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First Grade ELA CurriculumUnit 2Table of Contents Purpose of the Unit Page 3Essential Questions Page 4 Common Core StandardsPage 5-6Sample Literacy Block SchedulePage 7AssessmentsPage 8Lucy Calkins Units of StudyPage 9-10Recommended Supplemental TextsPage 11Journeys AlignmentPages 12-18Suggested Literacy CentersPage 19Message Time Plus SamplePage 20Professional Development ResourcesPage 21-22Potential Anchor ChartsPage 23Appendix A: Writing Samples, Checklists and RubricsPage 24-31Appendix B: Comprehension - Informational Text Page 32-33Appendix C: Sample Lesson Plan Page 34Appendix D: Lesson Plan ExamplesPage 29Purpose of This Unit:The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the Common Core State Standards. The standards establish guidelines for English Language Arts (ELA) as well as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life.?Essential QuestionsEnduring UnderstandingWhat are informative and explanatory texts? How does a writer compose an informative/explanatory piece? Why are details important in my response? How can I use the questions and suggestions from others to strengthen my writing?How does a writer determine the digital tools necessary to communicate their message? Why is it important to collaborate with peers when writing?What resources can help you find an answer to a question? How can resources lead you to an answer?How does phonemic awareness support students in their ability to read and write? How does the ability to segment words support students in writing?What are key details? How do readers use them to ask and answer questions from a text?How do key details provide further information about characters, settings, and major events to aid in comprehension?How does word choice enhance a story or poem and help the reader connect to the writing?Informational/explanatory text allows a writer to select appropriate facts about a topic in order to convey ideas and content. Details help writers make their ideas clear for the reader. A writer must determine how to revise their paper based on peer and teacher suggestions to strengthen their final product.A writer uses peers and digital tools to enhance their work. A writer determines the digital tools according to the task, audience, or purpose (e.g., slide show, blog, text, audio track, etc.).Source is the location of information. Writers use and cite multiple sources to write convincingly.The ability to orally blend sounds together leads to blending sounds into words when reading. The ability to orally isolate sounds in words leads to writing sounds in sequence to make words.Proficient readers use evidence from literary text, including key details, to support their understanding of the text and increase their ability to answer questions.Key details in a story, about character, setting, and major events, help readers to better comprehend the text.An author's word choice can create a piece of writing that appeals to the senses. The writing may evoke feelings and help the reader connect to the writing.Unit 2:Topic: CCSS:Goals: Informative Text WritingJourneys TE Unit 2W 1.2Write informative texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W 1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W 1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W 1.8With guidance and support, recall experiences or gather information from provided sources to answer questions.SL 1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.L 1.2Capitalize dates and names of people.Use end punctuation for sentences.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.SL 1.1Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.3Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.RF 1.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).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).RF 1.3Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant digraphs.g. Recognize and read grade-appropriate irregularly spelled words.RI.1.1Ask and answer questions about key details in a text.RI.1.2Identify the main topic and retell key details of a text.RI.1.4 HYPERLINK "" Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. HYPERLINK "" RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.RI.1.9Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).RL.1.10With prompting and support, read prose and poetry of appropriate complexity for grade 1.RI.1.7Use the illustrations and details in a text to describe its key ideas.RF.1.1Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RF.1.4Read 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.K-2 Grade Literacy BlockSample ScheduleNotes for Sample ScheduleIndependent Reading/Partner Rdg(arrival & unpacking time)After unpacking, children read from Book Bins (unleveled) or from Book Bags (leveled for independent. reading.)Message Time PlusModeled Writing/Shared ReadingConcepts about printPhonicsVocabularyHigh frequency wordsFluencyComprehension20 minOne option for MTP is to teach a writing behavior or strategy that can lead into the writing workshop.All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and concepts about print can be taught through MTP.Writer’s WorkshopMini-lessonIndependent WritingShare (2 students share)30 min5 min 20 min5 min Independent writing consists of guided writing groups and/or one-to-one conferences. Intentional Read Aloud 10 minTell children what you are going to demonstrate and why this will help them as readers. Ask students to watch and listen to how you think (or problem solve) as a reader. Guided Reading/ Literacy Centers30 minLiteracy CentersGroup AGroup BGroup C1st rotation(15 min)Guided ReadingiReadLiteracy Center2nd rotation(15 min)Literacy CenterGuided ReadingiReadThe Literacy Center component is not limited to the above format. Teachers may have more than 3 groups. Assessments:Formative:Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/discussions, guided reading, in-progress writing samples, iRead, talk moves and turn and talk.Summative:Model Curriculum Unit 2 Assessment, assessment on CVC /CVCC words, running records to see reading progress/ comprehension skillsAuthentic Assessment: Published writing piece for narrative writing, letter writing, poetry writing and story writing) scroll down for first grade writing examplesSee Appendix A for student checklist and scoring rubric.Authentic Assessment:Informational Text Flap BookSee appendix BAuthentic Assessment:Create your own digital informational book Technology Integration: iRead (Mandatory) spelling and word recognition gamesfor independent reading and phonics games safe search engine for kids created by librarians to conduct researchSpeaking and Listening Vocabulary: details, peers, support, answer, determine, gather, first, middle, last, revision, edit, suggestions, topics, question, comprehension, events, text, recall, strategy, closure, fact Useful Sites: This website is full of free content designed to help educators understand and implement the Common Core and other college and career ready standards. It includes practical tools designed to help students and teachers see their hard work deliver results. Please steal these tools and share them with others. Teachers can register for free to access information on guided reading, intentional read alouds and MTP The World Book web site offers an encyclopedia, dictionary, atlas, homework help, study aids, and curriculum guides.Lucy Calkins Units of StudyLessons From the Masters: Nonfiction Chapter Books Unit 2Lesson NumberLesson TitleCCSS Related to Lesson from Unit 2Lesson 1Writer's Get Ready to Write By Teaching All About a TopicW.1.2, W.1.5, RF.1.1, SL.1.1, SL.1.5, L.1.2Lesson 2Writer's Tell Information across Their Fingers, Sketch, then WritW.1.2, W.1.5, RI.1.7, RF1.1, SL. 1.1, SL.1.5, L1.2Lesson 3Writer's Keep Readers in Mind, Writing to Answer Their QuestionsW.1.2, W.1.5, SL. 1.1, SL.1.1, SL.1.3, L1.2.Lesson 4Nonfiction Writers Teach with Pictures as Well as WordsW.1.2, W.1.5, RI.1.7., SL. 1.1,SL.1.5,L.1.2, L.1.5Lesson 5Being Brave Enough to Spell Domain-Specific Words (Spelling Fancy Words)W.1.2, W.1.5, RF.1.1,RF.1.2, SL. 1.1,L.1.2, L.1.6Lesson 6Nonfiction Writers Use Readers to Help Them Add and SubtractW.1.2, W.1.5, RF.1.2, RF.1.3, SL. 1.1, L.1.2, L.1.6Lesson 7Taking Stock: Self-Assessing and Setting GoalsW.1.2, W.1.5, SL. 1.1, L.1.2Lesson 8Letter to Teachers: Editing: Spelling, Capitals, and PunctuationW.1.2, W.1.5, RF.1.2, RF.1.3, SL.1.1,L.1.2Lesson 9Writing Tables of ContentsW.1.2, W.1.5, SL. 1.1, L.1.2, L.1.5,Lesson 10Planning and Writing Chapters While Resolving to Get BetterW.1.2, W.1.5, SL. 1.1, SL.1.5, L.1.2Lesson 11Writers Write with Details and Help Readers Picture the Details by Using ComparisonsW.1.2, SL. 1.1, L.1.2, L.1.5Lesson 12Different Kinds of Writing in Teaching Books: Chapters Can Contain How -To Writing, Persuasive Writing, and StoriesW.1.2, W.1.5, SL. 1.1, SL.1.5, L.1.2Lesson 13Letter to Teachers: Introductions and ConclusionsW.1.2, SL. 1.1, L.1.2Lesson 14Fix up Writing by Pretending to Be a ReaderW.1.2, W.1.5., RF.1.4, SL. 1.1, L.1.2Lesson 15Writers Use All They Know to Plan for New Chapter BooksW.1.2, W.1.5, RI.1.7, SL. 1.1, SL.1.5, L.1.2Lesson 16Writers Do Research, Like Finding Images or Photos, to Help Them Say MoreW.1.2, W.1.6, W.1.8, RI.1.7, SL. 1.1, SL.1.5,L.1.2Lesson 17Editing "On the Go": Varying End Punctuation to Bring Out a Teaching Book's MeaningW.1.2,W.1.5, RF.1.4. SL. 1.1, L.1.2Lesson 18Using Craft Moves Learned in Small Moments: Pop-Out Words and Speech BubblesW.1.2,W.1.5, RF1.1, RF.1.4., SL. 1.1, SL.1.5, L.1.2, L.1.5Lesson 19Editing Step by StepW.1.2, W.1.5, RF1.2, RF.1.3, RF.1.4, SL. 1.1, L.1.2Lesson 20Letter to Teachers: A Final CelebrationW.1.2, W.1.5, RF1. SL. 1.1,L.1.2Texts Recommended to Supplement Journeys Unit 1Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 5. Below are some recommended narrative mentor texts that can be used as a read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students and teachers to digital read alouds. Name of the Texts and PictureSharks by National Geographics KidsApples by Gail GibbonsThe Sun Is My Favorite Star by Frank AschA Tree Is a Plant by Bulla, Clyde Robert. My Five Senses by Aliki. This site will allow teachers and students to find online videos and articles of informational text. Grade 1: Unit 2Reading Lit and Informational TextFoundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW8Drums Informational TextDecodable Readers: Can be used for guided reading and independent readingTarget StrategyAnalyze/EvaluateiRead-Differentiated for StudentsFluencyPhrasing: Natural PausesHigh-Frequency Wordsher, now, our, she, today, wouldSpeaking and ListeningLanguage and WritingLesson Selection S&L Academic Vocabulary Language Writing8NASpelling PrincipleWords with Short oSpelling WordsBasic: on, got, fox, pop, not, hopThese spelling principals can be introduced during MTP and students can work on the spelling patterns in a word work center.Writing Mode Informational Text- Follow the Lucy Calkins Units of StudyReading Lit and Informational TextFoundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW9Anchor TextDr. Seuss Genre: BiographyDecodable Readers can be used for guided reading and for independent reading. Target SkillText and Graphic FeaturesiRead-Students are working on the differentiated level for phonics.High-Frequency Wordsafter, draw, pictures, read, was, writeSpeaking and ListeningLanguage and WritingLesson Selection S&L Academic Vocabulary Language Writing9NAVocabulary may vary depending which informational text is used for the week.Spelling PrincipleWords with Short eSpelling WordsBasic: yes, let, red, ten, bed, getThese spelling principals can be introduced during MTP and students can work on the spelling patterns in a word work center.Writing Mode Informational Text WritingReading Lit and Informational TextFoundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW10NA Please refer to supplemental materials found on page 11. The texts for this lesson are not informational.Target SkillText and Graphic FeaturesiRead-Students are working on their independent level.High-Frequency Wordseat, give, one, put, small, takeSpeaking and ListeningLanguage and WritingLesson Selection S&L Academic Vocabulary Language Writing10NAVocabulary will vary depending on informational text used.Spelling PrincipleWords with Short uSpelling WordsBasic: us, sun, but, fun, bus, runChallenge: jump, mustThese spelling principals can be introduced during MTP and students can work on the spelling patterns in a word work center.Writing Mode Follow Lucy Calkins for Informational writingGrade 1: Unit 3Reading Lit and Informational TextFoundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW11Paired SelectionWater Informational Text Decodable texts can be used for guided reading and independent readingiRead-Students are working on their differentiated level for phonics. High-Frequency Wordsblue, cold, far, little, live, their, water, whereSpeaking and ListeningLanguage and WritingLesson Academic Vocabulary Language Writing11Vocabulary will vary depending on texts used.Spelling PrincipleWords with “th”Spelling Words Basic: that, then, this, them, with, bathThese spelling principals can be introduced during MTP and students can work on the spelling patterns in a word work center.Writing Mode Informative Writing: Follow the Lucy Calkins Units of StudyReading Lit and Informational TextFoundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW12Paired Selection The Rain ForestInformational Text Decodable Reader s can be used for guided reading and independent readingTarget SkillSequence of Events iRead- Students are working on their independent phonics level. High-Frequency Wordsbeen, brown, know, never, off, out, own, verySpeaking and ListeningLanguage and WritingLesson Selection S&L Academic Vocabulary Language Writing12Vocabulary will vary depending on the mentor text used. Spelling PrincipleWords with ch, tchSpelling Words Basic: chin, chop, much, chip, rich, chickThese spelling principals can be introduced during MTP and students can work on the spelling patterns in a word work center.Writing Mode Informative Writing-Use the Lucy Calkins Units of StudyReading Lit and Informational TextFoundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW13Paired Selection Four Seasons for AnimalsInformational TextDecodable Reader s can be used for guided reading and independent reading.Read- Students are working on their independent phonics level. FluencyAccuracy: Word RecognitionHigh-Frequency Wordsdown, fall, goes, green, grow, new, open, yellowSpeaking and ListeningLanguage and WritingLesson Academic Vocabulary Language Writing13Selection Vocabularyblow, day, leaves, school, seeds, snow, snowman, spring, summer, fall, winterSpelling PrincipleWords with sh, wh, phSpelling WordsBasic: ship, shop, which, when, whip, fishRead- Students are working on their independent phonics level. Writing Mode Informative Writing--Use the Lucy Calkins Units of StudyReading Lit and Informational TextFoundational SkillsLesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW14Paired SelectionRules and LawsInformational TextDecodable Reader s can be used for guided reading and independent reading.iRead- Students are working on their independent phonics level. FluencyExpressionHigh-Frequency Wordsfour, five, into, over, starts, three, two, watchSpeaking and ListeningLanguage and WritingLesson Selection S&L Academic Vocabulary Language Writing14Read Aloud The Tortoise and the HareListening/Speaking: Listening ComprehensionVocabulary will vary depending on mentor text used.Spelling PrincipleWords with Long aSpelling WordsBasic: came, make, brave, late, gave, shapeWriting Mode Informative Writing- Follow the Lucy Calkins Units of Study.Literacy Centers to Support Guided Reading:Writing Center:Finish work in folderWrite a note to a friendRead and write the roomComputer Center:(Mandatory) iReadStarfallLibrary Center:Independent readingBuddy readingWrite a responseWord Work Center:Word family gamesSite word gamesIndependent Reading Center:Students can practice reading text on their instructional levelLiteracy Game Center:ABC Memory Match/BingoSight Word Memory Match/BingoCVC word Memory Match/BingoMessage Time Plus Example This Message addresses the following standards:RF.1.3, RF.1.2, L.1.2, RF.1.4The lion is one of the most powerful animals to walk the planet earth. The male lion has a mane around its head whereas the female lion does not. The female lion is the one who hunts for the food and bring it back to her family but it is the male lion that eats the food first. It is also the female lion's job to raise the cubs and teach them how to be independent. These are only some of the facts about lions.Potential Scaffolding Opportunities:opening sentence and closing sentencevocabulary words like powerful and independenthigh frequency wordsub and ow familyResources Teacher Resources Questions:What worked?What do you think could have been implemented more effectively in your lessons and instruction?What do you need to learn more about?What resources were helpful?Professional Development Resources:Please click on the links below to receive additional support in your practice.Classroom Library click on the Classroom Library linkGuided Reading click on the Guided Reading linkMessage Time Plus click on the Message Time Plus linkWriter’s Workshop click on the Writer’s Workshop linkRunning Records033020000Potential Anchor Charts:483235333121000140335152400026562051968500 Appendix A:Sample of Student Writing This sample can be found in the Unit 2 book on page 140 153733517970500-406400228600002432051714500403860017780000-292100114300004164965000-5213350004279900000-406400-11430000107950011430000Writer’s Checklist for Students -6096039878000Appendix B: ComprehensionInformational Text Flap Book Identify the main topic and detailsMain IdeaDetailDetailAppendix C Lesson Plan ExamplesWriting Workshop LessonStandards:1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1.RF.4: Read with sufficient accuracy and fluency to support comprehension.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.Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined.Interdisciplinary Connections: Social Studies, FamiliesEquipment Needed: Dry erase boards, markers, leveled readersGoals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative that has a beginning, middle and end.Learning Activities or Instructional Strategies: Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus. Students will listen as the teacher does a think aloud to model how to think of a small moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children while the children read as she writes.Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch throughout 3 pages. Students will discuss what happens in the beginning, middle and end of their small moment.Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their partners. Students will quickly sketch out their ideas and then begin writing their narratives. Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students and prompt students to get started on their narrative and to make sure that they quickly sketched their story so that they can focus on the writing. Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and strategiesDifferentiation: Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences.Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative.Resources Provided: Lucy Calkins Units of StudyAssessments: Narrative Scoring Rubric and Student ChecklistHomework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work. ................
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