Unit of Study Organizer - Harvest Ridge Elementary School



Unit of Study Organizer

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|Unit Title: |Grade Level: |

|Being Good Friends and Citizens |Grade 1 |

|Getting Ready: |

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|Narrative Overview: |Student Objectives: |

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|By conducting shared research, students learn that investigating is foundational |Use pictures, illustrations, and details in a text to discern and describe key |

|to learning. By using books that require conversation, students understand that |ideas. |

|ideas are processed through inquiry, thought and conversation. After the students|Help form topic questions from text. |

|perform shared research based on a class question, they write an explanatory |Gather information on a given topic. |

|piece about a given topic. During this writing, they review the formation of a |Listen to one another in conversations and speak one at a time. |

|sentence with proper punctuation. Students respond to a question (prompt) to |Capitalize names, places and dates. |

|write what they know about rules and friendship, focusing on their topic and |Punctuate sentences correctly with a period and a question mark. |

|supporting it with facts. Finally, they apply their knowledge of questioning to |Perform poetry as a choral reading. |

|poetry and perform the poetry as a choral reading. | |

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|Key Vocabulary Words & Definitions: |

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|Key Vocabulary Words |Common Core Standards & Content Links |

|Respect |Common Core Standards |

|Responsibility |RL.1.1: Ask and answer questions about key details and events in a text. |

|Caring |RI.1.1: Ask and answer questions about key details in a text. |

|Detail(s) |W.1.7: Participate in shared research and writing projects. |

|Fact |SL.1.1: Participate in collaborative conversations with diverse partners about |

|Choices |Grade One topics and texts with peers and adults in smaller and larger groups. |

|Problem |L.1.1: Demonstrate command of the conventions of Standard English grammar and |

|Solution |usage when writing and speaking. |

|Text |L.1.1J: Produce and expand complete and compound declarative, interrogative, |

| |imperative, and exclamatory sentences in response to prompts. |

| |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. |

| |W.1.2: Write informative/explanatory texts in which they name a topic, supply |

| |some facts about the topic, and supply some sense of closure. |

| |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. |

| |F.1.2: Demonstrate understanding of spoken words, syllables, and sounds |

| |(phonemes). |

| |F.1.2b: Orally produce single syllable words by blending sounds (phonemes) |

| |including consonant blends. |

| |Social Studies Links |

| |SS.1.A- Explain how laws and rules are made and changed to promote the common |

| |good. |

| |SS.1.B- List the rights and responsibilities of citizens. |

| |SS.2.A.1- Examine how individual rights are protected. |

| |SS.2.A.2- Propose peaceful resolutions of disputes in the classroom and on the |

| |playground |

| |SS.2.C.1- Describe how authoritative decisions are made, enforced and interpreted|

| |within schools. |

| |SS.2.C.2- Explain what it means to make, enforce, carry out and interpret rules |

| |(i.e, explain what rules mean in specific cases) |

|Special Area Connections |Community Links |

|You can add specific activities to refer to activities below that Special Area |Field Trips, Guest Speakers, etc. |

|could assist with. |Counselors- Speak about feelings |

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|Book Titles- |

|(broken by genre like sample units from book) |

|AD= Adult Directed – Lexile lists this as a book that is adult directed, not read independently by students. |

|NC= Non-Conforming -Lexile lists this as a book that is leveled higher than the intended audience. |

|*denotes a book that does not have a lexile level available. |

|Week 1 |

|Fiction |

|First Day Jitters by Julie Danneberg (AD210L) |

|Wemberly Worried by Kevin Henkes (AD170L) |

|Chrysanthemum by Kevin Henkes (460L) |

|Non-Fiction |

|Look Book by Tana Hoban * |

|Have You Filled a Bucket Today? by Carol McCloud (AD710L) |

|Week 2 |

|Fiction |

|Frog and Toad Together by Arnold Lobel (330L) |

|Do Unto Otters by Laurie Keller (AD460L) |

|The Bear Who Wouldn’t Share by Jonathan Allen (LBD Big Book) |

|Weekend With Wendell by Kevin Henkes (AD170L) |

|Non-Fiction |

|How to Be a Friend by Laurie Krasny Brown and Marc Brown (140L) |

|Friendliness by Lucia Raatma (430L) |

|Caring by Mary Small (580L) |

|Week 3 |

|Fiction |

|A Play for All by Meish Goldish (LBD Big Book)* |

|Never Spit on Your Shoes by Denys Cazet (280L) |

|Non-Fiction |

|Citizens To Look Up To by Ashley S. Burell (LBD Big Book)* |

|Being a Good Citizen by Mary Small (NC650L) |

|Being Respectful by Mary Small (570L) |

|Being Responsible by Mary Small (510L) |

|Poetry |

|If You Could Wear My Sneakers! by Sheree Fitch and Darcia LaBrosse |

|Instruction |

|Suggested Whole Group Lessons |

|(including connection to grab kids’ attention, specific objectives, details for strategy instruction, Marzano strategies labeled, content connections) |

|Week 1 |

|Reading Through Inquiry |

|Talk about the value of asking questions and how we begin to open our minds to think deeply about something. (SL.1.2) |

|Model questioning techniques with text. RL.1, RI.1 |

|With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.10, RI.10 |

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|Phonemic Awareness/Phonics: |

|Hear and identify short vowel sounds in text. R.2A, R2.C |

|Introduce and identify CVC pattern in text. RF.2C, RF. 3B |

|Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.2D |

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|Balanced Literacy |

|Introduce Balanced Literacy procedures (Daily 5, literacy centers, etc.) |

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|Friendship/Rules |

|Participate in collaborative conversations (Marzano’s cooperative learning) about friendship, rules and community. CC-SL.1.1., GLE-SS.2.C.2 |

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|Writing: (Narrative) |

|Introduce and establish Writer’s Workshop procedures. |

|Focus lessons on expansion of thought and volume of writing. W.3 |

|Narrative (Formative): Students respond to personal experiences about starting first grade. |

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|Week 2: |

|Reading Through Inquiry |

|Students will be able to ask questions to broaden their knowledge about key details in a text. RL.1, RI.1 |

|Discuss and practice using question words (who, what, where, and how). RL.1, RI.1 |

|Model questioning techniques with using context clues. RI.4, V.4.A |

|With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.10, RI.10 |

|Model and identify how to use text features to locate key facts in text. RI.5 |

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|Balanced Literacy |

|Continue to implement Balanced Literacy procedures (Daily 5, literacy centers, etc.) |

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|Phonemic Awareness/Phonics: |

|Hear, identify and compose short vowels in text. R2.A, R2.C |

|Introduce and identify CCVC pattern in text. RF.2B.c, RF.3B |

|Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF. 2D |

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|Friendship/Rules: |

|Model peaceful ways to resolve conflict. GLE-SS.2.A.2, SS.2.C.1, SS.2.A.1 |

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|Writing: (Explanatory) |

|Continue to establish Writer’s Workshop procedures. |

|Use informational text to model explanatory writing using facts. W.2 |

|Support students as they begin explanatory writing. W.2 |

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|Week 3 |

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|Reading Through Inquiry |

|Discuss and practice using question words (who, what, where, and how). RL.1, RI.1 |

|Model questioning techniques with using context clues. RI.4, V.4.A |

|With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.10, RI.10 |

|Model and identify how to use text features to locate key facts in text. RI.5 |

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|Balanced Literacy |

|Integrate standards through Balanced Literacy (Daily 5, literacy centers, etc.) |

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|Phonemic Awareness/Phonics: |

|Hear, identify and compose short vowels in text. RF.2b.c, RF.3B |

|Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.2D |

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|Friendship/Rules: |

|Discuss and interpret why we have rules and laws (school, bus and playground) GLE- SS.1.A, SS.2.A.1 |

|Discuss the rights and responsibilities of citizens GLE- SS.1.B, SS.2.A.1 |

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|Writing: (Explanatory) |

|Continue to establish Writer’s Workshop procedure |

|Use informational text to model explanatory writing using facts. W.2 |

|Support students as they continue explanatory writing. W.2 |

|Formative (Explanatory): Students write about why we have rules. |

|Guided Practice Activities |

|(I do, we do, you do) |

|Questioning: |

|Look at Children’s Games by Pieter Bruegel. Ask the students to study the picture closely for a few minutes and write down any questions they have about what |

|they see. Have students ask questions about the picture. As students begin to ask questions, write the questions on chart paper (e.g., What are they doing? Is |

|that like a hula hoop?......). |

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|Small Group Lessons: |

|Week 1 and beyond: |

|Reinforce the 3 sentence rules: Capital, spacing and ending mark. L.1.1J, RF.1A, L.2A, L.2.B |

|Spell untaught words phonectically, drawing on phonemic awareness and spelling conventions. L.2.E |

|Print all lower and uppercase letters. L.1A |

|Week 3: |

|Identify CVC and CCVC pattern in text. |

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|Center Activities: |

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|Independent Practice Suggestions: |

|(graphic organizers, activities, prompts, etc.) |

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|Whole Class Sharing Ideas: |

|Differentiation: |

|Extensions: |Interventions/Modifications: (including ELL) |

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|Assessments: |

|Include any sample scoring guides, anchor papers, etc. Write DRAFT if they need to be revised. |

|Formatives: |Summative: |

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|Narrative: Students respond to personal experiences about starting first grade. |Addressed in Unit 2. |

|Explanatory: Students write about why we have rules. | |

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|Anchor Charts: |

|(paste pictures of actual anchor charts) |

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|Resources: |

|(suggested book titles, Smart Notebook files, website links, etc.) |

|Brainpop, Jr. “Friends” |

|Brainpop, Jr. “Bullying” |

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Unit Checklist:

Each unit should contain all of the following:

□ Balanced Literature

o 50% Fiction

o 50% Non-Fiction

o Poetry (real poetry)

□ Embedded Assessments

o 2 formative assessments (can be imbedded in the activities)

o 1 summative assessment

□ 3 Writing Activities (not all need to be published)

o 1- to explain (informational with facts)

o 1- to persuade (opinion about a topic or book)

o 1- to convey experiences (narrative sequence of events)

□ Marzano Strategies embedded into the lessons (and identified)

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