Unit of Study Organizer - Harvest Ridge Elementary School
Unit of Study Organizer
(all information will be transferred to appropriate tabs on website)
|Unit Title: |Grade Level: |
|Being Good Friends and Citizens |Grade 1 |
|Getting Ready: |
| |
|Narrative Overview: |Student Objectives: |
| | |
|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. | |
| | |
| | |
| | |
| | |
|Key Vocabulary Words & Definitions: |
| |
| |
| |
| |
| |
| |
|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 |
| | |
| | |
| | |
| | |
| | |
|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 |
| |
|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 |
| |
| |
|Balanced Literacy |
|Introduce Balanced Literacy procedures (Daily 5, literacy centers, etc.) |
| |
| |
|Friendship/Rules |
|Participate in collaborative conversations (Marzano’s cooperative learning) about friendship, rules and community. CC-SL.1.1., GLE-SS.2.C.2 |
| |
| |
|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. |
| |
|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 |
| |
|Balanced Literacy |
|Continue to implement Balanced Literacy procedures (Daily 5, literacy centers, etc.) |
| |
| |
|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 |
| |
|Friendship/Rules: |
|Model peaceful ways to resolve conflict. GLE-SS.2.A.2, SS.2.C.1, SS.2.A.1 |
| |
|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 |
| |
|Week 3 |
| |
|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 |
| |
|Balanced Literacy |
|Integrate standards through Balanced Literacy (Daily 5, literacy centers, etc.) |
| |
|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 |
| |
|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 |
| |
|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?......). |
| |
| |
| |
|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. |
| |
| |
| |
|Center Activities: |
| |
| |
| |
| |
| |
| |
|Independent Practice Suggestions: |
|(graphic organizers, activities, prompts, etc.) |
| |
| |
| |
| |
| |
| |
| |
|Whole Class Sharing Ideas: |
|Differentiation: |
|Extensions: |Interventions/Modifications: (including ELL) |
| | |
| | |
| | |
| | |
|Assessments: |
|Include any sample scoring guides, anchor papers, etc. Write DRAFT if they need to be revised. |
|Formatives: |Summative: |
| | |
|Narrative: Students respond to personal experiences about starting first grade. |Addressed in Unit 2. |
|Explanatory: Students write about why we have rules. | |
| | |
|Anchor Charts: |
|(paste pictures of actual anchor charts) |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Resources: |
|(suggested book titles, Smart Notebook files, website links, etc.) |
|Brainpop, Jr. “Friends” |
|Brainpop, Jr. “Bullying” |
| |
| |
| |
| |
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)
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- elementary school rankings state of kentucky
- ridge high school basking ridge
- basking ridge high school nj
- characteristics of a great elementary school teacher
- elementary school philosophy of education
- basking ridge nj school calendar
- salary of elementary school teacher
- average salary of an elementary school teacher
- list of elementary school clubs
- unit 1 study guide biology
- number of elementary school students in us
- list of elementary school subjects