to combine those sounds into recognizable words.

• Blend spoken phonemes with more than three sounds into one-syllable words, including consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat).

• Decode regularly spelled two syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by: • Single letters (consonants and vowels), • Consonant blends (e.g., bl, st, tr), • Consonant digraphs (e.g., th, sh, ck) and • Vowel digraphs and diphthongs (e.g., ea, ie, ee).

• Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words.

• Use knowledge of base words to identify compound words. • Read words with common spelling patterns (e.g., -ite, -ill, -ate). • Recognize high frequency words and irregular sight words. • Read common contractions fluently (e.g., I’m, I’ll, can’t). • Use knowledge of word order (syntax) and context to confirm

decoding. How? • Use questions and prompts such as:

• Does that sound right? • Does that look right?


• Does that make sense? • Look at the word, does it look like…? • You said…does it look like…? What do these two letters sound

like together (sh, th, ch) in this word? • Can you clap the syllables in this word? • What does this final e tell you about this word? • Look at the beginning of that word, can you get it started?

• Word Building Once students know one word, they can often build other words based on that knowledge. For example, given the word kind, students can be asked to build words using affixes. Students may come up with words like kinder, kindness, kindest, unkind, kindly. Other examples could be to create words based on word families, meaning, beginning sounds, etc.

• Morning Message Create a message for the class each morning. In addition to reading it, have students come to the chart and circle targeted phonics patterns or sight words that they can recognize. Students can say the sounds or read the words aloud as they circle them. As the year progresses, students should take a more active role in creating the morning message.



Fluency

CC.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.

Students will: • Read common contractions fluently (e.g., I’m, I’ll, can’t). • Use knowledge of word order (syntax) and context to confirm

decoding. • Consistently read grade-level text with at least 90 percent accuracy. • Read aloud with fluency in a manner that sounds like natural

speech. How? • Use questions and prompts such as:

• Make your reading sound like the characters are talking. • Make your voice sound like the words are together. • Make your voice go up when you see the question mark at the

end. • Make your voice go down when you see the period at the end. • Go back and reread when it doesn’t sound or look like you

think it should. • Tongue Twisters

Practice saying tongue twisters. The silly sentences carry a message and require expression while engaging students in language play. Once children have practiced with some of the more common ones, they can be encouraged to write their own.

• Puppet Productions Engage students in expanding oral language with puppets. Use a table or box for a makeshift stage and encourage students to put on productions. Given time, students can write scripts and


practice reading those scripts to increase their expression and fluency.

• Students should be exposed to reading different types of text with appropriate rhythm, pacing, intonation, and expression relevant to the text.

• Students record their words per minute and celebrate their improvement.

• To introduce the relationship between punctuation and reading expression, use the book Yo! Yes? by Chris Raschka. Show the students the cover of the book with its very simple title: Yo! Yes? Ask how someone would say those words? YO! YES? As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the illustrations and the way the author ends each sentence, they will know how to read the words, and a story will be created in their minds. Follow this reading with other books so that the children learn how important it is to read with the end punctuation in mind.

• Have students choose one of the biographies they enjoyed reading. Let them practice reading the book until they can read it well (i.e., with phrasing and expression). As students read their biographies independently, look for opportunities to use context to confirm or self-correct word recognition and understanding, encouraging the children to reread as necessary. Take the books to a kindergarten class and have students read the books aloud to students there.


Writing

Text Types and Purposes

CC.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.

Students will: • Write a response to a literature selection that connects:

a) text to self (personal connection) b) text to world (social connection) c) text to text (compare within multiple texts)

• Write persuasive text (e.g., advertisements, paragraph) that attempts to influence the reader.

• Be able to express their opinion and demonstrate the ability to share their opinion with others.

• Write opinion pieces that clearly state their preferences and supply a reason for their thinking.

• Need multiple opportunities to express opinions and develop writing behaviors. How? • Teachers create a focus or word wall to emphasize key features or expectations

as a resource for students. • Teachers select topics from Social Studies or Science Standards. • Students create a book review to share and gain feedback from peers. • Give students this prompt: “Choose one of the people we have been reading

about that you think is the most interesting. Write about the person. Be sure to name the person and to tell why you think he or she is the most interesting. Also make sure you support your opinion with ideas from the book(s) we read.”



Writing


CC.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.

Students will: • Write a simple report with a title and three facts, using informational sources. • Need to engage in behaviors (turn and talk, small group discussion, and

emergent writing and speaking learning centers) that lead to the expression of ideas both verbally and in writing.

How? • Informational texts may include things such as reports, facts, definitions, labels,

lists, observations, journals, procedures, posters, pamphlets, news articles, handouts, or media.

• Teachers use focus or resource walls with key elements to emphasize the rubric for the assignment (e.g., headings, illustration, multimedia).

• Teachers model the writing process (e.g., pre-writing, writing, editing draft, publish).

• Teachers use topics from Social Studies or Science Standards. • Students use graphic organizers (e.g., webs, T-charts, time-lines) to assist in

organizing their information. • Give students this prompt: “Children should eat healthy foods, exercise, and

take care of their bodies. Name one way to stay healthy. Supply some facts about the topic you chose and provide closure at the end of your writing.” As students write, watch closely that they focus on just one way to stay healthy and that they compose an essay supported by facts.

• Mentor Texts Use mentor (model) texts of various genres to expose student writers to the structures and features of those genres. Facilitate discussions about the features they notice after a trade book has been read aloud. Break students into


cooperative groups to create genre posters that list/illustrate the features of specific genres. Have groups include titles or pictures of books that they have read from the genre.


Writing


CC.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.

Students will: • Write a narrative that includes:

a) a main idea based on real or imagined events. b) character(s). c) a sequence of events.

• Be required to include both an introduction and a sense of closure or a closing statement in their writing.

• Need to build strategies for introducing concepts (such as beginning with a fact or question) and concluding their thoughts (learning to write a summary statement) when writing. They will begin to use temporal words (now, when, then) to show order of events.

How? • Teachers create a rubric to set assignment expectations (e.g., Have I told

about two or more events? Does my writing describe my actions, thoughts and feelings? Have I included temporal, transitional, or time order words? Does my story have an ending?)

• Teachers model the writing process (e.g., pre-writing, writing, editing draft, and publishing).

• Students complete graphic organizers (e.g., time-lines, cartoon frames, character web) to illustrate relationships between events or character/s.

• Assign this narrative prompt: “Think of a time when you learned a lesson.” Encourage the students to think about the lessons learned in the fables as they write their own story. Be sure the students focus on the beginning, middle and end (where they tell about the lesson learned). Be sure they include at least two sequenced events, use time cue words, provide some details, and include a sense of closure.

• Tell Me How


• Have student writers work in small groups to create instruction manuals for a popular outdoor game (soccer, jumping rope, crossing monkey bars). As they work on the manual, help writers focus on appropriate sequencing and details.


Writing


CC.W.1.4. (Begins in grade 3) Students will: How?



Writing

Production and Distribution of Writing

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

Students will: • With assistance from adults and peers, be able to focus their writing on a

topic and be able to respond to questions and suggestions. How? • Teachers model refining a rough draft for clarity and effectiveness with

class participation. • Teachers create tools or strategies such as peer-review, checklists, and

rubrics to refine the draft. • Teachers create focus walls or word walls to emphasize the writing

process or key vocabulary terms or concepts. • Students proofread the draft and correct it for appropriate conventions. • Identify punctuation, spelling, and grammar and usage errors in the draft. • Students conference with a teacher or classmate for feedback. • Students use resources such as dictionaries and word lists to correct

spelling. • Students apply proofreading marks to indicate changes. • Give students this prompt: “Write a story about a time you felt happy. Be

sure to tell us what happened to make you happy.” Combining the focuses of this unit (revision, appealing to the senses with details, and using well-chosen verbs), zero in on details and synonyms while the students revise their stories. Tell the students to watch for the proper use of personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) as they are editing.

• Mentor Text Use mentor texts of various genres to help show examples of how to choose topics, structure a piece of writing and develop craft.


Teachers and students examine the text and identify features to imitate in their own writing.


Writing

Production and Distribution of Writing

CC.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.

Students will: • With assistance, use digital tools to publish their writing

independently and in collaboration with peers (use of keyboarding and technology).

• At this grade level, need to be able to “log on” to programs, computer stations, and hand-held devises to engage with digital media.

How? • Teachers model the writing process and/or provide models of

published writings as examples of expectations. • Teacher may create class project from assignment (e.g., PowerPoint

presentations, Kidspiration, Smart Boards). • Students work with a partner or small groups to collaborate and

provide feedback about their work. • Teachers select topics from the Social Studies (Strands 1 and 2) and

Science Standards. • Students will use computers, with assistance from teachers, to

create a written text.



Writing

Research to Build and Present Knowledge

CC.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).

Students will: • Participate in a creating a simple class report where the teacher is

the scribe. • Write a simple report with a title and three facts, using

informational sources. • Be required to participate in shared research projects. • Need to understand their role (job on the team) and how they will

contribute (work they will do) on the project from beginning to end. Items, such as, task charts, check sheets, and graphic organizers will be helpful to students as they learn to work together.

How? • Teachers create a rubric to inform students of the expectations of

the assignment. (e.g., name of topic, two facts, tell why others might want to learn more about the topic, provide matching illustration).

• Teachers provide graphic organizers (web, flow chart, time-line) for students.

• Students create a checklist to assure that all elements are included. • Students may work in partners or groups to assist each other with

their topic and assignment. • Display the Tate’s site for Matisse’s The Snail using a projector and

computer. Encourage students to comment about the colors and what they see in the artwork. As you read the background information and move through the site, students will see the process used by Matisse to create his work. Students will then create a work of their favorite animal from this unit using torn pieces of painted


paper. Later, do a shared writing to explain the steps taken to create an art piece in the style of Matisse. This could be a model for an explanatory piece of writing later.

• Graphic Organizers Through the use of nonfiction text, students are encouraged to learn more about a topic and to document their findings with graphic organizers. Based on common interests, students form groups to research a topic. They list things they want to know about the topic on a chart. Students begin their inquiry by reading nonfiction texts about the topic, and use an appropriate graphic organizer to gather information. Students use this information to create their own non-fiction pieces.


Writing


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

Students will: • Write a simple report with a title and three facts, using informational sources. • Need to know how to scan the information provided (words, pictures, digital sources) and/or

recall from their own background knowledge the pieces they need to answer research questions and take notes.

• Do this work with prompting and support. How? • Teachers model organizing notes in a meaningful sequence. • Teachers use Social Studies Standards or Science to select appropriate topics. • Students list the source of their information (book, internet). • Students conduct a search of their topic on the Internet. • Using the ABC books as a model, generate some ideas for writing a class ABC book. Work

together as a class to come up with a big class question. Begin by asking questions such as, “Is it possible to create an ABC book with ‘Games to Play’ as our title?” Allow the class to give some ideas (e.g., names, authors, books, plants, insects). After ideas have been shaped into a research question, allow the children to vote on a theme for the class ABC book. Once the theme is chosen, collect (and research using a variety of texts and digital resources) ideas for each letter of the alphabet. Decide on a design for the book. Assign each student a letter in the book. Each page should include an upper and lower case letter, the key word, an illustration, and a sentence using the key word. Be sure to have them follow rules for spelling and punctuating correctly.

• Classroom ABC Read a nonfiction content-area text that supports students’ comprehension through use of patterned text, picture cues and repetitive language. Students work in collaborative groups to create classroom alphabet books on non-fiction topics.



Writing





Writing





Language

Conventions of Standard English

CC.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.

Students will: • Have a command of the grammar and usage of spoken and

written Standard English. • Have an emphasis in verb tense, possessives, pronouns,

adjectives, conjunctions, and more complex sentences. How? • Follow up on a book read previously in class, such as Are You

My Mother? by Philip D. Eastman. Go back and reread the story. As you read it this time, read for the purpose of finding all of the animals and things that baby bird thought might be his mother. As students find the words, write them on index cards (e.g., kitten, hen, dog, cow, boat, plane). Sort the words into categories (e.g., animals, modes of transportation,). Think of more words for each of the categories.

• After students have read about George Washington Carver’s love of nature, introduce them to an artist who also focused on nature and who lived during the same time period: Georgia O’Keeffe. Both of their names come from the Greek root “geo” meaning “earth.” Tell the students to look at some of Georgia O’Keefe’s artwork. Ask them to use describing words (i.e., adjectives) to discuss what they see in her work.

• Give students this prompt: “Write a story about a time you felt happy. Be sure to tell us what happened to make you happy.” Combining the focuses of this unit (revision, appealing to the senses with details, and using well-chosen verbs), zero in on details and synonyms while the students revise their stories. Tell


the students to watch for the proper use of personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) as they are editing.


Language


CC.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.

Students will: • Become more adept at ending punctuation, expanding their understanding and

usage of capitalization, and spelling unknown words phonetically. How? • Read many different versions of Cinderella. Then, give students this prompt:

“Choose your favorite version of the story. Write an opinion piece based on your choice. Be sure to include the title of the book and at least two reasons why you think it is the best one. Remember to include a strong ending.”

• To teach the use of a comma in a series, list the five senses on the white board. Give students a “setting” card (e.g., zoo, farm, or beach) and have them dictate a sentence using one of the senses, naming three things they sense for in that setting. Explain that when we use the word “and” we are using a conjunction. For example, “At the zoo, I smell popcorn, elephants, and cotton candy.” Write the dictated sentence and then challenge them to write their own sentences.

• To introduce the relationship between punctuation and reading expression, use the book Yo! Yes? Show the students the cover of the book with its very simple title: Yo! Yes? Ask how someone would say those words? YO! YES? As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the illustrations and the way the author ends each sentence, they will know how to read the words, and a story will be created in their minds. Follow this reading with other books so that the children learn how important it is to read with the end punctuation in mind.

• Morning Message Have students collaboratively create the morning message – they can add and delete words. Make students aware of punctuation and capitalization. Talk about the types of words they used. Add adjectives, possessives, verbs


(in multiple tenses), conjunctions, prepositions and sentence types. Discuss ways to make the message more informative or descriptive.

• Literature as a Vocabulary Builder Use trade books to increase students’ vocabulary. Create character maps that require students to supply attributes of characters in a recently read text. Survey a range of alphabet books, select a theme (e.g., food, toys) and create a class alphabet book. Find words in a selection that may have multiple meanings (e.g., mouse).


Language


CC.L.1.3. (Begins in grade 2) Students will: How?



Language

Vocabulary Acquisition and Use

CC.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 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).


read. • Recognize base words and their inflections (e.g., look, looks, looked, looking). • Recognize that two words can make a compound word (e.g., sailboat, football,

popcorn). • Use knowledge of simple prefixes (e.g., un-, re-) to determine the meaning of

words. • Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words. • Use knowledge of simple suffixes (e.g., -ful, -ly) to determined the meaning of

words. How? • Read a fictional animal story, such as Are You My Mother? by Philip D.

Eastman. Discuss the vocabulary in the story and work on retelling. Ask the students (if, for example, discussing Are You My Mother?), “What word was funny in the story because of the way it was used?” (Possible answer: “Snort”) How did you know what it meant? Divide the students into groups of three and have them tell the story to each other, taking turns as each tells a part. Let them know that if they are stuck on a part of the story, you will come and allow them to use the book to solve the problem. Encourage the students to try to remember as many details as they can to tell the story because that is what makes it interesting. When they are finished retelling the story, talk about what lesson might be learned from the story.

• Choose some verbs that are rather bland, such as “to walk.” Ask the children to imagine that they are in the book The Wizard of Oz by Frank Baum with Dorothy and that they are walking on the yellow brick road. Have them


imagine that they are really happy. How would they walk? (Possible answers: Skip, run, dance.) Allow students to show us how that kind of motion would look. Then, have them imagine that they are feeling sad and discouraged. How would they walk? (Possible answers: trudge, drag) Make a list of all the words that could be used as a better choice than “walk.”This lesson on verbs can be extended to cover roots and affixes –ed, -s, -ing.

• Think Aloud The teacher models (think aloud) a passage with a difficult word (e.g., Rosie’s dog was very unpredictable. One day he liked his food. The next day he didn’t.) Step 1: The teacher demonstrates how to re-read the sentence, then skip and return and ask, “What would make sense?” Step 2: Find the word parts (“I see the word part predict. I know that means to make a good guess. I also see un. That means not or can’t, so I guess that means Rosie can’t guess what her dog likes.”) Step 3: Try the word back in the sentence and ask, “Does it sound right? Does it make sense?”


Language


CC.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.

Students will: • Classify common words into conceptual categories (e.g., animals, foods, toys). • Identify the words that comprise contractions (e.g., can’t - cannot, it’s - it is,

aren’t - are not). How? • Follow up on a book read previously in class, such as Are You My Mother? (Philip

D. Eastman). Go back and reread the story. As you read it this time, read for the purpose of finding all of the animals and things that baby bird thought might be his mother. As students find the words, write them on index cards (e.g., kitten, hen, dog, cow, boat, plane). Sort the words into categories (e.g., animals, modes of transportation,). Think of more words for each of the categories.

• While reading a book such as What Do You Do With A Tail Like This? by Steve Jenkins, make a chart to record the name of each animal mentioned. Write where the animal lives (i.e., its habitat), what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore) and an interesting fact (e.g., its method of adaptation) on the chart. Ask students to supply at least one piece of information on a sticky note when you are finished reading. Create and add to similar charts about animal facts as you read to the children and as they read independently. Use these charts to create oral and written sentences about the animals.

• Give students this prompt: “Write three sentences about an American person we’ve read about recently, using at least three new words from our word bank in your work. Illustrate each sentence to demonstrate the meaning of each word.”

• Discuss how countries and continents, as depicted in literature, are very different. Introduce a collection of masks from different continents. As each mask is viewed, think of describing words (i.e., adjectives) you would use to tell someone about the mask. Ask if students can imagine anyone using the mask for a play or


for one of the parts in Cinderella. Tell about the parts that could be played if a student wore the mask.

• Describe It Share books with rich description with student writers. Facilitate discussions around the ways the authors describe things in their texts. For example, Color Me A Rhyme by Jane Yolen and Hailstones and Halibut Bones by Mary O’Neill provide examples of ways to describe colors deeply.


Language


CC.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).

Students will: • Prepare and deliver information by generating topics; identifying

the audience; and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal experiences, telling a story or presenting a report.

How? • Teachers model using conjunctions by providing two sentences and

then connecting the two sentences with a conjunction (but, and, because).Two sentences: I want to play after school. I have soccer practice. Sentence with conjunction: I want to play after school but I have soccer practice.

• Students practice orally or in writing with a partner putting two sentences together using a conjunction.

• Give students this prompt: “Write three sentences about an American person we’ve read about recently, using at least three new words from our word bank in your work. Illustrate each sentence to demonstrate the meaning of each word.”



Speaking and Listening

Comprehension and Collaboration

CC.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 rules 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.

Students will: • Participate in a group response to a given piece of literature that connects:

a) text to self (personal connection). b) text to world (social connection). c) text to text (compare within multiple texts).

• Share ideas, information, opinions and questions. • Participate in group discussions. • Actively engage as part of a whole class, in small groups, and with a

partner, sharing the roles of participant, leader, and observe. • Engage in collaborative conversations (such as book groups, literature

circles, buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).

How? • Using the ABC books as a model, generate some ideas for writing a class

ABC book. Work together as a class to come up with a big class question. Begin by asking questions such as, “Is it possible to create an ABC book with ‘Games to Play’ as our title?” Allow the class to give some ideas (e.g., names, authors, books, plants, and insects). After ideas have been shaped into a research question, allow the children to vote on a theme for the class ABC book. Once the theme is chosen, collect (and research using a variety of texts and digital resources) ideas for each letter of the alphabet. Decide on a design for the book. Assign each student a letter in the book. Each page should include an upper and lower case letter, the key word, an illustration, and a sentence using the key word. Be sure to have them follow rules for spelling and punctuating correctly.


• Conducting Conversations Model for students how to conduct conversations, exchanges and questions with sentence starters for conversation.

• I believe... • I think... • I hear what you said and I think...



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

Students will: • Answer questions (e.g., who, what, where, when, why, how) about expository text,

heard or read. • Ask relevant questions in order to comprehend text. • Ask and answer questions about key details of a text read aloud or information

presented in multiple formats. How? • Look at Children’s Games by Pieter Brueghel. Ask the students to study it closely for

a few minutes and write down any questions they have about what they see. When the time is up, have them ask their questions. As the students begin to ask questions aloud, write all of the questions on a chart (e.g., “What are they doing? Is that like a hula hoop? Was this painted a long time ago?”). Talk about the value of asking questions and how we begin to open our minds to think deeply about something. (The painting was done in the 1500s, and the artist was trying to show all of the games he knew. You may want to note the few toys children had – sticks, hoops, etc).

• Retelling Create felt-board characters based on a familiar story. Encourage students to retell the story using the characters. This can be placed in a story or library corner for students to do independently.

• Jan Brett Website This children’s author’s website, at http://www.janbrett.com/ includes directions for making masks based on characters in her books. The masks can be used for reenacting stories. The teacher will have to navigate the site to find content related to a specific book.


http://www.janbrett.com/



Comprehension and Collaboration

CC.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.

Students will: • Give and follow multiple-step directions. • Be able to listen carefully to a text read aloud and to recount or describe details

about what they heard. • Need to ask questions and understand and answer questions asked of them in

order to clarify or gain more information. How? • Display the Tate’s site for Matisse’s The Snail using a projector and computer.

Encourage students to comment about the colors and what they see in the artwork. As you read the background information and move through the site, students will see the process used by Matisse to create his work. Students will then create a work of their favorite animal from this unit using torn pieces of painted paper. Later, do a shared writing to explain the steps taken to create an art piece in the style of Matisse. This could be a model for an explanatory piece of writing later.

• Look at Children’s Games by Pieter Brueghel. Ask the students to study it closely for a few minutes and write down any questions they have about what they see. When the time is up, have them ask their questions. As the students begin to ask questions aloud, write all of the questions on a chart (e.g., “What are they doing? Is that like a hula hoop? Was this painted a long time ago?”). Talk about the value of asking questions and how we begin to open our minds to think deeply about something. (The painting was done in the 1500s, and the artist was trying to show all of the games he knew. You may want to note the few toys children had – sticks, hoops, etc.)




Presentation of Knowledge and Ideas

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

Students will: • Describe familiar objects and events in both general and specific language. • Use effective vocabulary and logical organization to relate or summarize ideas,

events and other information. • Be able to report facts and relevant details about an experience. This should be

done orally, with some detail, and with clarity of thought and emotions. How? • Choose some verbs that are rather bland, such as “to walk.” Ask the children to

imagine that they are in the book The Wizard of Oz by Frank Baum with Dorothy and that they are walking on the yellow brick road. Have them imagine that they are really happy. How would they walk? (Possible answers: Skip, run, dance.) Allow students to show us how that kind of motion would look. Then, have them imagine that they are feeling sad and discouraged. How would they walk? (Possible answers: trudge, drag) Make a list of all the words that could be used as a better choice than “walk.” This lesson on verbs can be extended to cover roots and affixes –ed, -s, -ing.

• Puppet Listeners After presenting new concepts, encourage students to have a conversation about the topics with a puppet friend. This can be done as a whole class with sock puppets (each child sharing with his or her own puppet) or by individual students with others watching. Student puppets can add and clarify information.





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

Students will: • Plan and present a report, using two or more visual media. • Be able to add visual displays to illuminate chosen facts or details.

In order to do so, students will need multiple opportunities to present information to others and develop behaviors that will lead to the ability to add appropriate visual displays.

• Need to be able to choose visual displays that add to and support their thinking about a topic.

How? • Ask the students to think about how all of the Cinderella stories are

different because of the time and place where they happen. Challenge the students to draw the "trying on the slipper" scene as if it were happening right now and in the place where they live. Scan the pictures and create a Power Point slide for each image. Students present their drawings to the class explaining their adaptation of the “slipper scene.”





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

Students will: • Be able to articulate their ideas in complete sentences when

appropriate to the audience. • Need to engage in behaviors (turn and talk, small group discussion,

and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writing.

How? • After reading several books about electricity, create a list of rules

for safety (e.g., avoiding electrical outlets with wet hands). Divide the rules evenly among the students and assign the task of creating a safety poster for each one. Each student will write a rule neatly and show additional information (i.e., the application of the rule) in his or her illustration. Create sets of posters and allow students to present their rules to another classroom or grade level.

• Say Something Students are divided into pairs for buddy reading. At the end of each page of text, the students comment and discuss or ask questions related to that segment of text. Less proficient students can be supported by students that are more proficient or scaffolded by the teacher.


Documents

ENGLISH LANGUAGE ARTS COMMON CORE STATE STANDARDS …fspsliteracy.pbworks.com/w/file/fetch/57995538/1st Grade Unpacking... · time the book ends, ... english language arts common